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Instructional Technology Theses and Dissertations

Theses/dissertations from 2010 2010.

Evaluation of the Flicker Effect as a Generative Strategy in Enhancing ComputerBased Instruction (CBI) of Visual Recognition and Classification , Ping Luo

Theses/Dissertations from 2007 2007

The Effects of Goal Message and Goal Orientation on Learning in a Web-Based Tutorial , John M. Bunch

The Model-Based Systematic Development of LOGIS Online Graphing Instructional Simulator , Darrel R. Davis

The effectiveness and user perception of 3-dimensional digital human anatomy in an online undergraduate anatomy laboratory , Amy JoAnne Hilbelink

The relationship between technology integration and achievement using multi-level modeling , Tina N. Hohlfeld

Technology in low socio-economic K-12 schools: Examining student access and implementation , Katherine J. Kemker

Perceptions of Florida school library media specialists relative to the saliency of collaboration, leadership, and technology tasks outlined in Information Power: Changes since 1996 , Terrell M. Pace

Online delivery of career choice interventions: Preferences of first-year students in higher education , Melissa Venable

Theses/Dissertations from 2005 2005

A Comparison of Traditional Physical Laboratory and Computer Simulated Laboratory Experiences in Relation to Engineering Undergraduate Students’ Conceptual Understandings of a Communication Systems Topic , Giti Javidi

Theses/Dissertations from 2004 2004

Improving the Environment in Distance Learning Courses Through the Application of Aesthetic Principles , Darryl J. Hancock

Feedback In Distance Learning: Do Student Perceptions Of Corrective Feedback Affect Retention In Distance Learning? , Lori S. Kielty

Are Preservice Instructional Designers Adequately Prepared For Tomorrow’s Diverse Learning Audiences?—A Cultural Content Analysis Of Textbooks (1993-2003) Used For Instructional Design , Sujie Man

Theses/Dissertations from 2002 2002

The Effects Of Animated Textual Instruction On Learners' Written Production Of German Modal Verb Sentences , Elizabeth A. Caplan

Theses/Dissertations from 2001 2001

Effects of Deadline Contingencies in a Web-Based Course on HTML , Tina L. Majchrzak

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Home > Bagwell College of Education > Instructional Technology > Ed.D Instructional Technology Dissertations

Doctor of Education in Instructional Technology Dissertations

The Ed.D. in Instructional Technology is fully online and designed for educators who currently hold or aspire to hold a technology leadership position at the school, district, or state level. The Ed.D. is intended to deepen and broaden the educational technology leadership knowledge and skills of candidates. The program is based on the ISTE Standards for Technology Directors and the CoSN Framework of Essential Skills for K-12 CTOs.

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Dissertations from 2023 2023.

Cue the Paralinguistics: A Qualitative Case Study of Teacher Social Presence , Molly R. Bowden

Leading Online Professional Development for Instructional Technology Coaches with Effective Design Elements , Janet Cowart

Navigating the Digital Realm: Perceptions and Challenges of High School Educators in Fostering Digital Citizenship , Kristopher P. Daniels

AP Statistics Students’ Conceptions of Engagement and Technology in a Flipped Classroom: A Phenomenographical Study , Kimberly Gile

Upper Elementary Teacher, Instructional Technology Coach, and Administrator Experiences with Technology Integration During COVID-19 Related School Closures: A Phenomenography , Amber Gravitt

Digital Bridges: How Art Educators Build Professional Learning Networks on Twitter , Jennifer Heyser

Becoming an Effective Digital Educator: A Case Study of Technology Preparation in a Novel Preservice Teacher Internship Program , Stephanie Milner

Dissertations from 2022 2022

The Perceptions of High School Art Teachers on their Experiences with Digital Art , Chris Akins

The Evolving Roles of School Librarians in Diverse Instructional Settings , Kay Wright

Dissertations from 2021 2021

The Parent Role in Teen Digital Citizenship , Christi Harp

Secondary Mathematics Teachers’ Experiences with Technology Integration in a One-to-One School District During Face-to-Face and Remote Instruction: A Phenomenography , Safna Kalariparambil

Teacher Experiences with Multiple One-to-One Technology Integration Models: A Phenomenography , Tiffany Post

Teachers’ Perceptions of One-to-One Laptop Initiative for Increased Learner Communication and Collaboration Skills , Harry Saint Cyr

Student Engagement in the Honors Biology Flipped Learning Environment , Hillary M. Wilson

Dissertations from 2020 2020

Flexibility Matters: A Qualitative Look at Four Middle Grade Teachers’ Implementation of Personalized Learning , Christa Evans Heath

Teacher Perceptions of Personalized Teaching & Learning in an Instructional Technology Graduate Course: A Phenomenographical Case Study , Stephanee Stephens

Dissertations from 2019 2019

Hashtags and Pins in Education: Digital Native Educators in Digital Habitats. , Kelly Pilgrim Cassidy

K-12 Community of Inquiry: A Case Study of K-12 Online Social Studies Teacher Practice in a Virtual School , Kyle Sanders

Dissertations from 2017 2017

The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course , Sherri Booker

Dissertations from 2016 2016

A Comparison of Online and Face-to-Face Achievement in Physical Science , Lisa F. Mozer

Dissertations from 2015 2015

Administrators Using Technology to Increase Family Engagement , Ashley P. Beasley

Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting , Ingle M. Larkin

Dissertations from 2014 2014

Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course , Daniel A. Gagnon

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HOW TECHNOLOGY IMPACTS STUDENT ACHIEVEMENT IN THE CLASSROOM

The integration of technology in classrooms has become increasingly prevalent, presenting both opportunities and challenges for educators. This study examines the impact of technology on student performance and behavior, particularly in seventh and eighth-grade classrooms. The COVID-19 pandemic accelerated the shift to online learning, raising concerns about learning loss and disparities in access to technology. Using a needs-based assessment survey, this research investigates teachers' perceptions of technology's effects on student engagement, academic achievement, and retention of curriculum content. The study explores the positive and negative implications of technology use, as well as non-technological strategies employed by teachers to support student learning. Findings reveal that while technology offers benefits such as student-centered education and immediate feedback, it also poses challenges such as distractions and decreased engagement. The study underscores the importance of understanding how technology impacts student learning and behavior and provides insights for developing effective intervention strategies. By considering the perspectives of educators, this research contributes to the ongoing dialogue on technology integration in education and informs evidence-based practices for promoting student success in technology-rich classrooms.

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• Educational Studies

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Essays on Technology in Education

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Higher Education's Use of Technology: Views from the Sustainable Development Goals (SDGs)

From the standpoint of the Sustainable Development Goals (SDGs), technology integration in higher education is an important area of focus that aims to improve educational performance while supporting more general global ambitions. The SDGs set forward by the UN seek to tackle a number of global issues, including injustice, poverty, inequality, climate change, environmental deterioration, and peace and justice. By increasing access to high-quality education, promoting innovation and research, and encouraging sustainable behaviors, technology integration in higher education can be crucial to accomplishing these objectives.

This topic invites authors to elaborate on the strategic integration of technology in higher education, aligned with the SDGs, which not only enhances educational delivery and outcomes but also contributes significantly to the broader agenda of sustainable development. By adopting technology-driven solutions, higher education institutions can play a pivotal role in creating a more sustainable, equitable, and prosperous future for all. This approach encourages local and global collaboration, leveraging technology to meet our most pressing global challenges. Some key areas are included in this topical call for papers.

Important Areas of Focus

Quality Education (SDG 4): Technology has the power to change higher education by increasing inclusivity and accessibility to learning. Virtual classrooms, digital libraries, and online learning platforms can reach underprivileged communities, fostering opportunities for lifelong learning and raising student achievement and participation.

Gender Equality (SDG 5): Women and girls can have greater access to higher education through technology, especially in areas with cultural hurdles. Digital resources and e-learning platforms, for example, provide women with scalable and adaptable ways to further their education without being limited by social or cultural norms.

Infrastructure, Industry, and Innovation (SDG 9): Colleges and universities serve as centers of innovation. These institutions can improve their capacity for research, encourage innovation, and construct resilient infrastructure by incorporating cutting-edge technology like artificial intelligence, robots, and big data analytics.

Reduced Inequalities (SDG 10): By offering equitable educational opportunities to all students, regardless of their socioeconomic background, race, or location, technology in higher education can aid in closing the gap between various social and economic groups.

Sustainable Cities and Communities (SDG 11): Colleges and universities can set the standard for sustainable urban development by utilizing technology like smart campus initiatives and sustainable resource management systems.

Climate Action (SDG 13): By using technology to manage campus operations in an environmentally friendly manner and conduct research and development of sustainable technologies, higher education institutions can contribute to climate action.

Partnerships for Goals (SDG 17): By enabling collaboration between government, business, and academia, collaborative technologies can advance the achievement of all SDGs by fostering shared objectives, aims, and resources.

This Collection supports and amplifies research related to SDGs.

Keywords: Quality Education; Online Learning Platforms; E-Learning; Educational Equity; Innovation in Education; Smart Campuses; Climate Change Education; Virtual Classrooms; Sustainable Infrastructure; Academic Partnerships; Technology and Accessibility; Educational Sustainability; Digital Literacy; Remote Learning

Akhmad Habibi

Prof Akhmad Habibi, Universitas Jambi, Indonesia Akhmad Habibi (Univeristas Jambi) earned his doctoral degree at the University of Malaya. Focusing on educational technology and statistics. His research interests including Curriculum and instruction, PRISMA, Educational technology, Statistics, STEM and TPACK.

Amirul Mukminin

Prof Amirul Mukminin, Universitas Jambi, Indonesia Amirul Mukminin is a professor in Educational Policy, Universitas Jambi, Indonesia. He is particularly interested in educational policy, international education policy, teacher policy reforms, the standardized exam policy reforms, English/Indonesian language policy reforms, and bilingual/multilingual education policy, which will influence educational outcomes for underachieving student populations and family.

Tommy Tanu Wijaya

Dr Tommy Tanu Wijaya, Beijing Normal University, China Tommy Tanu Wijaya received the Ph.D. degree from the School of mathematical sciences, Beijing Normal University, People’s Republic of China. He is a postdoctoral and Research Fellow. His research interests including educational technology, teacher education, micro lecturer, behavioral sequences.

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Dissertations / Theses on the topic 'Educational technology Educational technology Teachers Education'

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Loverro, Ian James. "Toward a pedagogy of educational technology for teacher education programs /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.

Fitzgerald, Andrew T. "Supporting teachers' integration of technology with e-learning." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603340.

Teachers need training to integrate technology into classroom curriculum, activities, and pedagogy. The adoption of the Common Core State Standards and statewide computer based assessments, coupled with technology’s rapid rate of innovation and change, has only increased the need to help support teachers’ development of these necessary skills. The purpose of this project was to create an online-based e-learning professional development training module for teachers to develop their technological, pedagogical, and content knowledge (TPACK) and skills. The design of the training module incorporated e-learning design principles, adult learning principles, and current research on developing teachers’ TPACK. To provide feedback on the design, teachers from two middle schools in Southern California were invited to use the training module, and were surveyed regarding their experiences. Results of the survey indicate participants gained knowledge and skills for using their school computer lab, integrating technology into their classroom instruction, and overall, were pleased with the e-learning training module.

