The purpose of this study is to provide a content analysis of specific studies that involve sustainable information and communication technology (ICT) use in K-12 education in the U.S. The results from the content analysis were used to identify factors that may contribute to the sustainable implementation of technologies in K-12 instruction. Factors from specific studies from 2000 to 2018 that have implemented ICT in instruction for three years or more were analyzed. The findings from the analysis may be helpful in developing a conceptual framework listing possible sustainability factors for K-12 school districts using technology in instruction. The results may also be beneficial to educational policy makers, school administrators, and educational stakeholders.

This article differentiates between general systems theory (GST) and complexity theory, as well as identifies advantages for the social sciences in incorporating complexity theory as a formal theory. Complexity theory is expanded upon and identified as providing a new perspective and a new method of theorizing that can be practiced by disciplines within the social sciences.

The problem exists that there are no education initiatives focused on teaching and taking into practice the skills of effective interprofessional discourse in this online, asynchronous, professional environment. The purpose of this study was to examine whether it is possible for students in the health professions to learn to practice effective interprofesssional online discourse in an electronic health record. This was a mixed methods study that included both quantitative ad qualitative inquiry underpinned by post positivism and used a method triangulation research design model. Both quantitative and qualitative data were collected and analyzed from an educational intervention and simulated electronic health record exercise. The students' perceptions of their practice in an electronic health record did not necessarily match their knowledge and skills in this group of students. Emergent themes from the study pointed in the possible direction of perceived value of the exercise, prior experience in an electronic health record, and logistical barriers to the activity. Perceived time constraints was a particularly strong concern of the students. The emergent themes might be valuable considerations for other interprofessional programs looking to implement similar activities concerning the electronic health record.

Bombarded by constant and rapid change, healthcare organizations feel a sense of urgency to meet their needs for leaders. They rely on physicians to lead at all levels in their healthcare organizations. For them to successfully navigate today's healthcare environment, they require more than a medical education. To address this need, healthcare organizations are developing in-house leadership development programs.In this paper, I conduct a case study of physicians transitioning into leadership and their self-efficacy facilitated through an in-house leadership development program. Documentation, semi-structured interviews, and observations are examined to explore how physicians think about their leadership experiences following their participation in a six-month leadership development program.The study also explores at a high-level how these experiences influenced physician's self-efficacy as a first step in developing a theory of physician leadership and self-efficacy.

This study applied the stages of transformative learning to faculty perceptions and application of best practices to online learning. Research questions included: Can transformative learning theory constructs be used to identify potential barriers in faculty development and delivery of online instruction?; How does the stage of transformative learning of online faculty relate to their perceptions about online learning and their application of best practices?; Is there a correlation between stage of transformative learning and the amount of experience with online instruction a faculty member has? Principal component analysis and cluster analysis support a four-component solution. The four constructs equate to Mezirow's four stages of learning: transforming frames of reference through critical reflection of assumptions, validating contested beliefs through discourse, taking action on one's reflective insight, and critically assessing it. Multiple regression analyses were run to predict faculty perceptions on the identified components. Three of these were statistically significant based on years of experience teaching online, the number of professional development workshops taken on online teaching, or both. While the instrument appears to be a valid measurement of transformation of frame of reference, examination of previously contested beliefs, and critical assessment of action, further efforts will be needed before this is …

The goal of learning analytics is to optimize learning and the environments in which it occurs. Since 2011, when learning analytics was defined as a separate and distinct area of academic inquiry, the literature has identified a need for research that presents evidence of effective learning analytics, as well as, learning analytics research that is conducted in conjunction with learning theory. This study uses Efklides' metacognitive and affective model of self-regulated learning (MASRL) to define cognitive, metacognitive, and affective variables that can explain students' learning outcomes in hybrid/online sections of Calculus I in the 2020-21 academic year. Cognitive variables were measured according to the cognitive operational framework for analytics (COPA). Metacognitive variables were defined according to the ways in which students interacted with the course content in the learning management system (LMS) and supplemental instruction, and affective variables were measured by ways students gave evidence of their affective states, such as in discussion board posts. All variables were compared across the course learning design, activities, and outcomes. Binary logistic regression revealed five significant variables: two cognitive, one metacognitive, and two affective. Thus, this study provided a learning analytics, evidence-based link between self-regulated learning theory and learning design, activities, and outcomes. …

