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- Title
- Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders.
- Creator
- Atwell, David Christopher, Wang, Victor, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a...
Show moreThe purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a blank spot in the research contributing to the literature on leadership, Mindset Theory (Dweck, 2006; Dweck, Chiu, & Hong, 1995), and Technology Readiness (Lin & Hsieh, 2012; Parasuraman, 2000). Furthermore it helped to determine the state of K-12 school leaders' status as 21st century leaders. The sample consisted of the school leaders of School District of Palm Beach County (SDPBC). This included 158 principals from 104 elementary, 31 middle, and 23 high schools. The researcher was a school district employee and therefore had access to the participants. Each of the four null hypotheses were rejected as SDPBC school leaders scored significantly higher on the TIS (p < .05) and TRI 2.0 (p < .01), there was a significant (p < .0125) positive relationship between TIS and the TRI 2.0, and that relationship was affected (p < .05) by gender, race, and experience.
Show less - Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004479, http://purl.flvc.org/fau/fd/FA00004479
- Subject Headings
- Blended learning, Educational technology, Effective teaching, Leadership in education, Metacognition, Teachers, Training of, Web based instruction
- Format
- Document (PDF)
- Title
- Going on the Grid: Secondary Teachers’ Implementation of Mobile Handheld Devices as Instructional Tools.
- Creator
- Berger, Allison S., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This mixed methods study examined secondary teachers’ technology selfefficacy, their professional development activities regarding mobile handheld devices, and how those activities affect their use of mobile devices as instructional tools. Additionally, this study also explored teachers’ perceptions of other factors that act as barriers or enablers to their use of such devices. The study included 104 middle and high school teachers who taught in a large, urban public school district in the...
Show moreThis mixed methods study examined secondary teachers’ technology selfefficacy, their professional development activities regarding mobile handheld devices, and how those activities affect their use of mobile devices as instructional tools. Additionally, this study also explored teachers’ perceptions of other factors that act as barriers or enablers to their use of such devices. The study included 104 middle and high school teachers who taught in a large, urban public school district in the Southeastern United States. Data were collected through the administration of an electronic survey and semi-structured interviews. The researcher utilized multiple regression and moderator analyses, as well as qualitative analysis of the interview data. The results of the multiple regression analysis revealed teachers’ technologyrelated self-efficacy to be a significant predictor of their instructional use of mobile handheld devices. However, secondary teachers’ level of professional development was found not to contribute significantly to the model. The moderator analysis too revealed professional development to be a nonsignificant factor. The findings of the qualitative phase of the study revealed secondary teachers’ awareness of their varied and fluid technology-related self-efficacy, as well as those factors that modify it. Qualitative data also revealed four categories of essential elements that teachers must have in order to most effectively implement mobile handheld devices within their pedagogy: intellectual capital, emotional capital, social-cultural capital, and technological capital. When lacking, these elements can represent barriers to teachers’ implementation of mobile handheld devices. Targeted professional development and increased funding to minimize the digital divide are recommended to reduce these barriers. The findings of the study inform designers of professional development programs, school and district and secondary teachers, as they are all stakeholders in the process of increasing the effective implementation of mobile handheld devices as instructional tools.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004649, http://purl.flvc.org/fau/fd/FA00004649
- Subject Headings
- Computer assisted instruction, Education -- Effect of technological innovations on, Educational innovations, Educational technology, Internet in education, Mobile communication systems in education, Pocket computers
- Format
- Document (PDF)
- Title
- Exploring the impact of electronic textbook tools on student achievement in world history.
- Creator
- Bonner, Cathy E., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension...
Show moreThis mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension World History pretest and posttest that were administered. A Factorial ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the influence of the Scholastic Reading Inventory (SRI) moderator. Using the eEdition World History textbook tools of highlight and animation did not significantly impact the World History knowledge and comprehension scores achieved by participants and the participant's SRI level did not significantly moderate the relative effectiveness of the conditions. Interview data from 3 Student Focus groups and 1 Teacher Focus group were analyzed with an open exploratory coding strategy. The resulting classification code of "ease of use" was characterized by: (a) time required to learn to use the tools, and (b) time to complete the tasks. A second code, "choice" was characterized by: (a) choice of instruction tools, and (b) choice in monitoring and assessing student activity. The focus groups indicated that they would use the tools in the future due to benefits such as the ability to modify the information to match their learning and instructional preferences. They also stressed that more instruction on the use of eEdition tools was needed.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3329829
- Subject Headings
- Achievement in education, History, Study and teaching (Secondary), Curriculum planning, Internet in education, Effective teaching, Educational technology
- Format
- Document (PDF)
- Title
- TEACHING 21ST CENTURY LEARNERS: AN ANALYSIS OF FACULTY MINDSET AND PERCEPTIONS OF TECHNOLOGY USE IN THE HIGHER EDUCATION CLASSROOM.