Parton, Becky Sue. "Technology adoption and integration levels: A comparison study between technology-minded general educators and technology-minded deaf educators." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5352/.

Strickland, Jennifer Spink. "An exploration of the integration of technology into teacher education." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054699006.

Kelceoglu, Ilknur. "An exploratory study of first year elementary teachers' utilization of technology." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164813945.

Weber, Tricia Anne. "Playfulness and Technology Attitude| Correlations among In-service Elementary Teachers." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974133.

Despite growth in the elementary classroom, the level of technology adoption by some teachers falls short of levels sought by educational stakeholders. To address this disparity, the purpose of this correlational study was to identify if, and to what extent, a correlation exists between elementary teachers’ adult playfulness factor levels and their attitude toward technology in the teaching-learning process. The theoretical lenses of the technology acceptance model and the five-factor model of personality guided the research. A convenience sample of 106 teachers was drawn from California educational organizations who permitted their in-service kindergarten through fifth grade teachers to be invited to complete a web-based, self-reported survey. A significant, negative correlation was observed between the playfulness factor of creativity and teachers’ attitude toward technology in the teaching-learning process at the .05 error probability level ( r s = -.20, p = .040), but not significant at the Benjamini-Hochberg correction critical value of .01, nor significant at the Bonferroni corrected error probability level of .01. Although no significant relationships between the variables were found, administrators and staff developers may find the potential relationship between an aspect of personality and technology attitude helpful in encouraging increased levels of technology adoption by considering teachers’ personal characteristics. Opportunities for future research and practice are discussed.

Campbell, Eduard. "Pre-service teachers' perceptions and practices: integrating digital literacy into English education." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/22765.

Warr, Melissa C. "Teachers' Adoption of Learner-Centered Technology." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6569.

Sawyer, Laura M. "Perceptions and Practice| The Relationship Between Teacher Perceptions of Technology Use and Level of Classroom Technology Integration." Thesis, Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273177.

This correlational-predictive study investigated the relationship between teacher perceptions of technology use and observed classroom technology integration level using the Technology Uses and Perceptions Survey (TUPS) and the Technology Integration Matrix- Observation (TIM-O) instruments, developed by the Florida Center for Instructional Technology (FCIT) at USF. Anonymized data were obtained from FCIT that included 51 teachers from a Florida school district who completed the TUPS and were observed using the TIM-O. Linear regression was used to determine the overall relationship between perceptions and technology integration, as well as the overall predictive value of teacher perceptions on technology integration level. Both were found to be statistically significant; a low-moderate relationship existed between the TUPS and the TIM-O, and the TUPS was found to be a predictor of the TIM-O level. In addition, multiple regression was used to determine the relationship between each of the seven areas of the TUPS and the TIM-O level, as well as the predictive ability of each of the TUPS domains on the TIM-O level. Although none of the domains had a statistically significant relationship or predictive value, several subgroups had significant findings in the domains of confidence and comfort, and skills and usefulness. This study supports previous research in teacher perceptions and beliefs and furthers the research by including predictive relationships. Administrators, professional developers, and support staff can use these findings to target teacher professional learning opportunities in technology integration.

Uzan, Erol. "Secondary Mathematics Pre-Service Teachers' Processes of Selection and Integration of Technology." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10690455.

This study investigated secondary mathematics pre-service teachers’ (PSTs) knowledge of resources in terms of digital technologies, and explored the processes of both selection and integration of technology into their lesson plans. This study employed a case study design. Participants were six secondary mathematics PSTs who enrolled in a methods course. Data sources included technology portfolios submitted as a requirement in the methods course and semi-structured interviews. The types of digital technologies were classified either conveyance technologies which are used to convey information or cognitive technologies which enable users to perform mathematical actions and receive immediate feedback (Dick & Hollebrand, 2011). Each task in these lesson plans was evaluated by using the Task Analysis Guide (Stein, Smith, Henningsen, & Silver, 2009). Finally, the intended way of technology use was identified whether as amplifier which enables students to accomplish a task more efficiently and accurately or as recognizer which transforms students’ actions and enables them to reorganize their thinking (Pea, 1985).

The findings indicated that the PSTs’ technology knowledge was limited in terms of the content. It was clear that these PSTs’ technology knowledge, the capability of technology, ease of use, availability of technology in the context, students’ familiarity with technology, and appropriateness of technology to meet the learning objectives were the most important factors influencing their technology selection and integration. Furthermore, the findings exhibited that the PSTs preferred to build their lesson around with a high cognitive level tasks which were either doing mathematics or procedures with connections and their intended way of technology use in these tasks was identified as either an amplifier or a reorganizer. In general, the findings also revealed that when the level of cognitive demand of the selected task was doing mathematics, the intended way of the technology use in these tasks were as reorganizer.

Gaither, Carol Carson Bannon Susan H. "Professional development as a means to increasing teachers' self-efficacy for technology integration." Auburn, Ala., 2005. http://repo.lib.auburn.edu/EtdRoot/2005/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/GAITHER_CAROL_57.pdf.

Thompson, Laura C. "How Arkansas Band Educators Use Technology for Music Education and Their Attitudes towards This Technology." Thesis, Arkansas State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861515.