This qualitative multiple case study aims to identify and describe the perceptions and experiences of kindergarten through twelfth grade teachers in a small suburban public school district. Through a demographic survey and semi-structured interviews, seven teachers shared their lesson design experiences. This study identified how teachers understand the constructivist learning theory. Three research questions guided the study, with three themes responsive to inquiries used to describe how teachers use guiding documents to design lessons for their technology-infused classrooms. The study findings were discussed, and suggestions were made to inform school district officials of possible professional development opportunities. Recommendations for future research specific to the constructivist learning theory and lesson design are discussed.

Web-based learning has become an important component of education. Higher education institutions in Thailand have become increasingly aware of the widespread use and effectiveness of web-based learning systems. However, the adoption of such learning systems is growing at a slow pace in Thailand. The purpose of this study was to test the Unified Theory of Acceptance and Use of Technology (UTAUT), that performance expectancy, effort expectancy, social influence, and facilitating conditions have a positive effect on usage intention and adoption of web-based learning systems by instructors, in the Departments of Education at the Rajabhat Universities, Thailand; and to test whether experience of use, age, and gender have moderating effects in the adoption of web-based learning systems there. The research design used in this study was a cross-sectional survey design. Data were collected by means of a self-administered paper questionnaire. The study was conducted among the instructors in the departments of education at the Rajabhat Universities in Thailand. A total of 725 surveys were sent out, 454 questionnaires were returned by the respondents, and 14 were eliminated as outliers; thus, the final data set for the study was 440 samples. The two-step approach of SEM was used to test the model …

Companies are becoming increasingly dependent on teams to drive creativity and innovation, which usually involves multiple teams working together to solve complex problems However, the first problem is that work teams do not always manage creativity and innovation well, especially when partnering with other work teams on highly complex projects that demand greater interdependence and collaboration, which can constitute as much as 90% of today's organizational projects. The second problem is that researchers struggle to define and measure creativity and innovation for the past decade resulting in significant variation both within and between creativity and innovation scales that have restricted meaningful theoretical discoveries and advances. The current study is significant because it introduces a novel instrument derived by John Turner that measures team creativity and innovation processes as a single unit, thereby raising the level of theoretical sophistication and leading to better practical applications. After conducting factor analysis, the current study validates six factors, including 36 indicators, and measures team creativity and innovation processes as complex adaptive systems (CAS). The current study recommends deploying the new instrument in other sectors beyond the IT sector and using multilevel techniques that include the individual and executive/organization levels of analysis.

Many are beginning to see the promise that the quantum world has offered those who manage and lead organizations (Wheatley, 1992; Zohar, 1997). The Newtonian world is one in which all "things" are reduced to their smallest parts, separated, divided, and analyzed with predictability, with complete control being the ultimate goal. The quantum world is one of infinite possibilities, infinite fields of influence, and infinite relationships. The hallmark characteristics found in a manager who has been schooled in the quantum sciences are flexibility, responsiveness, synchronicity, serendipity, creativity, innovation, participation, and motivation. In a quantum organization there is the constant awareness of the whole system, but there is also diversity (wave or particle), which allows for self-organization that is based on the environment and its requirements. In the quantum world many paths lead from A to Z, and depending on the path chosen, numerous realities wait to unfold. It was the goal of this research to explore the changing of leader behaviors through exposure to the models and theories found in quantum physics. From a quantum perspective this behavior change is possible; the only question is the readiness, willingness, and ability of the leaders to allow their behaviors to be surfaced …

