This phenomenological study examined the lived experience of five (5) tenured university faculty members over a ten-year span of their professional lives. The purpose of this study was to better understand the lived experience of tenured university faculty, particularly how they negotiated experiences related to the combined influences of technology, tenure, and teaching. While some have suggested that university faculty do not have the necessary skills to transition to this emerging technological era (McKee & Tew, 2013), this study did not attempt to make judgments about whether or not college faculty were prepared to shift their approach to teaching, nor whether such a shift was even necessary. Instead, the study was guided by the following questions: How did a group of tenured faculty negotiate which technologies entered their work and home life?; and How did factors inside and outside of the university shape this experience? Results suggested that technology changed only minor aspects of what it meant to be tenured faculty in higher education; however, the changes and the extent of the changes varied from person to person. This study suggested that factors such as gender, university administration, tenure and the tenure process, and home life played a larger role in the lifeworlds of these faculty. This study adds to the literature on how technology influences university faculty, but it also provides insight to those in higher education charged with supporting faculty use of technology (i.e., instructional designers, technology support staff).

No description available.

Abstract In order to respond to the challenges posed by technological development, new interdisciplinary concepts and methods in the fields of research and design of information and communication technology are required. The researchers in this fields have been trying to solve design problems by, for example, concentrating on designing for the user experience (UX). Nevertheless, the concept of UX has been widely disseminated and rapidly adapted in many areas of design without it being clearly defined or deeply understood. Not only theoretical study of the phenomenon is needed but also analytical tools to more comprehensively analyse and understand UX. Such an important tool would be a concept that can be used to study practical phenomena in a comprehensive manner. The theoretical objective of this thesis was to formulate a new, “expanded” concept of UX that can be used to describe human experience with technology so that both short-term and longer-term aspects of this experience can be taken into account. Based on the review of the literature, it seemed that Dewey’s concept of aesthetic experience could provide a theoretical frame of reference for an approach aiming at understanding UX in a more comprehensive manner. A broad theoretical concept, such as Dewey’s concept of aesthetic experience, is not directly applicable to empirical research, however. The practical objective of the thesis was to outline a method or a set of methods how the concept can be operationalised. A comprehensive and operational concept of UX is generated based on Dewey’s concept of aesthetic experience that is divided into two levels utilising Leontjev’s activity theory. As a result of the research, the concept of expanded user experience (eUX) and the reflective research method for studying it has been created. This research has shown that by studying longer-term UX in addition to temporal UX and by focusing on analysing the user’s activity it is possible to see a larger and more meaningful view on UX. The reflective research method is particularly beneficial as a long-term research method focusing on the everyday environments of users. / Tiivistelmä Teknologian kehityksen asettamiin haasteisiin vastaaminen edellyttää uusia tieteen rajat ylittäviä käsitteitä ja menettelytapoja informaatio- ja kommunikaatioteknologian alan tutkimuksessa ja suunnittelussa. Alan tutkijat ovat alkaneet etsiä ratkaisuja suunnittelun ongelmiin mm. keskittymällä käyttäjäkokemuksen suunnitteluun. Käyttäjäkokemus käsitteen käyttö on yleistynyt ja se on omaksuttu nopeasti monilla suunnittelun alueilla huolimatta siitä, että käsitettä ei ole selkeästi määritelty tai syvällisesti ymmärretty. Käyttäjäkokemuksen tutkimuksessa tarvitaan paitsi tutkittavan ilmiön teoreettista tarkastelua, myös analyyttisiä välineitä käyttäjäkokemuksen kokonaisvaltaisempaan analysoimiseen ja ymmärtämiseen. Keskeinen väline on käyttäjäkokemuksen kokonaisvaltaista, moniulotteista ja reflektiivistä luonnetta kuvaava käsite, jonka avulla käytännön ilmiöitä voidaan tarkastella kokonaisvaltaisesti. Tämän tutkimuksen teoreettinen tavoite oli kehittää uusi ”laajennettu” käyttäjäkokemuksen käsite, jolla voidaan kuvata käyttäjäkokemusta ottamalla huomioon inhimillisen kokemuksen muodostumiseen vaikuttavia lyhyt- ja pitkäkestoisia aspekteja. Kirjallisuuskatsauksen perusteella vaikutti siltä, että Dewey’n esteettisen kokemuksen käsite voisi ratkaista useita aikaisemman käyttäjäkokemuksen tutkimuksessa ilmenneitä puutteellisuuksia tarjoamalla teoreettisen viitekehyksen lähestymistavalle, jonka tavoitteena on ymmärtää käyttäjäkokemusta aikaisempaa kokonaisvaltaisemmin. Laaja teoreettinen käsite, kuten Dewey’n esteettisen kokemuksen käsite, ei kuitenkaan ole suoraan sovellettavissa empiiriseen tutkimukseen. Näin ollen tutkimuksen käytännöllinen tavoite oli hahmotella menetelmä tai joukko menetelmiä, joiden avulla Dewey’n esteettisen kokemuksen käsite voidaan operationalisoida. Tutkimuksessa kehitetty, aikaisempaa kokonaisvaltaisempi ja operationaalinen käyttäjäkokemuksen käsite perustuu Dewey’n esteettisen kokemuksen käsitteeseen, joka on operationalisoitu jakamalla se kahteen tasoon Leontjev’n toiminnan teorian avulla. Tutkimuksen tuloksena syntyi laajennettu käyttäjäkokemuksen käsite (the expanded user experience), ja sen tutkimiseen tarkoitettu reflektiivinen käyttäjätutkimusmenetelmä (the reflective research method). Tässä tutkimuksessa havaittiin, että keskittymällä pidempikestoisen käyttäjäkokemuksen tutkimiseen hetkellisesti muodostuvan käyttäjäkokemuksen rinnalla sekä analysoimalla käyttäjän toimintaa, voidaan käyttäjäkokemus nähdä aikaisempaa laajempana ja merkityksellisempänä ilmiönä. Reflektiivinen tutkimusmenetelmä soveltuu erityisesti käyttäjien jokapäiväisessä arjessa tapahtuvaan pitempiaikaiseen käyttäjätutkimukseen.

