Browsing by Subject "Educational technology"
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ItemA comparative analysis of modes of instruction using student test scores in developmental mathematics.(2011-05-18) Teal, Brenda Denise; McPhail, Christine Johnson; Doctor of Education ItemA study of a learner-centered technology professional development series with classroom teachers(2013-06-10) Stevens, CarolAnn; Wizer, David R.; Towson University. Department of Educational Technology and LiteracyUsing learner-centered teaching practices can change the state of technology integration in Elementary Schools (ES). A quasi-experimental, pretest/posttest survey was used to identify changes in the use of technology by ES students, ES teachers' technology skill, the use of computer technology to meet curricular objectives, and a learner-centered learning environment during technology professional development to change ES teacher's pedagogy. In the setting of an elementary school in the Baltimore / Washington corridor, twenty-five classroom ES teachers participated in research that measured: the time that ES teachers' used technology with their ES students, ES teachers' technology skill level, direct instruction with technology, and change of pedagogical practices. Additional computer lab usage data was collected for two years. Results from both data sources indicated that a learner-centered professional development series was related to significant changes in time that ES teachers' used technology with their ES students, ES teachers' technology skill level, and direct instruction with technology. This study points to the conclusion that job-embedded, learner-centered professional development is an effective way to provide technology professional development in an elementary setting. ItemClosing The Stem Gap With Culturally And Cognitively Appropriate Cyber-Instruction In An All-Girl Inner-City Charter School Stem Program: A Case Study(2015) Carr, Marvin Desmond; Carr, Marvin D; Electrical and Computer Engineering; Doctor of EngineeringIt is rare that qualitative and emotional factors are explored in the field of engineering. Until recently, the use of both quantitative and qualitative strategies to examine a single research question has been a subject of considerable controversy and still remains a largely uncommon practice in engineering and engineering education. In this mixed-methods study, the researcher observed a cyber-learning math program and its effects on the experiences and outcomes of African American middle school girls (AAMSG) in an inner-city all girl middle school. Studies on the use of cyber-learning systems by black children reveal that they do not perform as well as their peers in other demographic groups in similar programs. Although African American students acquire gains in math learning and understanding, the math gap continues grow because of large as gains by Caucasian students. This mixed method study revealed that several cultural and cognitive factors lead to the lower achievement of the African American girls in math cyber-learning compared to all other demographics. After an intervention was introduced addressing these cultural (nature of learning objects) and cognitive (delivery of learning object) factors, the achievement gap in math was closed. The findings also extends existing themes surrounding the math achievement emotions of African America girls, showing a high correlation between culturally and cognitively appropriate cyber-instruction, math self-efficacy, value of math and math enjoyment. The researcher approached this study using a Critical Race Theory (CRT) Lens and a conceptual and theoretical framework grounded in Meyer's Cognitive Theory of Multi Media Learning. ItemDistance education: The readiness of the nation's historically Black colleges and universities.(2011-05-18) Moore, BiAunca; McKay, Sylvester E.; Doctor of Education ItemEdutainment and convergence: Utilization in higher education from the perspective of entertainment professionals.(2011-05-18) Heidelberg, Chris A., III; Gillett-Karam, Rosemary; Doctor of Philosophy ItemGoing the distance: Community college faculty attitudes toward distance learning.(2011-05-18) Williams, Jacqueline H.; McPhail, Christine Johnson; Doctor of Education ItemHan Solo and Kermit in the Classroom: Using Alter-Egos and Interactive Technology for Class Participation and Formative Assessment(2016-01-14) Hartman, LisaThis PowerPoint presentation explains how classroom participation can be improved by employing fictional characters as alter-egos for students. The presenter shares her experience and research regarding student engagement with alter-egos while interacting with clickers, mobile devices, online surveys, Google docs, and other technologies. ItemIndicators of successful enterprise technology implementations in higher education.(2011-05-18) Mehlinger, Linda Broussard; Simmons, Howard L.; Doctor of Philosophy ItemIndividual or collaborative learning: An investigation of teaching strategy in the distance learning mathematics classroom.(2011-05-18) DePriter, Tiffany N.; Cicmanec, Karen B.; Doctor of Education ItemLearning Intermediate Algebra With Graphing Calculator (GC) In Community College: A Study Of Graphing Calculator Implementation(2012) Rzenichenko, Nataliya; Ellington, Roni M.; Mathematics and Science Education Program; Doctor of EducationSince technology has taken its place in almost all classrooms in schools and colleges across the country, there is a need to know how technology influences the mathematics that is taught and how students learn. In this study, the graphing calculator (GC) (namely the Texas Instruments TI-83) was implemented as a tool to enhance learning of function concept in Intermediate Algebra, one of the developmental mathematics courses in the community college. This study employed a mixed methods methodology, combining quantitative and qualitative approaches to research design. In the quantitative component of the study, a quasi-experimental nonequivalent experimental and control group research design was utilized. In the qualitative component of the study, a free response questionnaire was utilized. To determine the effects of graphing calculator use on students' outcomes including mathematics achievement and students' attitudes toward mathematics and toward the graphing calculator, ANCOVA was applied to examine whether significant differences in students' outcomes exist between the experimental and control groups. To capture students' experiences with the graphing calculator in mathematics learning and discover their perceptions regarding graphing calculator use in learning of