EdD, University of Cincinnati, 2001, Education : Curriculum and Instruction

This was a case study that focused on the teacher of one instructional technology class; the class itself, the students and their perceptions of preparedness to meet the ISTE Standards for teachers and technology. Both quantitative and qualitative data were collected. This research study provided insights into the curriculum design and instructional techniques needed to help preservice teachers gain the skills and knowledge to use computers as instructional tools. The theoretical foundation of this research study was based on literature related to standards; teacher education and instructional technology, and the theory of constructivist learning. The results of this study indicated that: 1) The instructional technology class played a critical role in preparing these preservice teachers to meet the ISTE Standards. All of the standards were covered, but not in the same depth; 2) The students' perceptions of their preparedness to implement the standards did increase; 3) The students rated themselves higher in their preparedness to meet those standards the professor emphasized in class (Standards, I, II, III); 4) The use of selectivity in standards, teachable moments; threaded discussions, asking critical thinking questions about computer technology and classroom use; modeling techniques, and hands-on opportunities for students to work with the technology, helped them become better prepared to meet the ISTE Standards; and 5) The professor's pedagogy of direct instruction and focus on constructivist learning activities combined with a variety of instructional techniques assisted students in developing skills and knowledge to use instructional technology effectively in the classrooms.

Committee: Dr. Janet Bohren (Advisor) Subjects:

Doctor of Philosophy, University of Toledo, 2022, Curriculum and Instruction: Educational Technology

With the growth of online learning, as well as the use of technology to supplement in-person learning, technology has enabled many opportunities for creating highly interactive and highly accessible learning environments. However, it is important to design learning environments to be accessible to diverse learners and learners with disabilities. Educational institutions must comply with legislation such as the Americans with Disabilities Act, as well as moral and ethical concerns related to inclusive institutional cultures. As a result, educational institutions should provide professional development and the resources necessary to help faculty members develop accessible course content. Furthermore, the theory of Universal Design for Learning provides a framework for ensuring access to learning opportunities as a part of the course design process. UDL helped to ensure all learners can benefit from accessible learning experiences. This research study explored the use of online professional development and its role in creating accessible online learning environments. A questionnaire was distributed to faculty members to determine if the participation in professional development resulted in positive beliefs towards accessibility. In addition, faculty skills for creating accessible content were evaluated. Courses taught by participating faculty members were evaluated for accessibility using Blackboard Ally, and faculty members were asked about their familiarity with UDL. The research study determined that there was not a significant difference between faculty members who took online professional development compared to those who did not take professional development in relation to attitudes towards accessibility, as well as faculty skills in creating accessible content. The research study identified a significant difference in accessibility of online content, using Blackboard Ally accessibility scores, between faculty members who participated in professional develo (open full item for complete abstract)

Committee: Berhane Teclehaimanot (Committee Chair); Mingli Xiao (Committee Member); Greg Stone (Committee Member); Judy Lambert (Committee Member) Subjects: Educational Technology

Doctor of Philosophy (PhD), Ohio University, 2023, Instructional Technology (Education)

Educational institutions increasingly rely on educational technology to deliver academic experiences, particularly since the COVID-19 pandemic. This study focused on graduate students' attitudes about online privacy specific to use of technology for educational purposes. Students who participated were all current students at a university in the midwestern United States in one of three graduate programs in educational technology. The study used a qualitative methodology and relied on survey and interview tools to collect data in spring 2023. Seven findings emerged from the data to explore to address the research questions. To narrow the focus on recommended actions that the research location could reasonably address, three findings are centered with near-term actions that the institution could take to address students' privacy needs. The first finding was that the COVID-19 pandemic increased technology adoption and influenced attitudes about educational technology use as part of teaching and learning activities. The near term action is that the university should determine which technologies are in use for teaching and learning. The second findings was that preserving users' online privacy is a shared responsibility. To address this finding in the near term, faculty and staff should receive regular training to understand and preserve student privacy. The third finding was that the university should proactively engage users about online privacy. To address this finding, the university should develop regular communication with students about privacy. Actions like these that support students' online privacy may increase student confidence in the institution and increase awareness of online privacy, overall.