The diploma thesis describes innovation environment of United States of America and the influence of US innovation policy on its foreign trade. The analysis and comparison of qualitative and quantitative data were mainly used from secondary sources of American Census Bureau and innovation programs of individual Departments and federal agencies for purposes of this diploma thesis. United States of America is still seen as one of the most competitive and powerful world nations. Long term negative balance of trade in goods and increasing import of technology products in the first place are weakening the USA position as world innovation leader. Research and development activities are becoming more globalised in the last decade and USA have to deal with strong influence from emerging economies, mainly from Asian region. Current innovation policy agenda attempts to support broad development of innovation and technology, not only particular fields of interest. Obama's administration intensively focuses on key areas for maintaining the country's competitiveness considering current financial crisis and increasing role of other world economies. These key areas are however not in line with commodities, which mainly represents negative figures of country's balance of trade. In this respect, the innovation policy of United States rather falls behind.

No description available.

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Submitted by VINÍCIUS DOS SANTOS HONORATO (honoratovinicius@hotmail.com) on 2018-07-16T13:37:03Z No. of bitstreams: 1 DISSERTAÇÃO_FINAL_VINÍCIUS_HONORATO.pdf: 5049898 bytes, checksum: d897c5f9e9a8ce1fe397a1cea0fbd795 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-07-16T16:15:19Z (GMT) No. of bitstreams: 1 honorato_vs_me_rcla.pdf: 4917728 bytes, checksum: 6f822e844993d744732fc0be6ff0bb46 (MD5) / Made available in DSpace on 2018-07-16T16:15:19Z (GMT). No. of bitstreams: 1 honorato_vs_me_rcla.pdf: 4917728 bytes, checksum: 6f822e844993d744732fc0be6ff0bb46 (MD5) Previous issue date: 2018-06-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo da pesquisa foi investigar como ocorre o processo de elaboração de atividades matemáticas com a utilização do software GeoGebra por parte de um grupo de pesquisadores em Educação Matemática. As perspectivas teóricas denominadas experimentação-com-tecnologias e investigação matemática foram utilizadas para elaborar e analisar as atividades criadas. Tais perspectivas também embasaram a análise das discussões ocorridas. Do ponto de vista metodológico, a pesquisa possui um caráter qualitativo pois visa compreensões específicas acerca do fenômeno investigado. Nesse sentido, foram registradas em vídeo reuniões nas quais um grupo de pesquisadores dialogou sobre a elaboração e aprimoramento de diferentes versões de cada tarefa, visando sua utilização em um curso de extensão universitária destinado a professores e alunos de licenciatura em Matemática. As tarefas eram baseadas na Geometria Espacial. Parte das discussões ocorreu também por meio de postagens e comentários em um grupo fechado do Facebook, no qual as versões das atividades eram inicialmente compartilhadas. As diferentes versões de cada atividade foram documentadas assim como os comentários de cada postagem. Este material foi analisado visando a compreensão do processo de aprimoramento do caráter investigativo e experimental de cada tarefa matemática elaborada. A análise foi dividida em três categorias, sendo elas: design e investigação, experimentação no processo de elaboração e visualização. Tal análise sugere que o processo de elaboração está sujeito a reflexões a respeito do público alvo e seu conhecimento a respeito do GeoGebra e também de Matemática. A participação do grupo de pesquisa GPIMEM no processo também se mostrou significativa para a concepção das tarefas. Repensar as atividades após e durante sua utilização didático-pedagógica também surge como parte fundamental deste processo, assim como mudanças recursivas de enunciado mediante as considerações levantadas colaborativamente. Esta pesquisa visou contribuir para os estudos que envolvem a Matemática ensinada em conjunto com recursos tecnológicos. Conhecer o processo de elaboração proporciona à comunidade da Educação Matemática perceber a gênese do desenvolvimento de materiais didáticos construídos colaborativamente, assim como a riqueza de ideias desenvolvidas em meio a este progresso. / The aim