- Creator
- Copeland, Allyson Lynna, Baxley, Traci, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
- Abstract/Description
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This mixed methods research study examined the relationship between faculty mindset and their perceived use of instructional technology in the higher education classroom. Recognizing the growing importance of technology-mediated learning interventions, the researcher sought to gain a deeper understanding of how mindset influenced the use of technology particularly amongst college of education faculty in Florida public 4-year universities. Data analyses revealed the following findings: (a)...
Show moreThis mixed methods research study examined the relationship between faculty mindset and their perceived use of instructional technology in the higher education classroom. Recognizing the growing importance of technology-mediated learning interventions, the researcher sought to gain a deeper understanding of how mindset influenced the use of technology particularly amongst college of education faculty in Florida public 4-year universities. Data analyses revealed the following findings: (a) Although participants shared a range of integration patterns, faculty predominantly integrated technology for knowledge transmission, backstage activity, and communication purposes; (b) Participants predominantly occupied the integration phase of technology implementation, suggesting that they used technology committedly, but in ways that were familiar and common; (c) The way participants perceived and approached technological realities influenced their patterns of technology integration; and (d) Faculty shared similar concerns about the challenges and benefits associated with technology integration in their classrooms. The key implications that emerged from this study were that student-centered technology implementation practices were underrepresented, and that faculty seemed ill-equipped or underprepared to implement strategies surrounding accessibility.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013735
- Subject Headings
- Education, Higher, Educational technology, Universities and colleges--Faculty
- Format
- Document (PDF)
- Title
- Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools.
- Creator
- Escuder, Ana, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns...
Show moreThis study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources.
Show less - Date Issued
- 2013
- PURL
- http://purl.flvc.org/fcla/dt/3362325
- Subject Headings
- Mathematics, Study and teaching (Middle school), Mathematics, Study and teaching, Computer-assisted instruction, Educational technology, Educational innovations, Educational change
- Format
- Document (PDF)
- Title
- University educational leadership technology course syllabi alignment with state and national technology standards.
- Creator
- Iudica, Angela M., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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The purpose of this study was to determine the degree of alignment to national and state standards in public and private university educational leadership certification programs in the state of Florida. The standards used were the National Educational Technology Standards for Administrators (NETS-A) and the Florida Principal Leadership Standard for Technology (FPLST). A total of 16 university technology leadership course syllabi were examined. Nine syllabi were obtained from 11 public...
Show moreThe purpose of this study was to determine the degree of alignment to national and state standards in public and private university educational leadership certification programs in the state of Florida. The standards used were the National Educational Technology Standards for Administrators (NETS-A) and the Florida Principal Leadership Standard for Technology (FPLST). A total of 16 university technology leadership course syllabi were examined. Nine syllabi were obtained from 11 public universities and seven were obtained from 11 private universities in Florida. Syllabi were examined using rubrics and assigned to one of three categories: definitely aligned, somewhat aligned and not aligned. A percentage was calculated for each type of school and degree of alignment to national and state standards to determine degree of alignment of syllabi. Inferential statistics were used to compare the degree of alignment between public and private universities. Alignment to national standards was more prevalent in syllabi from public universities than private universities while no significant relationship existed between the type of university and state standards. No inferential tests were conducted comparing traditional course syllabi with blended and online course syllabi, as the sample size of online courses was too small. The study found that technology leadership courses are being offered in a majority of Florida's educational leadership programs, indicating a growing commitment to the field. Although most universities offer a course in technology leadership, syllabi are not addressing some key national and state standards., Several recommendations were made including provide experiential learning opportunities for aspiring administrators based on national and state standards, assess current administrators in their knowledge of the NETS-A, provide ongoing district professional development to ensure current administrators are well prepared and promote the NETS-A as national guidelines in technology leadership. Syllabi should address new and emerging technology issues and be created as a best product model addressing all mandated state and national technology standards. National and state technology standards have a strong influence on leadership preparation and must be based on the best research with input from practitioners and higher education faculty.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3332250
- Subject Headings
- Teachers, Certification, Standards, Educational technology, Standards
- Format
- Document (PDF)
- Title
- A study of seventh grade geometry posttest scores after using the GeoLeg manipulative tool.
- Creator
- Pacilli, Phyllis., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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The purpose of this research was to identify if 1) there is a difference in student achievement between students who use the GeoLeg manipulative tool and students who use a traditional compass, protractor, and ruler on the same geometry unit; 2) there is a difference in student achievement between the genders between those who use the GeoLeg manipulative tool and those students who do not; and 3) there is a relationship between identified learning styles and student achievement on a geometry...