This study was conducted in order to understand the types of music technologies band educators in the state of Arkansas were using, their attitudes towards technology, and the implications training, during undergraduate and through professional development, had on the frequency of use. Arkansas Music Educators (n = 64) completed an online questionnaire containing demographic information, selection of music technologies, agreeability/disagreeability to statements about music technology, frequency of use, descriptions of technologies, and description of how they felt music technology should be used for the purpose of learning. Regarding training in undergraduate professional development for music technology use, there appeared to be no difference between the increase of music technology usage and the increase of more training. Results suggest that participants have an overall “good” attitude towards technology with the stipulation that it should be considered a tool, students and teachers receive appropriate training, and it should be used efficiently.

Macy, Michelle. "Technology Use as Transformative Pedagogy: Using Video Editing Technology to Learn About Teaching." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3227.

De, Jong Stephanie Lyn. "Practicing teacher perceptions of technology and technology integration in K-12 education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2680.

Henderson, Jonathon. "Digitally Supported Critical Pedagogy: Educational Technology Perspectives of Pre-Service Teachers in a Social Justice Teacher Education Program." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19265.

Ashford, Charlotte. "The Influence of Teachers' Technology Attitude and Aptitude on Students' Performance on Computerized Assessments." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828089.

The purpose of this grounded theory study is to identify teacher factors that affect student performance on computerized exams such as teacher beliefs, professional development, and school resources. Additionally, the researcher seeks to identify student factors that can have an impact on student performance such as student demographics and the socioeconomic status of students.

To analyze and describe any differences in teacher beliefs between two schools, the researcher compared teacher training, administrative support, and teacher comfort with technology as it related to the technology acceptance model (TAM). The question that the researcher hopes to answer, which is a guiding question for this research is:

What factors influence student preparedness for computerized assessments?

The researcher attempts to answer this question by conducting surveys and interviewing teachers. The researcher codes and then analyzes the quantitative data using IBM’s Statistical Package for Research Software Program (SPSS) and codes the qualitative data using NVivo, a data analysis tool, to determine common themes about beliefs about technology. Major sections covered in this document include an introduction, review of the literature, methodology, results, and discussion.

St, Cyr Karen. "Teacher change facilitated by sustained School Situated Professional Development exemplar learning of Technology Enhanced Formative Assessment (TEFA) /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/27/.

Gao, Ping. "Learning to teach with information technology Preservice teachers' perspectives and experiences across their three-semester preparation /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

Ford, Christopher Jay. "The Beliefs of Secondary Teachers on Personalized Learning for Students through the Use of Instructional Technology." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840553.

Personalized learning for students has been an emerging trend which seeks to support teaching and learning in the 21st century (Netoch, 2017). This study identified beliefs of secondary educators on the different aspects of personalized learning for students. Areas covered in this study included teacher professional development on the personalized learning process, amount or quality of teacher support for the implementation of personalized learning, the impact of technology on personalized learning with classroom instruction, and any obstacles to the personalized learning process. Findings from this study were compared to identify connections between responses as they related to the research questions. Many teachers surveyed indicated they felt instructional technology was needed but not necessary for all aspects of personalized learning. Most secondary teachers indicated some form of personalized learning was prevalent in their school. The majority of teachers indicated their students seldom or never utilized assistance on problem-solving help from automated tutoring services. In another related area, less than 50% of teachers reported students seldom or never used personalized learning systems feedback from automated systems regarding their own learning strengths and weaknesses. A majority of teacher respondents valued professional development offered to them through the school, as well as the support they received. A majority also somewhat or strongly agreed the professional development aided them in implementing technology for personalized learning in the classroom. Finally, one of the major obstacles reported by teachers was the excessive time needed to develop content for technology-based instruction.

Martin, Terri L. "Computer-based technology utilization by elementary teachers /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842580.

Nochumson, Talia Clare. "An Investigation of Elementary Schoolteachers' Use of Twitter for Their Professional Learning." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743437.

This mixed methods study explored how elementary school teachers who use Twitter extensively use it to support their professional learning and development. Four research questions guided this study: 1. How are teachers using Twitter for their professional learning and development? 2. What do teachers report learning from their use of Twitter? 3. What do teachers say they do with the information they have learned from using Twitter? 4. What support do teachers have when they want to implement what they have learned from Twitter?

An online survey was distributed via Twitter targeting teachers of elementary grades. A total of 107 participants were included in the final sample. Interviews were conducted with a purposeful sample of 19 teachers. Document analysis of tweets from a subsample of interviewees and from a sample of tweets from the #2ndchat Twitter community served as triangulation.

The key findings from this sample illustrated several ways teachers learn from Twitter. In response to the research questions, teachers reported using Twitter as a source of motivation and support, explaining that it provided them with feedback, encouragement and peer accountability. Second, teachers reported learning about many topics, especially technology integration techniques. Third, teachers described using the information they learned to alter some of their teaching practices and to pursue other educational opportunities. Lastly, more than half of teachers reported having administrators who supported their efforts to implement Twitter-based ideas. In addition, teachers appreciated certain affordances of Twitter including immediacy, choice, and access to other educators.

These findings have several implications for teachers, school leaders, and policymakers. Teachers reported that they believed they were getting trustworthy information from highly reputable Twitter users. However, it would be important for them to critically review the information and ensure its alignment with evidence-based teaching practices for how students learn. Further, teachers’ responses seemed to indicate that they want input and control over their learning, which has important implications for traditional professional development offerings. As Twitter continues to expand and gain acceptance as a source of learning for teachers, considerations for its use as a 21 st century tool must be taken into account.