Committee: Jesse Strycker (Advisor); Greg Kessler (Committee Member); Min Lun Wu (Committee Member); Krisanna Machtmes (Committee Member); Laura Harrison (Committee Member) Subjects: Educational Technology; Instructional Design

Doctor of Philosophy (PhD), Ohio University, 2022, Instructional Technology (Education)

Using the TESOL Technology Standards for Language Teachers as a framework and following the After Action Review method, this research adopted an explanatory sequential mixed methods design to (a) investigate language teachers' knowledge and skills to integrate technology into instruction in the initial quantitative study (first phase), (b) explore recommendations for developing the knowledge and skills necessary to integrate technology into instruction in the follow-up qualitative study (second phase), and (c) examine the validity/appropriateness of the TESOL Technology Standards for Language Teachers through the mixed results analyses (third phase). The findings of the quantitative phase reveal that participating teachers performed at different levels among the foundational knowledge and skills in technology (Goal 1), the pedagogical knowledge and skills with technology (Goal 2), the knowledge and skills to apply technology in record-keeping, feedback, and assessment (Goal 3), and the use of technology to improve communication, collaboration, and efficiency (Goal 4). The findings of the quantitative study also show that there are correlational relationships between the four goals. The qualitative results in the second phase indicate that interview participants in Group Experienced and Group Novice could provide recommendations and articulate types of support needed at different levels, and both groups need support to improve their technology integration knowledge and skills in instruction. Finally, the mixed results, through the joint displays of the qualitative results and the quantitative results, reveal that the TESOL Technology Standards for Language Teachers remain applicable and helpful to teachers in current educational contexts. However, the findings indicate that due to evolving technology and issues emerging over the decade, further updates for performance indicators are needed. The findings include recommendations for potential updates. This research is (open full item for complete abstract)

Committee: Greg Kessler (Advisor); David Moore (Committee Member); Jesse Strycker (Committee Member); Yuchun Zhou (Committee Member); Sara Hartman (Committee Member) Subjects: Education; Educational Technology; Information Technology; Instructional Design; Teacher Education

Doctor of Philosophy (PhD), Ohio University, 2022, Curriculum and Instruction (Education)

This dissertation explored the systemic factors influencing learners' technology outcomes in a teacher preparation program, specifically addressing technology fluency and the ability to integrate technology into instruction. Using a combination of grounded theory and qualitative program evaluation, this study identified the scope, contexts, and systems of influence and control that have an impact on technology skills development for teacher candidates. Using backward design, this study mapped the learning experiences of teacher candidates, identifying key contributors of technology skills development within the program. Using this analysis, a conceptual framework outlining the flow of systemic influences was created, and a data collection tool was developed to quantify the technology fluency and disposition of program faculty. These tools can be used to identify and evaluate a teacher preparation program's technology outcomes, and evaluate the technology abilities of program staff. Through qualitative interviews, this tool was used to identify the overall temperament toward technology within the program and identify areas in which improvements could be made. Recommendations were made for the specific program in the final chapter.

Committee: Frans Doppen (Committee Chair); Sara Helfrich (Committee Member); Sara Hartman (Committee Member); Greg Kessler (Committee Member) Subjects: Adult Education; Curricula; Curriculum Development; Education; Education Policy; Educational Evaluation; Educational Leadership; Educational Software; Educational Technology; Elementary Education; Higher Education Administration; Information Technology; Instructional Design; Organization Theory; Organizational Behavior; Pedagogy; Preschool Education; Reading Instruction; School Administration; Secondary Education; Special Education; Teacher Education; Teaching; Technology

