Thesis (Ed.D.) -- Central Connecticut State University, 2007. / Thesis advisor: Karen Beyard. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 117-126). Also available via the World Wide Web.

The growing impact of biotechnology globally and nationally over the past few decades has prompted the need for elevating general biotechnological literacy levels in all populations. This need is currently being addressed through the field of technology education (TE). Although included in the Standards for Technological Literacy (ITEA, 2000), the actual delivery of biotechnology instruction in TE classrooms has not realized broad implementation. Previous studies have recognized this issue and called for systematic research to identify key factors affecting the implementation of biotechnology instruction in secondary school level TE classrooms. The purpose of this study is to identify the key factors affecting the implementation of biotechnology instruction in secondary level TE classrooms and establish predictive values for the identified factors. This study, which employs a research design grounded in both Rogers’ Diffusion Theory (2003) and Eccles Expectancy-Value Theory (2005), was conducted to address this implementation issue. This study involved the administration of a composite on-line instrument to collect demographic, attitudinal, motivational, and open-ended data related to the phenomena under investigation. Data collected from the on-line composite survey were analyzed through statistical (descriptive, independent t-tests, correlations, hierarchical multiple regressions) and thematic analysis. A total of 395 secondary school TE teachers across the five selected states (Virginia, New York, Connecticut, New Jersey, and Pennsylvania) participated in this study. Analyses of the data led to the following conclusions. Insufficient implementation and preparation toward teaching biotechnology presented in this study are consistent with the low level of implementation of biotechnology instruction in TE classrooms revealed through prior studies. In addition, TE teachers’ motivation (expectancy, value, and cost), their preparation (pre-service courses and/or in-service PD), and infrastructure are all significant predictors for the implementation of biotechnology instruction. Thus, it is necessary for the TE teachers to have a variety of opportunities and support for developing their self-belief toward teaching biotechnology and experiencing the usefulness and importance of teaching biotechnology. The findings and conclusions drawn from the data analysis provide implications to the TE teachers and pre-service teacher preparation institutes. / Ph. D.

<p> The researcher explored the lived experience of adult online college honor students (AOCHS) with the goal of describing critical factors that support academic success. The study addressed a gap in the literature concerning how the technology and virtual context of adult online college education are perceived, interpreted, and employed by the most successful students in undergraduate online college degree programs. Participants described how they perceived their online learning experience, what meaning they attribute to this experience, and what strategies they employ to achieve academic success in the online learning environment. The study was based on Deming&rsquo;s total quality management philosophy, Nonaka&rsquo;s theoretical context for knowledge generation, and the community of inquiry (CoI), a conceptual framework for online education. An online questionnaire and individual telephone interviews were used to gather qualitative data, which were analyzed using thematic coding and analytic induction to address the study&rsquo;s purpose and answer the research questions. Follow-up interview subjects were purposefully selected to provide a heterogeneous sample based on self-reported demographics, priorities, and motivations. Results showed that honor students&rsquo; expect that the technologies and user interfaces in online college classes should be as engaging and effective as social media, online entertainment, and Internet commerce technologies that they use in their nonacademic lives. That online instructors should be active and encouraging participants in the learning process. And that students&rsquo; personal, academic success is supported by a mature self-image and work ethic, effective time management and workload planning, clear and timely communication with faculty members, positive collaboration with classmates, and fluent use of learning technology.</p>

This study tested the effectiveness of an inservice training program for (1) teaching telecommunication skills to teachers who were relatively inexperienced in the use of computers, and (2) assisting teachers in designing and implementing telecommunications activities in their curriculum. Nine elementary teachers participated in an innovative telecommunications project between two local schools. Three of the teachers completed the four session model training program in which they learned the skills necessary for using a telecommunications Bulletin Board System. During the six-week initial implementation phase, a coaching strategy was employed, in which the teachers were observed and assisted while practicing telecommunications. The teachers developed a degree of expertise in using telecommunications and they were able to implement this technological innovation in their curriculum as indicated by the activities and impact upon student learning. During the first cycle of use the teachers were becoming stabilized in the use of telecommunications as they began to refine integration of this media in new areas of their curriculum. The coaching the teachers received was evaluated as being most helpful in assisting teachers in the implementation process. Perceived future barriers to implementation relate to the lack of phone lines and the scarcity of support assistance in the schools. This study has considerable implications for policy makers responsible for the incorporation of technological innovations in school curricula. The results indicate that teachers given an extensive system of training and implementation support are able to effectively integrate telecommunications activities in their curriculum.