This exploratory and descriptive study provides an increased understanding of the topics being explored in both published research and industry reporting in the field of educational technology. Although literature in the field is plentiful, the task of synthesizing the information for practical use is a massive undertaking. Latent semantic analysis was used to review journal abstracts from ten highly respected journals and the New Media Consortium Horizon Reports to identify trends within the publications. As part of the analysis, 25 topics and technologies were identified in the combined corpus of academic journals and Horizon Reports. The journals tended to focus on pedagogical issues whereas the Horizon Reports tended to focus on technological aspects in education. In addition to differences between publication types, trends over time are also described. Findings may assist researchers, practitioners, administrators, and policy makers with decision-making in their respective educational areas.

The purpose of this qualitative case study was to define and describe the work of external instructional design consultants. Study participants included seven instructional designers with varied educational backgrounds and work experience who work in a variety of contexts supporting clients in the design and delivery of learning experiences. All seven participants completed an initial survey with demographic and background questions. Five participants then took part in semi-structured interviews. Collected data was coded using both deductive and inductive methods with each case considered individually before combining the data for analysis across cases. Study findings support previous research suggesting that the work of instructional designers is dependent on context. Results further indicated that external instructional design consultants regularly engage in project management, communication and collaboration, and the analysis and evaluation components of the instructional design process, all in keeping with existing literature. External instructional designers differed in that they do more sales-related work, and, in the analysis process, focus more on client needs than learner characteristics. Study participants were invested in creating high quality, engaging learning experiences, while also willing to accommodate the unique challenges facing any given client. The study findings suggested that prospective employees' instructional design knowledge is of …

The purpose of this research was to examine ESL (English as a second language) students' current use of their mobile phones for English skill building activities outside of class in a U.S. school setting. In addition, this research reported on students' perceptions of the potential benefits of using smartphones in class for English learning. Also learners' current English related activities using mobile devices and time duration of using different phone features were studied. The literature review included smartphones, computer education, mobile learning, mobile assisted language learning (MALL), computer assisted language learning (CALL), theories of second language learning, second language learner attributes and the use of smartphones outside the classroom. An electronic survey was used to collect the quantitative data which were analyzed by descriptive and inferential statistics. The results concluded that students used mobile applications on a daily basis to read and write email, read books and news, check a dictionary, talk, text and video chat. Students used mobile phones outside of class to improve the English skills listed in the survey and the same participants perceived the potential benefits of using smartphones in class for the same English skills. Among the English skills, vocabulary exercises, finding example sentences of …

The purpose of this non-positivistic mixed-methods study is to examine parental attitudes towards the use of computer and video games in their child’s classroom and to investigate how the sociocultural contexts in which parents live affect those attitudes. The research was conducted using a mixed-methods triangulation design, including both quantitative and qualitative techniques. First, the study tried to identify which groups of parents were better positioned to accept and support digital game-based learning and which groups were less likely to have a positive attitude toward integrating digital games into the classroom. This study tried to determine if socioeconomic status, age, education level, and/or cultural background could serve as a predictor of parental attitudes toward digital game-based learning. Second, the study tried to recognize how social and cultural contexts in which parents live affect their attitudes toward digital games in the classroom. Many researchers agree that parents play an important role in students’ and eventually, educators’ attitudes toward gaming. It has been argued that if parents accept a certain non-traditional (digital) learning tool, then their children would most likely have a similar attitude toward it. Parents might be the support system that educators need in order to ensure that students are …