function concept, a free response questionnaire was given to the experimental group. Social constructivism was the theoretical framework that guided this study and data were analyzed through social constructivism. ItemOnline Learning And Student Engagement At The Community College Level(2016) Ike, Albert, Jr.; Spaid, Robin L.; Community College Leadership Program; Doctor of EducationThe purpose of this quantitative study was to explore the level of engagement in online learning at the community college level for students at three community colleges in Alabama. The variable, student engagement was defined as “the time and energy students devote to educationally sound activities inside and outside of the classroom, and the policies and practices that institutions use to induce students to take part in these activities” (Kuh, 2003, p. 25). The researcher explored the student engagement of students enrolled in an online learning environment at community colleges in Alabama. This study extended Lerma's (2011) dissertation study of online learning and student engagement at the community college level. Her study, which was conducted with California community colleges, was a replication of Robinson's (2006) dissertation study in online learning and student engagement at the four-year university level. Robinson modified the National Survey for Student Engagement (NSSE) for her study with four-year institutions and Lerma developed a modified version of Robinson's NSSE instrument that better reflected the community college population. Lerma's survey instrument was employed in this study which analyzed and explained relationships between variables, which is an identifiable characteristic of a quantitative study (Creswell, 2009). It served to inform phenomena that are analyzed statistically through data collection (Muijs, 2004). The researcher used an online survey instrument to collect data in a fast, efficient manner. ItemStreamline Collaboration and Enhance Productivity by Working in the Cloud(2015-05-07) Hartman, Lisa ItemStudent Use Of Technology And Academic Activities In Community Colleges(2017) Pittman, Margaret E.; Gillett-Karam, Rosemary; Community College Leadership Program; Doctor of EducationThis quantitative study was guided by the Student Engagement Theory (Kuh, 2001). This study examined the differences in the number of academic activities performed among community college students reporting use of various types of technology (handheld mobile smartphone devices and mobile apps). This study analyzed secondary data provided by the EDUCAUSE Center for Analysis Research (ECAR) 2011 survey of a nationally representative sample of community college students (N =1110). Descriptive statistics described the demographic characteristics of the community college students, the types of academic activities students performed, the types of handheld mobile smartphone devices used, and the types of mobile apps used. Analysis of variance (ANOVA) was used to analyze the differences in the number of academic activities performed among community college students reporting use of three types of handheld mobile smartphone devices as well as between students who used handheld mobile smartphone devices and reporting use of seven different types of mobile apps. A significant but small effect size was found in the number of academic activities performed by community college students reporting use of the three different types of handheld mobile smartphone devices. In total, android users performed a higher number of academic activities than those using other handheld mobile smartphone devices. However, iPhone users were the same as android and other handheld mobile smartphone device users in the number of academic activities performed. Similarly, a significant but medium effect size was found in the number of academic activities performed by community college students who used handheld mobile smartphone devices reporting use of seven different types of mobile apps. Students who used handheld mobile smartphone devices and who reported using social media apps performed a higher number of academic activities than those using educational and productivity apps. Conversely, students using handheld mobile smartphone devices and who reported using the other four apps (entertainment, communication, internet browser search, and miscellaneous apps) were the same as those using social media, educational, and productivity apps in the number of academic activities performed. Seventy-three percent of students reported using the apps that facilitated communication (i.e., texting and emailing) between students and students or students and instructors. The researcher attempted to offer insight into the concept of technology use as it is used in the literature and made recommendations for future studies. ItemSupporting Student Success with Online Video: A Content Analysis of Community College YouTube Channels(2019-03-30) Mathis, Angela; Hicks, Wilbur; Drew, Joseph; Williams, Sherelle; Community College Leadership Program; Doctor of EducationFor some community college students, the lack of knowledge about how to succeed in college, combined with institutional deficiencies in the provision of information and instructions to support student success, create barriers to completion. Video, an effective informational and instructional tool growing in use in higher education and popularity among college age students, has the potential to help address barriers to completion related to the information needs of students and the information provision of these institutions. However, little has been known about how community colleges are utilizing YouTube as a channel of communication and videos as a source of information to support student success. This qualitative content analysis research explores community college YouTube channels for the prevalence and breadth of video content supporting student success based upon the Loss/Momentum Framework, which identifies the information needs of students throughout their college experience. The study is primarily exploratory, but it includes some descriptive quantitative measures. The official YouTube channels of Maryland community colleges were systematically queried using search terms related to the information needs of community college students identified by the Loss/Momentum Framework. A comprehensive sample of 784 videos and their descriptions were analyzed and classified into student success content categories in order to provide a benchmark of how public community colleges in Maryland use YouTube to provide information to support student success. Findings show that Maryland community colleges have an active presence on YouTube and that online video is a powerful communication and information provision tool that these institutions have utilized optimally to support student success. In addition, findings show that the majority of videos supporting student success on Maryland community college YouTube channels focus on the information needs of newly-enrolled students in the entry stage and current students in the progress stage of their community college experience. Furthermore, findings show that videos supporting student success on Maryland community college YouTube channels vary widely in quantity, popularity, and duration. ItemTechnology and the community college student: New students, new skills, and new strategies.