Doctor of Education, University of Akron, 2020, Secondary Education

This dissertation studied a selection of sheltered-instruction trained teachers' use of digital technology to teach content and language with native English speakers and English learners (ELs). This study used the TPACK framework and SAMR model as lenses to examine the teachers' skills, perceptions, and actions in using digital technology for classroom teaching and learning. Specifically, this study focused on the purposes for which these teachers use digital technology, the types of technology they use, their perceptions for how technology is used, and how it is applied to promote the components in the SIOP model. The study also examined the teachers' pedagogical approaches for technology integration through the lens of the SAMR model. This study was grounded in the concepts of the qualitative case research tradition. The primary research instruments employed included classroom observations and individual interviews of teacher participants. Six teacher participants were purposefully selected to examine the degree to which their technology use fit into the SAMR model and revealed their TPACK knowledge in technology integration. The six teacher participants were practicing teachers with training in the SIOP model and using technology in teaching content and language in classrooms with native English speakers and ELs. The analysis and presentation of these six individual case studies provided thorough descriptions of teaching and learning environments, including research site, technology facilities support, and classroom technology availabilities. Moreover, the present study investigated teacher participants' different perspectives in technology use in teaching and their pedagogical practices in addition to their level for integrating technology into their classroom instructions. Findings indicated that the teacher participants' confidence and capability in using technology in the classroom were minimal in comparison with the other conc (open full item for complete abstract)

Committee: Shernavaz Vakil PhD (Advisor); I-Chun Tsai PhD (Committee Member); Gary Holliday PhD (Committee Member); Lynn Kline PhD (Committee Member); Wei Zhang PhD (Committee Member); Lynn Smolen PhD (Committee Member) Subjects: Curriculum Development; Educational Technology; English As A Second Language

Doctor of Philosophy (PhD), Ohio University, 2020, Instructional Technology (Education)

In higher education, colleges and universities are now utilizing cloud services, such as Google Apps for Education, Dropbox, and SkyDrive, and storage services for simplicity, uniformity, security, and flexibility. Several researchers found that despite the effectiveness of cloud-based technology in higher education, several difficulties were associated with the implementation process. Therefore, the purpose of the current study was to examine the experiences and views of faculty members with regards to the implementation of cloud-based applications in their courses. A phenomenographic approach was applied in this qualitative study. In addition, the researcher in this study aimed to investigate how the unified theory of acceptance and use of technology (UTAUT 2) factors can shape participants' intention to use cloud-based learning in their daily teaching practices. A purposeful sampling technique was used in this study consisting of 10 faculty members drawn from two colleges (Education and Art and Science) at Ohio University. The researcher in this study indicated that cloud-based learning was favorable. By integrating cloud-based tools in teaching, it is easy to bring instructors and students to the same platform. Moreover, the researcher found that cloud-based tools promote students' interaction, communication, and collaboration. Universities and educational institutions should provide instructors with the appropriate training and support in order to make the most of the cloud services.

Committee: Greg Kessler Dr (Advisor); Krisanna Machtmes Dr (Committee Member); Min Lun Wu Dr (Committee Member); Lisa Harrison Dr (Committee Member) Subjects: Education; Educational Technology; Higher Education; Instructional Design; Technology

Doctor of Philosophy (PhD), Ohio University, 2019, Instructional Technology (Education)

The aim of mobile learning (M-learning) is to overcome traditional constrictions of education such as the place and the time at which learning occurs. M-learning has been investigated in many areas; however, the impact of M-learning on graduate international students and their experiences have not yet been investigated. The research aims to answer the following questions: 1) What are the international students' perceptions of M-learning in Instructional Technology program; 2) What are the international students perceived benefits and challenges of M-learning while using this method in their courses; and 3) How do participants describe their use of M-learning? To answer these questions, a modified version of the UTAUT2 model was used to analyze interview data from eight international student participants who at the time of the study were enrolled in a post-graduate instructional technology (IT) program. The UTAUT2 model was used to analyze adoption rate and usage M-learning among specific populations by investigating how performance expectancy (PE), effort expectancy (EE), and social influence (SI) determine behavioral intention (BI) to integrate. Data from the interviews were analyzed by using thematic analysis to identify relationships and patterns. The researcher developed narrative stories for each of the interviews to discover the overarching ideas. Identifying the key themes led to discovery of relationships, patterns and ideas to answer the research questions and to add to wider discussion on M-learning in the international student community in the United States. Findings suggest that M-learning may help increase learning productivity and academic gains. M-learning is convenient due to accessibility and usability and is becoming more ubiquitous in the informal learning setting. Participants indicated that they are likely to implement a hybrid model of face-to-face and M-learning techniques and tools in their teaching practice because it helps increase interact (open full item for complete abstract)

