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(1 - 7 of 7)
- 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
-
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
- Automated nursing knowledge classification using indexing.
- Creator
- Chinchanikar, Sucharita Vijay., College of Engineering and Computer Science, Department of Computer and Electrical Engineering and Computer Science
- Abstract/Description
-
Promoting healthcare and wellbeing requires the dedication of a multi-tiered health service delivery system, which is comprised of specialists, medical doctors and nurses. A holistic view to a patient care perspective involves emotional, mental and physical healthcare needs, in which caring is understood as the essence of nursing. Properly and efficiently capturing and managing nursing knowledge is essential to advocating health promotion and illness prevention. This thesis proposes a...
Show morePromoting healthcare and wellbeing requires the dedication of a multi-tiered health service delivery system, which is comprised of specialists, medical doctors and nurses. A holistic view to a patient care perspective involves emotional, mental and physical healthcare needs, in which caring is understood as the essence of nursing. Properly and efficiently capturing and managing nursing knowledge is essential to advocating health promotion and illness prevention. This thesis proposes a document-indexing framework for automating classification of nursing knowledge based on nursing theory and practice model. The documents defining the numerous categories in nursing care model are structured with the help of expert nurse practitioners and professionals. These documents are indexed and used as a benchmark for the process of automatic mapping of each expression in the assessment form of a patient to the corresponding category in the nursing theory model. As an illustration of the proposed methodology, a prototype application is developed using the Latent Semantic Indexing (LSI) technique. The prototype application is tested in a nursing practice environment to validate the accuracy of the proposed algorithm. The simulation results are also compared with an application using Lucene indexing technique that internally uses modified vector space model for indexing. The result comparison showed that the LSI strategy gives 87.5% accurate results compared to the Lucene indexing technique that gives 80% accuracy. Both indexing methods maintain 100% consistency in the results.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/186677
- Subject Headings
- Nursing, Computer-assisted instruction, Data transmission systems, Outcome assessment (Medical care), Nursing assessment, Digital techniques
- Format
- Document (PDF)
- Title
- Cognitive styles and concept mapping dimensions of hypermedia computer users.
- Creator
- Kessler, Rohn., Florida Atlantic University, Morris, John D., Hunt, John J.
- Abstract/Description
-
Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept...
Show moreComputers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements.
Show less - Date Issued
- 1995
- PURL
- http://purl.flvc.org/fcla/dt/12404
- Subject Headings
- Hypertext systems, Interactive multimedia, Concept learning, Computer-assisted instruction, Curriculum planning, Human-computer interaction
- Format
- Document (PDF)
- Title
- SWITCHING LEARNING MANAGEMENT SYSTEMS: COMPARING EFFECTS ON STUDENT PERCEPTION.
- Creator
- Price, Todd, Bryan, Valerie, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
- Abstract/Description
-
The computer industry does not understand how adults learn (Knowles, 1983). A profound statement made nearly 40 years ago. With the advancement of technology and the tremendous growth of online learning, the learning management system (LMS) has become the tool for delivering distance education. E-learning platforms have witnessed exponential uptake by the education and corporate sectors over the past three to five years (Wadhwani & Gankar, 2020). From this author's experience in the field of...
Show moreThe computer industry does not understand how adults learn (Knowles, 1983). A profound statement made nearly 40 years ago. With the advancement of technology and the tremendous growth of online learning, the learning management system (LMS) has become the tool for delivering distance education. E-learning platforms have witnessed exponential uptake by the education and corporate sectors over the past three to five years (Wadhwani & Gankar, 2020). From this author's experience in the field of instructional design and online instruction, all LMSs are just a "database with a different user interface (Price, 2016)". But are there opposing perceptions from the online learner regarding two different systems of learning? With the migration of one LMS to another LMS at a large public state university, can an assumption be measured to determine significant differences between the two LMSs? This quantitative research aims to answer if there are significant differences in online student perception between two different learning management systems. Using responses to Instructor Evaluation Forms during four academic years (12 semesters), this study determined if a significant difference existed between the perceived quality of two learning management systems. Moreover, this study added to a minimal body of research regarding improving the quality of learning management systems based on the perception of online students.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013852
- Subject Headings
- Educational technology, Instructional systems, Online learning and distance education, E-learning, Students
- 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
- An Investigation of Foundational Instructional Principles in International Mathematics Classrooms: An lSD Analysis of TJMSS Video Data.
- Creator
- Rodney, Desmond W., Kumar, David D., Florida Atlantic University
- Abstract/Description
-
The central purpose of this study is to investigate whether cross national classroom video recordings reflect foundational principles of instruction as identified by lSD theorists. Principles of instruction remain true regardless of program or context when implemented by appropriate instructional systems design procedures. These theoretical elements however, require deeper empirical investigation in authentic classroom settings. This study posits that foundational principles are observable in...
Show moreThe central purpose of this study is to investigate whether cross national classroom video recordings reflect foundational principles of instruction as identified by lSD theorists. Principles of instruction remain true regardless of program or context when implemented by appropriate instructional systems design procedures. These theoretical elements however, require deeper empirical investigation in authentic classroom settings. This study posits that foundational principles are observable in non lSD systematized settings. Further it suggests that they are represented differently in classroom video recordings across countries, based on their performance level on a standardized assessment. The study shows inter alia that, (1) Instructional principles as conceptualized by lSD theorists are observable from non-ISD systematized settings. (2) The language and knowledge of ISD can be fused with curriculum studies to create sharper lens for investigating classroom phenomena. Foundational principles provide an important point of departure for this shared language. (3) Iterative video analysis is effectively combined with video observation protocols to study instructional contexts. (4) The occurrence of demonstration and real world integration stand out as more significant in higher performing countries than in lower performing countries. (5) This study adds support to earlier investigations which suggest that there are global patterns of teaching. (6) TIMSS performance tier does not correlate with a greater occurrence of foundational principles of instruction.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000690
- Subject Headings
- Mathematics--Study and teaching--Cross-cultural studies, Educational tests and measurements, Teacher effectiveness--Cross-cultural studies, Instructional systems--Design--Cross-cultural studies
- Format
- Document (PDF)
- Title
- An examination of the implementation of the Intel Essentials project-based learning model on middle and secondary reading and language arts FCAT student achievement and engagement.
- Creator
- Wright, Jeremy R., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or...
Show moreThe purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or low) of teachers trained in the Intel Essentials model of project-based learning; and (4) any correlation between the level of implementation and the level of student engagement. A total of 32 teachers participated in the study. The teachers were split into 2 groups: the experimental group (N = 16) that participated in the Intel Essentials Training, and the control group (N = 16) that did not participate in the training. The results for this study were mixed. The students of the experimental group teachers (N = 780) had significantly higher (p < .05) FCAT scores than that of the control group students (N = 643). The control group with the exception of Motivating Tasks subscale had significantly higher levels of engagement. The correlation between level of implementation and student engagement produced a moderate negative correlation, meaning that the Intel trained teachers with the highest levels of implementation had the lowest levels of engagement.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/369395
- Subject Headings
- School improvement programs, Project method in teaching, Mobile communication systems in education, Academic achievement, Methodology, Education, Secondary, Computer-assisted instruction, Florida Comprehensive Assessment Test, Education, Effect of technological innovations on
- Format
- Document (PDF)