Show moreThe purpose of this research was to identify if 1) there is a difference in student achievement between students who use the GeoLeg manipulative tool and students who use a traditional compass, protractor, and ruler on the same geometry unit; 2) there is a difference in student achievement between the genders between those who use the GeoLeg manipulative tool and those students who do not; and 3) there is a relationship between identified learning styles and student achievement on a geometry unit posttest after using the GeoLeg manipulative tool. There were 317 students in the study. The research found that students using the GeoLeg manipulative tool produced significantly better student performance on a posttest in this particular school setting. Although these results cannot be generalized to other school sites, it is plausible that these results could generalize to school sites whose demographics are similar. The research findings revealed that there was no statistically significant difference between male and female students within the treatment group. The significant finding is that the GeoLeg manipulative tool appears to work equally well with both genders. None of the learning styles, as identified by the Honey and Mumford Learning Styles Questionnaire, were correlated with student posttest score achievement on the tested geometry unit. In addition, there was no evidence to suggest that a student's learning style moderates the effectiveness of the use of the GeoLeg manipulative tool. There is no evidence to suggest that the effectiveness of the GeoLeg manipulative tool is any different depending upon the student's gender or learning style. The results of this research provide strong support for the use of the GeoLeg manipulative tool for improving student performance. Further research is needed to confirm these results in similar and different populations.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/1927614
- Subject Headings
- Geometry, Study and teaching, Aids and devices, Mathematics, Study and teaching (Secondary), Teaching, Aids and devices, Achievement in education, Educational technology
- Format
- Document (PDF)
- Title
- Lutheran school teachers’ instructional usage of the interactive whiteboard.
- Creator
- Powers, Jillian R., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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The purpose of this mixed methods study was twofold. First, the study assessed whether Davis’ (1989) Technology Acceptance Model (TAM) was useful in predicting instructional usage of the interactive whiteboard (IWB), as reported by K-8 teachers. Second, the study set out to understand what motivated those teachers to use the IWB for classroom instruction, and to further describe the ways in which they used them. Through surveying 155 teachers and 40 administrators of the Lutheran Church...
Show moreThe purpose of this mixed methods study was twofold. First, the study assessed whether Davis’ (1989) Technology Acceptance Model (TAM) was useful in predicting instructional usage of the interactive whiteboard (IWB), as reported by K-8 teachers. Second, the study set out to understand what motivated those teachers to use the IWB for classroom instruction, and to further describe the ways in which they used them. Through surveying 155 teachers and 40 administrators of the Lutheran Church Missouri Synod (LCMS) schools, the researcher used multiple regression and moderator analyses to examine whether the TAM model helped explain teachers’ reported teacher-centered and student-centered instructional IWB usage. The researcher followed this by oneon- one interviews with 5 of the teachers surveyed. With the data gathered from the interviews and open-ended items from the original surveys, an analysis using qualitative methods was performed. The results from the qualitative analysis were then used to help refine and explain the quantitative findings. The results of the study’s quantitative phase indicated two variables adapted from the TAM, teachers’ perceived usefulness and perceived ease of use of the IWB, contributed to the prediction of teacher-centered instructional usage of the device. Further it was found that the perceived usefulness variable contributed to the prediction of student-centered instructional usage. Moderator analysis indicated the variable for teachers’ IWB technological pedagogical content knowledge, adapted from Mishra and Koehler’s (2006) technological pedagogical content knowledge framework, moderated the relationships between the variable perceived ease of use of the IWB and teacher and student-centered instructional usage respectively, as well as between the variable perceived usefulness of the IWB and teacher-centered instructional usage. The qualitative phase results revealed those teachers surveyed used their IWBs in a variety of ways for both teacher-centered and student-centered instruction. Teachers frequently reported they were motivated to use the device by its overall user-friendliness and its utility as an instructional tool. Central to the teachers’ discussion of its utility were ways in which the tool positively impacted the students during instruction. Specifically how it engaged students by attracting their attention, keeping them focused, and offering them a better way to learn.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004150, http://purl.flvc.org/fau/fd/FA00004150
- Subject Headings
- Computer assisted instruction, Digital media, Educational technology, Instructional systems, Interactive whiteboards, Visual education
- Format
- Document (PDF)
- Title
- Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students.
- Creator
- Yurick, Karla Anne., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
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This study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based...
Show moreThis study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post- Interview. Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p <. 01) and attitude towards science (post- being larger than pre-, p < .01) were significant at the p < .05 alpha level. Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3322517
- Subject Headings
- Science, Study and teaching (Elementary), Computer-assisted instruction, Educational technology, Achievement in education, Cognition in children, Knowledge, Theory of
- Format
- Document (PDF)