Committee: Greg Kessler (Committee Chair); Krisanna Machtmes (Committee Member); Danielle Dani (Committee Member); Min Lun Wu (Committee Member) Subjects: Education; Educational Technology; Instructional Design; Social Studies Education

Doctor of Philosophy (PhD), Ohio University, 2019, Instructional Technology (Education)

There are major global changes and transformations that have affected the structure and operation of all the social-economic activities of the industrialized economies, the educational industry included (Slaughter & Leslie, 1997; Steinmueller, 2002; Shane, 2004a). Because of these changes, the nature of most universities worldwide has rapidly been changing to address the terror of reduced funds (Shane, 2004; Williams, 2010; Wright, Clarysse, Mustar, & Lockett, 2007), and there have been many calls for overt decrement in universities dependency on the government subsidies. The university is being pushed to industrialize its systems by commercializing its operations, particularly spinning-off the knowledge, technology and innovation generated by its members. This phenomenon in which university faculty, staff and students engage in entrepreneurial activities by creating products and services related to their research and academic areas is best known as `academic entrepreneurship' (Rose & Patterson, 2016; Shane, 2004a; 2004b). The purpose of this study was to shed light on the topic of academic innovation and entrepreneurship in instructional technology, particularly in the field of computer-assisted language learning (CALL). It employed qualitative techniques to explore the experience of representative CALL academic entrepreneurs who are or have undertaken entrepreneurial journeys in changing their knowledge and skills to create invaluable technological tools and services that advocate the use of technology in facilitating language learning and teaching. The key objectives of this study included describing the CALL academic entrepreneurs, products or services that they make, the opportunity recognition and exploitation, the role of the university in supporting CALL-based academic entrepreneurship, and the challenges that they face during the process. In this study, faculty and students in the field of CALL engage in different forms of academic entrepreneurial activitie (open full item for complete abstract)

Committee: Greg Kessler (Advisor); David Moore (Committee Member); Yuchun Zhou (Committee Member); Peter Githinji (Committee Member); Danielle Dani (Committee Member) Subjects: Educational Technology; Entrepreneurship; Instructional Design

Doctor of Philosophy (PhD), Ohio University, 2015, Curriculum and Instruction (Education)

Painting is believed to predate recorded history and has been in existence for over 35,000 (Ayres, 1985; Bolton, 2013) years. Over the years, painting has evolved; new styles have been developed and digital media have been explored. Each period of change goes through a period of rejection before it is accepted. In the 1960s, digital media was introduced to the art form. Like all the painting mediums, it was rejected. It has been over 50 years since it was introduced and yet, it has not been fully accepted as an art form (King, 2002; Miller, 2007; Noll, 1994). This exploratory study seeks to understand the artist's perception on the use of digital media as an art tool and its benefit to the artists and art education. Grounded theory was used as a methodological guide for the study. Eleven participants participated in this study. Participants for the study were drawn from art instructors who teach at 4-year higher education art colleges located in Ohio and Illinois. The research explored the perception of artists on the use of digital media, otherwise known as digital media in painting. The study relied on interviewing as a method of data collection, which was triangulated with reviewed literature relating to the research. The emergent theory describes how an artist's perception of digital media and digital paintings can be interpreted. It takes into account three main variables: how the artist defines painting, how their definition influences their tool of choice, and their view on the importance of the role and function of painting in the lives of individuals, in society and culture and in art education.