Morshed, Md Niaz. "Quality education in Bangladesh: Leadership roles of school heads and teachers to integrate technology in secondary school classrooms." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1467393659.

Ganesan, Radha. "Perspectives and practices of expert teachers in technology-based distance and distributed learning environments." Related electronic resource:, 2005. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

Puckett, James L. "The effects of integrated educational technology and science methods course on first year elementary teachers' educational technology attitudes and usage /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840028.

Ochanji, Moses Keya Tillotson John. "Learning to teach the nature of science: a study of preservice teachers." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

De, Silva Chamelle Rene. "Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2374.

Lynch, Linda L. "Technology value-beliefs and technology skill self-efficacy of preservice teachers : a measurement and structural model /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052237.

Morelock, Joseph Stephen. "Effective Technology Implementation in Schools| Differing Perceptions of Teachers, Administrators, and Technology Staff." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3742845.

This study examined the connection between perceptions of teacher self-efficacy, professional development, and leadership practices and attitudes as it relates to successful implementation of technology for student learning in K-12 schools. As external pressures exhort schools to transform the learning environment and to include more meaningful applications of technology in the learning experiences for all students, issues which create barriers to a successful implementation of new practices must be examined.

This study examined the responses of teachers, school and district administrators, and technology support personnel in a stratified random sample from 37 school districts in the state of Oregon to analyze the combined effects of teacher self-efficacy perceptions, leadership practices, and professional development as they relate to the implementation of classroom educational technology.

The study revealed perceptual differences between staff roles of what teachers know about technology and how they use technology. School contexts, such as percentages of disadvantaged or non-White students, and teacher factors, such as age and gender, affected participant perception of technology implementations and of professional development opportunities.

The researcher proposes a new framework for understanding school contexts and for planning successful technology implementations based upon a review of literature and original research.

Srichai, Sothana. "Technology proficiency of business educators : impact on their technology utilization and expectations for students' proficiency /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036859.

Farber, Susan. "The Effect of Guided Self-Reflection on Teachers' Technology Use." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1289842357.

Wilbur, Lara Jean. "Perceptions of Missouri Public School Early Childhood Teachers and Administrators in Regard to Technology and Current Practices." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283659.

The purpose of this study was to identify the perceptions of Missouri public school early childhood teachers and administrators in regard to technology and current practices. If educators have not analyzed their current perceptions regarding technology, they may not use developmentally appropriate technology practices with students (Dietze & Kashin, 2013). According to Anderkin (2015), the position statement from the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning offers guidance for developmentally appropriate technology practices in early childhood. Participants in this study were asked interview questions to determine their perceptions of technology in early childhood classrooms. The interview questions were also utilized to identify what teaching strategies were currently being used when implementing technology and the perceptions of early childhood educators in terms of professional development regarding technology in early childhood. High-quality professional development opportunities for early childhood educators play a role in developmentally appropriate technology integration (White, 2015). The sample group for the study included nine Missouri Preschool Program (MPP) teachers affiliated with public schools in southwest Missouri and nine administrators affiliated with public schools in southwest Missouri with a minimum of one MPP classroom. Results from this study indicated most early childhood educators are in favor of technology in the classroom in moderation. Both teachers and administrators reported a lack of professional development opportunities specific to implementation of technology in early childhood.

De, Vera Jose Carlo. "Online Professional Development| Implications on Self-Efficacy Levels and Classroom Instruction for Teachers in a Catholic High School." Thesis, Loyola Marymount University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3726488.

Online professional development (online PD), the acquisition of new skills and knowledge related to the teaching profession via the Internet, is an emerging field for teachers. This mixed- methods research explored the impact of an online PD program on high school teachers’ self-efficacy levels, classroom instruction, and the role that school culture played on teachers accepting or rejecting the online PD. Within a social cognitive theory lens, this study helped frame teacher attitudes and adult learning in the context of school culture.

Phase 1 of this study used quantitative data from two surveys called PRE and POST, which were taken before and after the online PD program, respectively. Qualitative data were collected in Phase 2, using the International Society for Technology in Education Classroom Observation Tool (ICOT), participants’ journal reflections, and interviews. Findings indicated statistically significant changes in self-efficacy levels for eight of the 21 survey items and minimal changes in technology use during instruction. Furthermore, various aspects of school culture independently affected teachers’ inclination to accept or reject the online PD. Findings supported the concept of designing personalized professional development programs tailored to the individual’s specific learning styles, attitudes, and experiences of school culture.

DeBiase, Kirstie. "Teacher preparation in science, technology, engineering, and mathematics instruction." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.

Adedokun, Abayomi Ayodeji. "Nigeria secondary school teachers' demographics, perception, and level of technology integration| A correlational study." Thesis, Keiser University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253517.

Technology usage in educational setting has gained ground in African countries, especially in Nigeria. Although technology resources in education are financed by the Nigerian government, the teachers required to use and implement such technology are not always accepting of technology use. The purpose of this quantitative correlational research was to examine any if there was a relationship between teachers’ perceptions of technology integration, level of technology integration, teachers’ age, educational level, grade level taught, years of experience, and content areas taught. The theoretical framework of the study was Bem’s self-perception theory. Participants included 374 teachers from the Oyo State teaching service commission (TESCOM) drafted from two zonal offices in the Ibadan metropolis. Participants completed the Teacher Technology Integration Survey (TTIS) which was adapted from the Technology Integration Survey (TIS). Data analyses included both descriptive and correlational Spearman’s rank. The results indicated there is a positive relationship in teachers’ gender, grade level taught, years of experience, or content areas taught and technology integration. A moderate positive linear relationship was found between technology integration between teachers aged 30 and below and 50 and above; whereas there was a weak positive linear relationship between teachers of age 30 and below and 31–40. A statistically weak negative relationship was found in levels of education; between a doctoral degree and Nigerian certificate of education (NCE), and also between a doctorate and bachelor’s and master’s. Recommendations include increased technology orientation and training for teachers.