of this research was investigate how the process of elaboration of mathematical tasks using the computational software GeoGebra by researchers in Mathematics Education takes place. The theoretical perspectives called experimentation-and-technologies and mathematical investigation theories were used to elaborate and analyze the tasks created. Such perspectives also have brought the analysis of the discussions that took place. From the methodological point of view, the research has a qualitative character because it aims specific understanding of the investigated phenomenon. In this scenario, video meetings were recorded in which a group of researchers dialogged on the elaboration and improvement of different versions of each task, aiming at its use in a university extension course for teachers and students of licencatory in mathematics. The tasks presented are based on spatial geometry. Part of the discussions also occurred through posts and comments in a closed group of Facebook, in which the versions of the activities were initially shared. The different versions and the comments of each activity were documented. This material was analyzed aimed at understanding the process of improving the investigative and experimental character of each elaborate mathematical task. Moreover, the participation of the GPIMEM research group was important for the process of creation of the tasks. Rethinking the activities after their didactic-pedagogy use is also a fundamental part of these processes, such as recursive changes of statements through the considerations raised collaboratively. The analysis was divided into three categories, are they design and research, experimentation in the process of preparation and visualization. Such an analysis suggests that the process of preparation is subject to reflections regarding the target pubic and his knowledge about Geogebra and also of mathematics. Also the participation of the GPIMEM research group in the process was significant for the design of the tasks. Rethinking activities after their didactic-pedagogical use also arises as a key part of this process, as well as recursive changes in the statement of collaboratively. This research aimed to contribute to the studies involving Mathematics taught in conjunction with technological resources. Knowing the process of elaboration provides the Community of Mathematical Education to realize the genesis of the development of didactic materials constructed collaboratively, as well as the wealth of ideas developed in the midst of this progress. / CAPES: 130128/2017-1

Teachers' use of information and communication technologies (ICT) in the classroom has largely been studied to date with a focus on what is lacking. An important aspect that seems to have been understudied is how teachers' own histories and experiences of ICT connects to their teaching practices - in essence, focussing on what is 'present' and not what is 'missing'. This study examines five teachers working in the same school, but working very differently with ICT in their classrooms. The narratives of their lived experiences highlight the acquisition of their beliefs, attitudes and their in situ behaviours about the role of ICT in the classroom. A critical look at the factors responsible for shaping such behaviours suggests the value of understanding individuals' experiences when planning for technology-utilization, rather than prescribing a "teacher-proof" (Connelly & Clandinin, 1988) approach to technology uptake.

Teachers' use of information and communication technologies (ICT) in the classroom has largely been studied to date with a focus on what is lacking. An important aspect that seems to have been understudied is how teachers' own histories and experiences of ICT connects to their teaching practices - in essence, focussing on what is 'present' and not what is 'missing'. This study examines five teachers working in the same school, but working very differently with ICT in their classrooms. The narratives of their lived experiences highlight the acquisition of their beliefs, attitudes and their in situ behaviours about the role of ICT in the classroom. A critical look at the factors responsible for shaping such behaviours suggests the value of understanding individuals' experiences when planning for technology-utilization, rather than prescribing a "teacher-proof" (Connelly & Clandinin, 1988) approach to technology uptake.