Browsing by Subject "Educational Technology"
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Item Does Your School Have What It Takes? Implementation of a Bring Your Own Device Technology Program(2018-01) Amarteifio, GiftyThe purpose of this qualitative single-case study was to examine one high school’s journey towards the implementation of its BYOD initiative. The study had three specific aims. The first aim was to expand the context specific knowledge of implementing a BYOD initiative. The second aim was to assess similarities and differences between one-to-one and BYOD implementation strategies. The third aim was to potentially surface new strategies to support and improve the implementation of BYOD initiatives. Using interview and survey data from students, educators, and administrators, the study provided a detailed narrative of one school’s BYOD implementation journey. The study also found great overlap between one-to-one and BYOD implementation strategies, with some differentiated emphasis on specific strategies. Lastly, the findings showed that BYOD frameworks should intentionally incorporate the use of a pilot phase and a comprehensive needs assessment to enhance the implementation process. Implications for school-level administrative leaders, academics, and all those interested in theory and research to further the quality of implementation practice can be found in the final chapter of the study.Item Examining Technology Integration Practices and Beliefs of Grades 1-3 Teachers: A Case Study(2018-12) Schwartz, DerekThis study examined how technology integration beliefs and practices of first and second grade teachers impacted their respective teaching practices. Technology is becoming more deeply integrated into US public school curricula, and it is therefore helpful to understand how teacher beliefs might affect how technology gets used within teaching practices, especially in the early primary grades. While belief systems are of critical importance to a teacher’s technology integration efforts and can pose a barrier to technology integration (Ertmer, Ottenbreit-Lefwich, Sadik, Sendurer, & Sendurer 2012; Funkhouser & Mouza, 2013; Lin, 2012; Liu, 2012), the impact of those belief systems is not well understood. Furthermore, P-12 educational research literature may be underrepresenting grades 1-3, and so this research strives to also be pragmatically useful for teachers and district administrators. An exploratory case study (Stake, 1995; Merriam, 1998) was conducted with three current teachers in grades 1-3 to obtain new insights on how these beliefs manifest in current classrooms to address three research questions: (1) What are the experiences of grades 1-3 teachers trying to integrate technology? (2) What beliefs do grades 1-3 teachers have, connected to technology integration? (3) What other factors affect how a grades 1-3 teacher integrates technology? With a case being defined as each individual teacher, this qualitative case study collected data through initial interviews, naturalistic observations, and follow up interviews. Analysis consisted of values coding and theming the data (Saldana, 2016) to identify six themes: (1) Pedagogy and focus on students wherein teachers’ consistent primary focus was on meeting students’ needs and engaging them in learning experiences, both with and without technology; (2) Technology knowledge that facilitated the use or avoidance of technology; (3) Technology as a barrier when design failures created problems for students; (4) School as ecosystem, as students have needs seemingly disconnected from formal classroom learning but that impact their learning experiences; (5) Teachers’ needs that, when left unmet created barriers to technology integration; and (6) Change management, especially in regards to stakeholders’ apprenticeship of observation (Lortie, 1975), made innovative uses of technology and pedagogy more difficult to implement. Insights gained from this research were used to make recommendations for addressing issues in each of the six themes to be used by teachers, district administrations, and education research as foundations in their own contexts. Future directions for this research include laying the foundations for a new model of technology integration for teachers.Item Moving Pictures, Empty Words: Cinema as Developmental Interface in the Chinese Reconstruction, 1932-1952(2017-06) Chen, HongweiThis dissertation is a genealogical study of the relationship between instructional technologies and uneven development. It focuses on the work of the Chinese educational film movement, which unfolded as a mélange of governmental and non-governmental initiatives over the course of the 1930s and 1940s. As I argue, educational cinema presented Chinese interlocutors with a "developmental interface," that is, an equivocal material and metaphorical framework for negotiating the technical, economic, and cultural asymmetries produced by modern imperialism and capital accumulation. Challenging unidirectional conceptions of media instrumentality, which are often based on flattening notions of the state and medium specificity, the project approaches the educational film as an interface, defined as a surface connecting heterogeneously structured realities, defined by distributions of workability and unworkability. Inserted at the rough edges between Confucian traditions of popular uplift, modern models of pedagogical discipline, and the international circulation of communication technologies, jiaoyu dianying/"educational cinema" comprised a particularly unworkable interface, caught between the dispersive temporalities of acute developmental unevenness, on the one hand, and the path-determining technological and institutional forms that defined international modes of media governance, on the other. As an interface for developmental desires, educational cinema united teachers, politicians, filmmakers, and engineers under a common framework, promising them a direct line to masses otherwise dispersed by social fragmentation, illiteracy, poor roads, dialect differences, and an intensifying rural-urban divide. As a global aesthetic and technical reality, it subjected its users to a new, and no less unequal, milieu of international technology exchanges, expert knowledges, and mass-mediated visibility. Drawing on interdisciplinary methods of institutional history alongside the close reading of films, reports, diagrams, and teaching guides generated by Chinese instructional bodies, I show how cinema participated in the metamorphoses of institutional power, literary authority, temporality, and affective texture that defined Chinese Republican-era cultural crisis.Item Pedagogical praxis surrounding the integration of photography, visual literacy, digital literacy, and educational technology into business education classrooms : A focus group study(2010-05) Schlosser, Peter AllenAbstract: This paper reports on an investigation into how Marketing and Business Education Teachers utilize and integrate educational technology into curriculum through the use of photography. The ontology of this visual, technological, and language interface is explored with an eye toward visual literacy, digital literacy, and pedagogical praxis, focusing on the technological change that has occurred in photography. It investigates how the teachers are adapting to the changes, how they are incorporating photography and educational technology into the classroom, and how photography is changing the way they teach.