Austin, Jennifer M. "A study of athletic training education faculty attitudes' toward instructional technology and their extent of utilization of that technology." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1089814852.

Armellini, Cesar Alejandro. "Educational technology in in-service language teacher education in open and distance learning settings." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322837.

Kleinjan, Macey Renae. "The Impact of Educational Technology Integration on School-Based Agricultural Education Teacher Self-Efficacy." Thesis, North Dakota State University, 2019. https://hdl.handle.net/10365/31605.

Coward-Vaughn, Valerie. "Elementary Teachers' Experiences Integrating Technology with Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4915.

Crane, Connie M. "Teacher perceived impact of technology on elementary classrooms and teaching." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4192.

Symer, Maryellen. "One-to-One Technology Device Integration in Grades 3-5 and the Beliefs & Actions of Teachers and District-Level Leaders." Thesis, Sage Graduate School, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981820.

One-to-One Technology Device Integration in Grades 3-5 and the Beliefs & Actions of Teachers and District-Level Leaders One-to-One technology initiatives began in the 1990’s and have expanded over time. It is not about distributing devices but rather how those devices transform teaching and learning. Educators need to harness the power of technology devices to engage students in learning, enhance teaching, and provide opportunities for personalized learning. The International Society for Technology in Education (ISTE) has developed student standards that provide a framework for teachers to guide them in developing content-rich lessons that are supported and enhanced by the use of technology devices.

The purpose of this study was to examine how teachers in grades three through five operationalize the seven ISTE student standards in schools with one-to-one technology devices. The types of projects designed and implemented with students, as well as the actions taken by leaders to provide systems of instructional technology support, professional development opportunities and systems for learning for teachers was explored. Data was collected through interviews with third through fifth grade teachers and leaders in two districts that have implemented one-to-one student technology devices in their schools.

A qualitative design was used and data was collected from interviews with twelve leaders, six teachers and a technology integration specialist from two school districts in the Capital Region of New York State that had implemented one-to-one initiatives in their districts. The data was analyzed to develop findings to answer three research questions. The findings of this study indicate that educational leaders who have implemented one-to one student technology in their district recognize that it is not about the device but more about the learning. Teachers reported that one-to-one student technology devices do not replace quality instruction but rather see the devices as a tool to increase motivation and engagement. A formal assessment to gather data to determine the effectiveness of implementing one-to-one student technology devices is needed.

Conclusions from this study indicate that one-to-one student technology provide the opportunity for teachers to engage students in learning, differentiate and personalize learning, and allow students to be creators of their own learning. This study indicates that when implementing a one-to-one initiative, leaders who provide time for professional development through the creation of social networks of learning and technical support for student technology devices foster the successful implementation of a one-to-one initiative. Recommendations include supporting professional development on the ISTE standards, designing schedules that provide common time for teachers to learn about technology integration, requiring the inclusion of professional development for technology integration in district professional development plans and teacher and leader certification programs, and future studies.

Winterhalder, Joy Erin. "Teachers' Perceptions and Experiences in Implementing Mobile Devices Into Their Teaching." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3377.

Durbin, Rebecca A. "Teacher Professional Development| The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839813.

In an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate an environment in which a growing list of student performance standards and standardized tests determine their success in teacher evaluations (Crawford, 2015; Terehoff, 2002). In this same pursuit, many administrators are challenged in their efforts to provide meaningful professional development to support teachers (Terehoff, 2002). The goal of this study is to gain insight into which TPD delivery types and which levels of student presence create the most meaningful and applicable learning for educators and to provide insight and guidance to administrators and TPD planners who are seeking ways to provide quality TPD.

The study data was gathered through qualitative methods, including participant observation, surveys, interviews, and focus groups. The data was exlored through the SPLT model. The major findings of the study suggest that higher model levels—which included student physical presence—led to an increased application of teacher-learning in the classroom and an increased confidence in attempting to apply newly learned techniques and tools. Teachers also suggested that these in-classroom session were more valuable when a pre- or post-discussion accompanied the session. The results demonstrated that learning at all model levels had value for different intended learning purposes. They also suggested that the TPD learning could be more effective when lower model level sessions are followed up with higher-level SPLT model sessions that occur in the classroom during instructional time with students physically present.

Jablonski, Dennis L. "Teachers' pedagogical beliefs and the instructional use of technology with middle school students." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10340.

Poyo, Susan Ricke. "Transforming traditional practices of teacher preparation to meet changing needs of digital learners| A first step intervention by assessing and addressing needs of pre-service teachers in a dual learning environment." Thesis, Duquesne University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109526.

Changes in the field of education require teachers’ acquisition of specific knowledge of technology and the skills of its effective use in the classroom. With the expansion of the traditional classroom to include virtual learning environments, concern still exists regarding characteristics necessary for quality teaching and learning.

This research is an examination of pre-service teachers’ needs relevant to integrating technology in an online learning environment. It is a first step toward acknowledging the responsibility teacher preparation programs have in the formation of educators equipped to instruct in dual learning environments, thus providing pre-service teachers with opportunities and experiences to become fluent in the technological pedagogical content knowledge (TPACK) required for online learning environments as well as the traditional face-to-face instruction.