(2011-05-18) Baker, Brian K.; McPhail, Christine Johnson; Doctor of Education ItemThe evolving perception of technology : an experienced English instructor integrates technology for second language learners(2012-04-12) Handa, Junko; Laster, Barbara; Towson University. Department of Educational Technology and LiteracyThis qualitative case study investigated the perceptions and challenges an experienced college English instructor faced in the transformation of learning environments as his use of technology evolved. This one-year research project, involving international students as participants, evaluated the instructor's adoption of technology using Levels of Use of the Innovation (LoU) (Hall, Loucks, Rutherford, and Newlove, 1975). The data were collected through interviews with the instructor and students, e-mail correspondence, transcriptions of discussion board threads, students' papers, and the researcher's logs as a technology mentor. The data were analyzed using N6 Software and other inductive methods. The instructor's decision-making was mapped over time. Findings revealed gradual, though not linear, open-mindedness and integration of technology as a result of skill-building, direct contact with technology, time to reflect, recognition of positive student outcomes, and mentoring. The type of mentoring was significant, as was the professor as an agent of his own changing pedagogy. ItemThe impact of collaboration between faculty and librarians to improve student information literacy skills at an urban community college.(2011-05-18) Dhanesar, Sukuntulla; McKay, Sylvester E.; Doctor of Education ItemThe Perceived Frequency Of Use And Usefulness Of Instructional Technology In Community College General Education Courses(2014) Doss, Mara; Ball, Calvin B.; Community College Leadership Program; Doctor of EducationThe primary purpose of this quantitative study was to examine how student perceptions of the frequency of use and usefulness of instructional technology aligned with faculty perceptions of the same technologies in general education courses in a large community college. This study replicated the research conducted by Moseley (2010). This current study extended Moseley's research by including faculty member age as a research variable. The demographic of student and faculty member gender is examined as well. The findings of this study revealed that students perceived lesser usage of instructional technologies in the classroom than faculty members; students perceived instructional technolgy to be less useful in helping them learn than compared to faculty members; and that female faculty members, more than male faculty members, perceived that instructional technology was useful in helping students learn. ItemUsing an enhanced e-textbook to facilitate the education and practice of social workers(2015-12) Gilliam, Julie; Summer, Kathryn; DeForge, Bruce; Holman, Lucy; University of Baltimore. School of Information Arts and Technologies; University of Baltimore. Doctor of Science in Information and Interaction DesignThis study examines part of a conundrum that arises in the training of Maryland social work supervisors. Experienced social workers are needed to bring their skills to supervisory duties, but the nature of the situation in which many such workers find themselves works against their ability to take on this essential work. Such workers are, for instance, spread out over a considerable distance once they have left their own training and taken up working responsibilities. Gathering them together at a centralized location for their supervisory training is a difficult matter of logistics. In addition, the time required for such training is not a minor consideration; it must be taken from jobs and other responsibilities, potentially leading to losses in productivity and income. Other similar issues are taken up as background for the work to be performed here. Allowing more of this training to occur remotely would enable more Maryland social workers to take on the supervisory roles. Similarly, making the training more individualized would leverage the fact that different people learn differently. Some people learn most effectively from hearing a teacher speak; some learn most effectively from seeing a visual presentation of the material to be covered; some learn most effectively from a high-level overview of a topic; others learn most effectively working from low-level details to assemble a higher-level vision. It is posited in this study that technology can play a useful and important role in dealing with several of these issues. Technology can help deal with issues of logistics, as more training time can be self-directed locally rather than requiring as much centralized instruction. This can also help in time management, making material to be learned available to the learning population on their own time schedules, leading to fewer disruptions in the remainder of their lives. The most important conclusion of this work, however, lies in the nature of the interface that such technology should present to the prospective student. Rather than taking a one-size-fits-all approach, the technological solution presented could allow the student to choose from among a number of modules that present equivalent material in different ways. Some will appeal more to the verbal learner. Others will appeal more to the visual learner. The presentation lends itself naturally to traversal by breadth or depth, enabling students to take whichever approach to the material that most suits them, but resulting in all students arriving at the end at the same place. This interface was tested using traditional technological means and employing well-understood methods. Suggestions from each test group were used to improve the interface for the next test. The training of Maryland social work supervisors is necessary work. It is hoped that this study will contribute to this training in the future.