Committee: Teresa Franklin PhD (Advisor) Subjects: Art Criticism; Art Education; Art History; Educational Technology; Fine Arts; Higher Education; Technology

Doctor of Philosophy (PhD), Ohio University, 2015, Instructional Technology (Education)

The purpose of this dissertation is to explore the nexus of video games, mobile devices, and augmented reality in an educational light. This is accomplished in part by studying the self-reported demographics, attitudes, habits, and motivations of players of Google's commercial augmented reality mobile game Ingress. An application of a review of the literature informs how games like Ingress can be leveraged for educational means. Presented is a review of relevant literature, including the historical development of the nature of play and learning, the history and educational usage of massively multiplayer online games and simulations, the use of mobile devices in games and learning, how augmented reality is developing and being used in educational and noneducational settings, and what effects playing video games may have on the player, including problematic gameplay and addiction, gendered concerns, aggressive thoughts and actions, and physical changes identified in gamers or promoted using games. Also included is an examination of a theoretical framework of discovery learning that ties instructional design, learning, and games to Ingress. Data is gathered with an online survey of Ingress players worldwide. A total of 2,276 cases from 59 countries were analyzed. The instrument used has been modified from an original aimed at other massively multiplayer online role-playing games (MMORPGs). The results presented here showed significant demographic and motivational differences between players and between games. Principle component and multiple regression analyses revealed a number of components that describe the motivations of players and related predictors. By comparing these components to scores on an addiction scale, self-reports on interpersonal skills and learning items, valid and reliable predictors emerged. The components identified differ from those found when surveying players of other massively multiplayer online games. Reliable scales for components, an (open full item for complete abstract)

Committee: Teresa Franklin PhD (Advisor); Seann Dikkers PhD (Committee Member); Greg Kessler PhD (Committee Member); David Moore PhD (Committee Member) Subjects: Demographics; Education; Educational Software; Educational Technology; Instructional Design

Doctor of Philosophy (PhD), Ohio University, 2014, Instructional Technology (Education)

There has been a growing interest among researchers and second or foreign language educators in harnessing the motivational power of video games to improve learning outcomes and motivation. Little is known in terms of the design of educational video games for language learning and their integration into the teaching and learning process. The present study aimed to gain in-depth insights into high school students' and teachers' perceptions of Trace Effects (United States Department of State, 2012) in improving English as a Foreign Language (EFL) acquisition in Ouagadougou, Burkina Faso. Furthermore, the study sought to understand the pedagogical integration of Trace Effects into the EFL classroom. The participants in the study were 113 12th grade students, four EFL teachers and four principals from four high schools in Ouagadougou the capital of Burkina Faso. The students and their teachers interacted with Trace Effects, a game designed to improve EFL acquisition for a few weeks. After gameplay, each one of the four English teachers integrated the game into a lesson. Data was collected from the participants using interviews, participant observations and document analyses. The findings of the study indicated that the students and teachers perceived Trace Effects to be motivating in terms of design. In terms of EFL acquisition, the participants believed that Trace Effects contributed to improving their EFL listening, speaking, vocabulary and pragmatic skills as well as their motivation to learn the language. It was also found that the integration of Trace Effects into the EFL classroom was associated with a change in foreign language pedagogical approach. The EFL teachers who participated in the study tended to rely heavily on the reading and audio-lingual approaches when no game was used, but shifted towards the communicative language teaching approach when Trace Effects was integrated in a lesson.

Committee: Teresa Franklin (Committee Chair) Subjects: African Studies; Education; Educational Software; Educational Technology; English As A Second Language; Foreign Language; Information Technology; Secondary Education

