Doctor of Education, University of Akron, 2015, Secondary Education

The purpose of this case study was to examine student technology choices when given the freedom to choose technology devices to complete a project-based learning activity in a content area of study. The study also analyzed factors affecting technology choice as well as how technology proficiency scores aligned to technology choices. Patterns and themes were identified during data analysis. Three research questions guided this study are: 1) When given a choice, what technologies do students use to accomplish a Project-based Learning mission? 2) Why does a student choose certain technologies to accomplish a Project-based Learning mission? 3) How do students' technology choices during a Project-based Learning mission align with their Atomic Learning's © Technology Skills Student Assessment scores? Data analysis of the first question indicated that for hardware choice, students overwhelmingly chose laptops to complete a project-based mission with smart phones coming in second to complete or enhance the mission. In my results section for software choice, all students chose some sort of cloud-based technology: Google Slides, Prezi, a blog, Twitter, and Google Sites. Data analysis of the second question concluded that both internal and external factors affected student technology choices. Students chose the software choice first to accomplish their project and then chose the hardware tool to work best with the software. Hardware was seen as the needed device to make the cloud based software work as best as possible. Data analysis of my final and third question indicated that self-efficacy and previous experiences are crucial components for secondary level students when choosing and using technology. Technology proficiency scores aligned to student technology choices.

Committee: Lynne Pachnowski Ph.D. (Advisor); Gary Holliday Ph.D. (Advisor); Harold Foster Ph.D. (Committee Member); John Savery Ph.D. (Committee Member); I-Chun Tsai Ph.D. (Committee Member) Subjects: Education; Educational Technology; Secondary Education; Teaching

Doctor of Philosophy, The Ohio State University, 2013, EDU Policy and Leadership

Spatial ability is a cognitive skill required for success in many professions. Those in the Allied Medical professions utilize this skill in the performance of many of their daily tasks. Understanding the nature of this ability in Allied Medical educational programs may allow educators to improve the delivery of material or develop training material for students who have low levels of spatial ability. In order to assess spatial ability in Allied Medical students, valid instruments are needed. This study used the argument-based approach to examine the validity evidence for six tests of spatial ability in a group of 128 Allied Medical students. Tests were chosen to assess spatial perception (Cube Comparison Test and The Purdue Spatial Visualization Test Visualization of Views), spatial visualization (Hidden Figures Test and The Purdue Spatial Visualization Test Visualization of Developments), and mental rotation (Mental Rotations Test and The Purdue Spatial Visualization Test Visualization of Rotations). Evidence is presented to support the assertions that some of these tests can be interpreted as spatial ability measures, but the assertions that the chosen tests measure spatial perception, spatial visualization, and mental rotation abilities was not satisfied.

Committee: Dorinda Gallant (Advisor) Subjects: Curriculum Development; Education; Educational Evaluation; Educational Tests and Measurements; Health Education; Psychological Tests