M.Ed. (Educational Management) / Please refer to full text to view abstract

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed Aug. 24, 2004. Dissertation Committee: James C. Palmer (chair), George Padavil, Albert T. Azinger, Mohamed Nur-Awaleh. Includes bibliographical references (leaves 155-162) and abstract. Also available in print.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems and Workforce Development. / Title from title screen. Includes bibliographical references.

Programmering implementerades formellt i juli 2018 i den svenska läroplanen. Litteraturöversikten som beskrivs i denna artikel undersöker vilka utmaningar tekniklärare upplever med den nya reformen. Under databearbetningen identifierades flera utmaningar. Ett av huvudfynden är lärares upplevda bristande yrkeskunskap. Resultatet indikerar därmed på att lärarna är i behov av stöd på olika sätt, som att få tid och möjligheter till kompetensutveckling. Mer forskning behöver dock bedrivas om programmering i skolan utifrån lärares perspektiv. Området är mycket tunt beforskat och ytterligare studier skulle kunna ge en bättre insikt om vilka förbättringar som kan genomföras. Utgångspunkten är att kunna besvara frågan: Vilka utmaningar upplever tekniklärare med programmering i skolan? / Programming was formally enacted in July 2018 in the Swedish school curriculum. The literature review described in this paper examines what challenges technology teachers are experiencing with the new reform. During the analysis of the data, multiple challenges were identified. One of the main findings is that teachers’ perceived lack of professional knowledge in programming. Thus, the teachers are in need of support in various ways, such as getting time and opportunities for competence development. However, more research needs to be conducted about programming in school as well as from the teacher’s perspectives. The current research in this area is very limited, thus further investigation could give a better insight about what improvements may be beneficial to apply. Our aim is to answer the question: What challenges do technology teachers experience with programming in school?

Syftet med undersökningen är att undersöka hur lärare ser på teknikämnets innehåll och syfte. Det leder till frågeställningar kring teknikämnets syfte, genomförande och möjligheter och vad som prioriteras och värdesätts. För att få svar på frågorna genomförde jag en fallstudie. Jag valde att göra en induktiv kvalitativ undersökning med hjälp av en diskussion med ett tekniklärararbetslag och en skriftlig enkät. Informationen från diskussionen bearbetade jag med hjälp av en tematisk analys. En tematisk analys för att identifiera, analysera och rapportera mönster (teman) i information. Enkätsvaren bearbetade jag genom att göra en klassificering. Mina svar på hur tekniklärare inom ett arbetslag ser på skolämnet teknik är rätt och slätt att det varierar och att lärare gör som de brukar. Lärarna prioriterar NO-ämnen till förmån för ämnet teknik. Men att det finns en ambition och uttryck att undervisa teknik utifrån perspektivet Teknik som mänsklig tillämpning. / The purpose of the study is to investigate how teachers view the content and purpose of the technical subject. This leads to questions about the purpose, implementation and opportunities of the technology subject and what is prioritized and valued. To answer the questions, I conducted a case study. I chose to do an inductive qualitative study with the help of a discussion with a technology teacher work team and a written questionnaire. I processed the information from the discussion using a thematic analysis. A thematic analysis to identify, analyze and report patterns (themes) in information. I processed the survey responses by doing a classification. My answers to how technology teachers in a team view the school subject technology is simply that it varies and that teachers do as they usually do. The teachers prioritize NO substances in favor of the subject technology. But there is an ambition and expression to teach technology from the perspective of Technology as a human application.