The purpose of this study was to determine if active engagement with content of an online instruction module would affect the attitudes, knowledge and skills, and instructional centeredness of pre-service teachers’ towards technology integration in an online learning environment. A mixed-methods concurrent triangulation design procedure was utilized to measure characteristics of pre-service teachers in a teacher preparation program. A two-way within-subjects analysis of variance was conducted to evaluate the effect of engagement with the content of the online instruction module for all three domains. Participants began the intervention with limited knowledge and skills of technology integration and online learning environments; however, they made statistically significant gains upon completion of the intervention. The implementation of an intervention such as this online instruction module may support other teacher preparation programs in identifying strengths and weaknesses of their pre-service teachers and provide valuable information necessary to guide program goals.

Terry, Candace Pearl. "Secondary Mathematics Teachers' Pedagogy through the Tool of Computer Algebra Systems." Thesis, Middle Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839220.

Computer algebra systems (CAS) have been available for over 20 years and yet minimal CAS-rich opportunities present themselves formally to high school students. CAS tools have become readily accessible through free or inexpensive versions. Educators are emboldened to integrate essential mathematical tools in the reasoning and sense making of mathematical knowledge for students. It is the teacher that is at the heart of technology instruction, creating authentic environments for all learners.

This study investigated two secondary teachers pedagogy in classes that exploited CAS in the development of mathematical knowledge. A qualitative within-site case study design was used to explore each teacher’s instructional practices. Teachers that exemplified qualities of CAS-infused instruction were purposively selected. Rich descriptive lesson vignettes as captured from classroom observations, written reflections, and interviews revealed participants’ pedagogy. The pedagogical map framework guided the identification of participant pedagogical affordances of the utilization of CAS. Eight opportunities were observed as exploited by the participants that included subject level adjustments; classroom interpersonal dynamics with students; and mathematical tasks. Data revealed several emergent themes in operation as the teacher participants oriented their mathematics instruction: viewing CAS as a mathematical consultant, verifying answers, applying multiple representations, regulating access, providing guidance, and outsourcing procedures. The components interlock with one another to form a cohesive depiction of pedagogical decisions in the presence of CAS-rich classroom instruction. The schema of CAS-oriented instruction serves as a methodology for educators to create opportunities that enrich the development of mathematical content knowledge.

Alqallaf, Nadeyah. "Mathematical teachers' perception| Mobile learning and constructing 21st century collaborative cloud-computing environments in elementary public schools in the State of Kuwait." Thesis, University of Northern Colorado, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113607.

The purpose of this study was to examine Kuwaiti mathematical elementary teachers’ perceptions about their ability to integrate M-learning (mobile learning) into their current teaching practices and the major barriers hindering teachers’ ability to create an M-learning environment. Furthermore, this study sought to understand teachers’ perceptions about their ability to create a collaborative cloud-computing learning environment that corresponds with the 21st century skills and possibly explain their readiness for future reformation of education in Kuwait.

Using an Internet-based format to this study quantitative and qualitative data, the Technological Pedagogical Content Knowledge (TPACK) and barriers survey gleaned quantitative information about how mathematics teachers and a head of a mathematics department (n = 562) viewed use of technology as well as the barriers they faced in integrating it into the classroom. Also, qualitative data were collected using a survey of open-ended questions to provide context to survey answers and better understand the barriers and affordance experienced by the participants. Moreover, a 21st century open-ended questionnaire was employed to collect qualitative information from mathematics teachers and head of the departments (n = 21) in regard the their ability to construct a 21st century learning environment based on collaboration and constructivist perspective utilizing a cloud-computing technology.

Quantitative analysis was utilized to examine elementary mathematics teachers’ perceptions using the TPACK survey, and the validity and reliability of the TPACK subscales were computed by administering the confirmatory factor analysis. Factors that were elicited were specified as: all seven subscales encompassed in the TPACK survey significantly fit model of factor structures, and the TPACK survey was reliable and valid. In addition, descriptive analysis such as the TPACK subscale means and standard deviations were computed via the SPSS software.

Qualitative content analysis was used to understand teachers’ perceptions about their ability to integrate mobile technology, perceptions of the primary barriers and affordance that limited their ability, and their perceptions of their ability to integrate collaborative cloud computing and create a 21st century learning environment based on the constructivist perspective. When analyzed, the self-reported open-ended survey yielded the following specific themes: (a) teachers perceived themselves high in their ability to integrate mobile technology; (b) the primary barriers based on teachers’ perceptions were budget constraints, IT limitations, time constraints, and administrative support; and (c) teachers perceived themselves high in their ability to integrate collaborative cloud computing to construct a 21st century learning environment based on the constructivist perspective. This study finding could be implemented to create a new modern mathematics elementary curriculum that resolves the current curriculum issues. Future research is recommended in the direction of creating a new mathematical curriculum based on administrators’, parents’, and students’ perspectives.

Ritter, Rhonda LeDoux. "The Relationship of Career and Technical Education Information Technology Teachers' Technology Self-Proficiency to Levels of Technology Integration, Prior Work Experience, Years of Teaching Experience, and Stage of Adoption of Technology." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849653/.

Tsao, Chen Chen. "The needs assessment of Central Ohio Secondary Vocational Teachers' Educational Technology Competency /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192119265955.

Benton-Borghi, Beatrice Hope. "Teaching every student in the 21st century teacher efficacy and technology /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155246234.

Blanco, Carlos Alberto. "Faculty use of technology resources: Frequency, purposes, and instructional assignments for students." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187457.