EdD, University of Cincinnati, 2005, Education : Curriculum and Instruction

The primary goal of this study was to investigate usability issues surrounding a teacher-oriented Intranet site in a mid-size urban school district in the Midwest: the factors that have affected teachers' use of the web site, the influences that have impacted the overall design and usability of the web site, and to what degree theories of effective web site usability have been implemented in the creation of this site. The characteristics of usability considered were communication of the site's purpose, content writing, links, navigation, graphics and animations, and graphic design. Data were collected via direct observations, web site usability activity cards, quantitative usability questionnaires, focus group discussions with 3 groups of 8 literacy educators in the school district. Data analysis was completed through the researcher's qualitative coding and triangulating of both the observational field notes and focus group transcripts. An Analysis of Variance was used to compare the means of the time required to complete tasks and the number of correct responses of the participants in the web usability card activity. This comparison was done by age, gender, and years of teaching experience. The usability questionnaires were used to compare the means of the extent of participants' agreement on a series of web site usability statements. Data analysis indicated that there are factors beyond web site usability that impact teachers' use of this web site. In addition, the restrictions of the web-based templates compound the factors that impact teachers' use of the web site as well as the designer's incorporation of usability theory in the design of the site. Several conclusions were drawn from this study. The most important conclusion is that we must consider the stakeholders first in all issues of usability, including external issues that prevent teachers from using these web-based resources.

Committee: Dr. Janet Bohren (Advisor) Subjects: Education, Technology

Doctor of Philosophy, The Ohio State University, 2003, Teaching and Learning

This study determined the level of computer use for instructional purposes by technology education teachers in Ohio public schools. The study also investigated the relationships between the level of use and selected factors: expertise; access; attitude; support; and teacher characteristics. This study derived its theoretical framework from Rogers' (1995) model of diffusion of innovations. A survey-correlation research design was used. A questionnaire was developed and mailed to all technology education teachers (N = 1170) in Ohio public schools in the 2002–2003 school year. Validity and reliability were established for the survey instrument. The return rate of the survey was 66%. Descriptive and inferential statistical techniques were used. The findings of this study indicated that technology education teachers have high levels of computer use in mainstream computer uses such as word processing, e-mail, Internet, and classroom management. Strong positive correlation existed between the level of computer use and teachers' perceived expertise and teachers' perceived attitude toward computers as tools. In addition, moderate positive correlation existed between the level of use and teachers' perceived access to computers. Multiple regression analysis indicated a positive predictive value toward computer use with the demographic characteristics of instructional experience and modular instructional method, and a negative predictive value with age and urban geographic location. The independent variables that explain the greatest amount of variation in the level of computer use were in order of predictive value: teachers' perceived expertise, attitude, and access. Technology education teachers have high levels of computer use in mainstream applications and low levels of computer use in specialized applications. These levels of use are slightly lower than the state levels. Those teachers that possess expertise are the ones who use the computer for instructional purposes. Pos (open full item for complete abstract)

Committee: Paul Post (Advisor) Subjects: Education, Technology

Doctor of Philosophy (PhD), Ohio University, 2008, Curriculum and Instruction Instructional Technology (Education)

This study examined student's perceptions of different forms of technology use for instruction purposes by faculty and whether these different forms of technology can predict instructional quality. The study sought to explore whether different forms of technology: Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools, reliably predict instructional quality. The study also aimed at examining which of the predictors is more important in predicting instructional quality.Data were collected with an online questionnaire comprising three parts. Part I of the instrument collected demographic information. Part II was designed to measure faculty instructional quality as perceived by students. Part III of the instrument relates to the various forms of technology and the seven principles of good practice in undergraduate education (Chickering and Gamson, 1991). A large Midwestern University Teacher Education program was the accessible population from which a convenient sample was drawn. A total of 121 responses were used in the analysis. The response rate of the study was 56.6%. Descriptive statistics and inferential statistics were used to analyze the data. Results of the analysis revealed that approximately 57% of the variance of the student evaluation of Instructional Quality can be accounted for by the linear combination of Productivity Tools, Presentation Tools, Communication Tools, and World Wide Web Tools. The analysis indicated that only two of the independent variables, Productivity Tools and Presentation Tools contributed significantly to the regression. Findings from the supplementary multiple regression analysis of the independent variables: Faculty encourages student and faculty interaction scale - S1, Faculty promotes cooperation among students scale - S2, Faculty promotes active learning techniques scale - S3, Faculty gives prompt feedback scale S4, Faculty emphasizes time on task scale - S5, Faculty communicates high expectations (open full item for complete abstract)

Committee: Teresa Franklin PhD (Committee Chair); George Johanson PhD (Committee Member); Greg Kessler PhD (Committee Member); David Moore PhD (Committee Member) Subjects: Education; Educational Software; Teacher Education; Teaching; Technology

Doctor of Philosophy (PhD), Ohio University, 2007, Computer Education and Technology (Education)

This study was designed to investigate the relationship of teacher education faculty members' attitudes and their perceptions of technology professional development needs with faculty technology use for teaching and learning in two Ghanaian tertiary teacher education institutions. The study was based on Rogers' (1995) Diffusion of Innovations (DoI) theory, the Concerns Based Adoption Model (CBAM) of Hall and Hord (1987), and Ely's (1999) conditions for educational technology innovations as theoretical frameworks. The study used survey methodology supplemented by interviews. The quantitative data were analyzed using multiple regression. Participants in the study were 132 faculty members of the University of Education, Winneba and the Faculty of Education of the University of Cape Coast, both Ghanaian teacher education institutions. The faculty technology survey consisted of 65 items factored into five factors. The results showed that: (i) faculty perceptions of the effects of technology use on pedagogy and students' learning, (ii) faculty perceptions of barriers and challenges to the adoption and use of technology for teaching and learning, and (iii) faculty motivation for adoption of instructional technology made unique significant contributions to explaining faculty use of technology for teaching and learning. According to the interviews and responses to an open-ended question on the survey, this study also found that the contextual conditions that facilitate educational technology innovations were not met in the two participating universities. The majority (55.7%) of participants were at the non-adopter stages of technology adoption, based on the CBAM stages of adoption survey. The study offered faculty members an opportunity to voice their concerns and views concerning their institutions' technology integration programs. The findings could inform university management about technology decisions to promote the use of instructional technology among faculty members. (open full item for complete abstract)

Committee: Sandra Turner (Advisor) Subjects:

Doctor of Philosophy (PhD), Ohio University, 2007, Mathematics Education (Education)

The purpose of this study was to investigate the perceptions, understanding and experiences of the instructor and the students of an online mathematics course in a technical college in Southeast Ohio. The data for this study came from Basic Mathematics and Pre-Algebra courses offered in the college. The data analyzed in this study came from the student and the instructor interviews, email communications between the instructor and the students, chat session transcripts, weekly email interviews, and the researchers' observation notes. The researcher interviewed six students and the instructor at the end of the quarter. All the email communication between the instructor and students and all chat sessions were saved and printed out for analysis. The researcher sent weekly emails to students in order to follow their learning from the online environment. Students chose the online mathematics course for many reasons, among others the Instructor's helpfulness, personality, and encouragement were appreciated by the students. They also liked other incentives attached to the online courses, for instance; 1) the possibility of starting the course before the quarter starts, 2) online environment, 3) easiness for scheduling, 4) suits to their learning styles. The online mathematics course enabled the students to work on their own pace, own time, and convenience. All students found the online mathematics course different than a traditional one. They benefited from course materials, especially the course website. The data analyses revealed that an online course is a good venue for shy students to justify themselves; additionally they did not feel alienated in their online mathematics courses. Most of the students would prefer registering for another online mathematic course. The Instructor received enough administration and technical support. He believes that the online mathematics courses were not for every student. Self-motivation, flexibility, being problem solvers and hard work (open full item for complete abstract)

Committee: Teresa Franklin (Advisor) Subjects: Education, Mathematics

Doctor of Philosophy, University of Akron, 2011, Secondary Education

The purpose of this study is to investigate the views of engineering/engineering technology (E-ET) educators on the use of educational technology in E-ET courses. In this study, views of the use of educational technology were investigated using Q Methodology. William Stephenson developed Q Methodology as a means of measuring subjectivity (Brown 1980, 1993; McKeown & Thomas, 1988). Students' views on the use of educational technology in science and engineering technology courses have been investigated using Q Methodology (Kraft 2008; Nicholas, 2009, 2010a, 2010b) but very little research has been done on the views of E-ET educators' views on the subject. The participants of this study were from a mid-sized Midwestern university that houses both engineering and/or engineering technology programs. This study aimed to elicit the views of E-ET educators on the use of educational technology in E-ET courses. A pilot study was conducted during the spring 2010 semester on the use of classroom technology in E-ET coursed by the researcher. This study replicated and improved upon the pilot study based on the results of and the post-sort interviews conducted at the conclusion of the pilot study to determine if these three factors or views will replicate and/or new factors or views emerge. The study resulted in three factors or views on the use of classroom technology in E-ET courses that were based in the pedagogy of the participants. These findings should assist those interested in discovering and implementing the best use of educational technology in E-ET education.