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Fifteen Interesting Dissertation Topics On Educational Technology

For centuries, education meant lessons given by teachers and pens working on pages. Thanks to technological advancement, education has been given a gilt-edge; mores have been computerized or at least laden with instruments.

The subjective arena

Writing a dissertation on educational technology can stream into the theoretical and practical process. While the former expounds on the facilities of online learning; computerized easing and personalized learning experiences, the latter resorts to DVDs, dish antenna, mobile technology and Internet.

Starting point of dissertation

It needs to be noted that educational patterns have become quite sophisticated now. The dissertation should positively emphasize the fact that resources can be had at the click of fingers and information can be gained at flexi-timings; even while you travel. You can also take recourse to expert talks while sitting in front of a PC or laptop.

Creating scopes

You should create fervent scope for Methodology; checking out capacities and restrictions that educational technology faces. You should analyze the spread and expansion of this technology in future and should add solutions and project ideas to improve the standards through the dissertation.

Genuine and systematic

The actual work should have enough takedown from genuine resources and systematic reflections on samples and surveys. You should gather important data on how it has helped separate sections of humanity and how it has failed to connect with the others. You should also offer ideas to make educational technology easily accessible even to the lowest strata. The dissertation should throw a schematic evaluation for the benefit of readers.

Here are 15 probing dissertation topics on educational technology for your reference

• Emphasizing on emergent approaches to learning
• The case of a perfectly streamlined online tutorial
• Checking out means of extending educational technology to students in Congo
• Assimilating educative perspectives in the new era
• Making the educating system facile, mobile and convenient
• Analyzing the educational psychology of rural women in India
• Carving an effective instructional design for proper propagation of education
• Impact of social media on the enhancement of e-learning programs
• Hybridizing different programs for holistic development of students
• Sentient ways of teaching toddlers with video learning
• Economic perspective on the high-rising demands of instruments for acceptance of educational technology
• Conducting a perfect Methodology for rationalizing educational technology
• Speeding the learning process by computerizing the modes of education
• Spreading awareness about technology tools and online learning among commoners
• The convenience of management; communication and expeditiousness; three facilities of educational technology

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Assistant Professor of Learning, Design, and Technology Ela Castellanos-Reyes Wins May Kay Sommers Dissertation Award from Purdue University 

Ela Castellanos-Reyes , an assistant professor of learning, design, and technology in the NC State College of Education, has received the Mary Kay Sommers Dissertation Award from Purdue University, where she earned her doctoral degree. 

The Dissertation Award recognizes an outstanding dissertation from a recent graduate based on its contributions to the field of education, quality and strength of the dissertation, and quality of writing demonstrated. 

“Receiving this award means the world to me. It is evidence of God’s support throughout my academic journey by opening doors considered unachievable for migrant women like me and giving me the courage to pursue complex methodologies,” Castellanos-Reyes said. “My dissertation work is a small step in the field of distance learning but a huge milestone for me!”

Entitled “Evolution of Social Presence: Longitudinal Network Analyses of Online Learning Peer Interactions From a Social Learning Analytics Perspective,” the award-winning study examines how online students’ social presence evolves over time to shape their online learning behaviors. Castellanos-Reyes’ dissertation was supported by the National Academy of Education Dissertation Fellowship and the Bilsland Dissertation Fellowship .

The study consists of three articles, the first of which explores social presence through clickstream interaction, or the number of replies received and sent in an online discussion, and found that dropout rates could be lowered if social presence affordances are used purposefully and that adding social media characteristics to discussion boards inhibits conversational behavior. 

The second study used peer-nomination data and a scale to investigate the spread of social presence perceptions in online networks of students over three consecutive courses. Although there was no evidence of social influence, the study found that online learners who nominated more peers were more likely to report higher social presence perceptions over time and that students were not more likely to share with those who showed similar levels of social presence. 

The final study is a conceptual framework that integrates network theory and the online learning literature into a new perspective to analyze learners’ online behaviors and interactions under the light of social presence theory. 

“The findings of this dissertation improve educational practice by identifying behaviors that harm online social presence and providing specific actions for online instructors and instructional designers to promote social presence in online learning,” Castellanos-Reyes said. 

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Graduate Education

Office of graduate and postdoctoral education, three minutes, infinite impact: 2024 3mt winners announced.

Apr 10, 2024

The ninth annual Georgia Tech Three Minute Thesis (3MT) competition concluded on Friday, April 5, where 12 scholars shared their groundbreaking research through electrifying and informative three-minute-long presentations. Four graduate students emerged victorious, each winner taking home research travel grants.

Congratulations to the 2024 Three Minute Thesis Winners:

Master's Winner

Karina Bhattacharya, MID, Industrial Design

The master’s category winner won a $1,000 research travel grant.

Overall  Ph.D. Winner

Alexandra Patterson, Ph.D. Bioengineering

First Runner Up

Kantwon Rogers, Ph.D. Computer Science

Second Runner Up

Valeria Juarez, Ph.D. Biomedical Engineering

The first-place Ph.D. winner won a $2,000 research travel grant. The Ph.D. first runner-up

Won a $1,500 research travel grant, and the second runner-up won a $1,000 runner-up grant.

First runner-up, Kantwon Rogers also won the coveted People's Choice award,

which earned him an additional $500 research travel grant.

The Office of Graduate Education coordinates tech’s 3MT competition in partnership with the Center for Teaching and Learning (CTL), The Naugle Communications Center, and the Language Institute. For more information about this year’s 3MT Competition, visit grad.gatech.edu/3mt .

Brittani Hill

Marketing Communications Manager

Office of Graduate Education

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