Committee: Susan Ramlo Dr. (Committee Co-Chair); Lynne Pachnowski Dr. (Committee Co-Chair); Cheryl Ward Dr. (Committee Member); I-Chun Tsai Dr. (Committee Member); D.Dane Quinn Dr. (Committee Member) Subjects: Education; Educational Technology; Educational Theory; Engineering; Epistemology; Pedagogy

Doctor of Philosophy (PhD), Ohio University, 2020, Instructional Technology (Education)

To date, numerous institutions have transformed traditional lecture halls into technology-enabled active learning classrooms (TEALC) to adapt to the educational notion of “active learning” (AL). To investigate what occurs and how TEALCs are being used for teaching and learning, one of these spaces was evaluated in a Midwestern University. The purpose of this single case study is to understand why and how instructors use these spaces and these technologies to help facilitate AL. It will help shed light on ways of using these spaces as well as different teaching strategies that help create an engaging learning environment. Six instructors' perceptions were investigated by collecting interviews, observations, and artifacts. The data was analyzed using NVivo software. Findings indicated that instructors were at ease when using these spaces and found that it shifted the teaching paradigm from an instructor-focused classroom to a more student-centered classroom. Findings also revealed that these spaces enhanced group activities, discussions, and student interactions. Barriers were also identified while using these spaces, such as large classroom sizes, insufficient time, and technology failure. Finally, the findings aid to further inform the administrators of practical training and professional development for future instructors in higher education.

Committee: Greg Kessler (Committee Chair); Danielle Dani (Other); Jesse Strycker (Committee Member); Krisanna Machtmes (Committee Member); Min Wu Lun (Committee Member) Subjects: Educational Technology; Instructional Design

Doctor of Philosophy (PhD), Ohio University, 2019, Instructional Technology (Education)

The purpose of this study was to understand how pre-service teachers interact in collaborative spaces as well as to describe their perception of the challenges and the benefits they associate with collaborative learning and technology. The different methods of collaborative learning and technology utilized in the pre-service teachers' programs impact pre-service teacher's collaboration skills, networking, critical thinking, and academic success. A qualitative case study research methodology was utilized; observations, indepth interviews, and document analysis of course materials were used to collect data from the pre-service teachers. In this study, a total of 20 pre-service teachers participated. Each participant was from a different major in the teacher education program at a large Midwestern university. The pre-service teachers had some experience in face-to-face collaboration, yet limited experience in online collaboration. Findings from this study showed that the pre-service teachers were active participants and interacted in dynamic ways. In addition, collaborative technology such as Google Docs and GroupMe text messaging application enhanced their interaction and collaboration. Although the pre-service teachers had a positive perception of collaborative learning and technology, they faced challenges due to limited experience with online collaborative learning and technology. The pre-service teachers noted challenges in establishing online collaboration norms and interactions. In addition, unfamiliarity with using Google Docs hindered their communication and interaction. Thus, teacher training and education programs can enhance pre-service teachers' online collaboration by utilizing online collaborative learning methods and technology in the curricula and courses. Implications and future studies of pre-service teachers' collaborative learning and technology were provided as well as suggested solutions for the challenges the pre-service teachers faced in (open full item for complete abstract)

Committee: Greg Kessler (Committee Chair); Jesse Strycker (Committee Member); Min Lun Wu (Committee Member); Danielle Dani (Committee Member) Subjects: Education; Educational Technology; Instructional Design; Social Studies Education