This study investigated the factors that influence university students’ intention to use a smartphone. The study proposed and validated a research model based on the technology acceptance model (TAM). The TAM was modified and extended with four new constructs: social norms, perceived enjoyment, perceived value and ease of access. The constructs for the instrument of the study were adapted from previous related studies which had validated the instruments. Data were collected from 110 participants via a survey. The collected data were analyzed using hierarchical multiple-regression using the statistical package for social sciences (SPSS version 22.0). The model demonstrated a good fit where six independent variables together contributed 56.2% of the variance to the outcome or prediction. The results of the analysis were used to test a set of research hypotheses and to answer research questions. The following independent variables were found to be significant in determining university students’ intention to use mobile devices: perceived usefulness, social norms, perceived enjoyment, perceived value and ease of access. The control variables gender and degree level and the independent variable ease of use were not significant predictors. The results of this study may be useful to understand which factors are more important to the …

Mobile technologies have been adopted into education more and more. New hardware, such as smart phones and tablets, has increased the popularity of mobile technology. There are also many applications created for the fields of education and tourism. This research chose a travel application from Taiwan to apply into a tourism geographic course at the Taiwan Hospitality and Tourism College (THTC). A quasi-experiment design was applied to this study. Two classes/groups participated in the study. One class was the treatment group which used the travel app through teaching scenarios. The other group was the contrast group which used a lecture format with handouts. Both groups were given a pre-test to determine knowledge of Danongdafu Forest Park (DFP), and Taiwan tourism geography. A post-test was administered after eight weeks of teaching activities. Post intervention scores were compared to pre-intervention scores between the two groups. The results of ANOVA showed that there was no statistically significant learning difference between the treatment group and the contrast group. A paired-sample t-test analysis revealed that after eight weeks of teaching DFP content, both groups gained significantly in knowledge. Furthermore, the learning attitudes and interviews of the treatment group students indicated positive responses utilizing m-learning in …

Responding to globalization and its effects on education and research development, the Thai government decided to push all public universities to become autonomous and establish a system of quality assurances. The establishment of quality assurances has had a large impact on many Thai instructors, especially in new public universities. Thai instructors are now forced to more focus on conducting research because the number of research publications is regarded as one of the main criteria for quality universities. The purpose of this study is to investigate the key factors, at the individual and university levels, which impact on the instructors' behavior in conducting research of the full-time instructors in the faculty of Management Science from the Rajabhat Universities in Thailand. The current study will help explain how and why the instructors accept or refuse to conduct research and provide insight into the salient factors motivating the instructors to produce more research by conducting HLM. Data were collected from 694 participants at 37 institutions via a questionnaire survey. The findings revealed that there was no difference among these 37 universities on behavior in conducting research. The key factors statistically influencing behavior in conducting research of the instructors were facilitating conditions, academic degree, …

Personal handheld mobile technology represents a growing topic of interest for K-12 educators. Devices such as iPads, tablets, and smartphones, in particular, are becoming more ubiquitous in society and prevalent in classrooms of children of all ages. The ease of access, combined with growing functionality and capacity of these devices creates opportunities that were previously unimaginable. Professional educators are beginning to recognize the value such devices offer for enriching and expanding opportunities for learning both inside and outside of the classroom. The views of educators and students regarding mobile technology have been well documented in existing literature. What is less clear is how parents view personal mobile technology when applied to formal and informal learning opportunities. Using quantitative analysis, this study examines the views of parents when mobile technology is utilized in Singaporean third grade classrooms. This study represents a pioneering effort to better understand the evolving role of parents and serves as a foundation for future research to explore the role of parents as partners when personal mobile technology is used for learning. The constructs identified in this study reveal that parents do believe technology skills are important in the modern age of learning and working.

This study seeks to answer the overarching question of how the use of a digitally delivered arts curriculum, including a virtual museum environment, affects teacher's perceptions of curriculum integration and whether they believe it is successful in the classroom. This study is based on the analysis of archival data collected during a pilot study that was conducted in the fall of 2016 and spring of 2017. This pilot study used a qualitative, descriptive approach and included the use of surveys, interviews, focus groups, and observations. The main focus of this study was on the experiences of a selection of educators who took part in the pilot study and summer training sessions to determine the successes and challenges they faced as they sought to the implement the experimental digitally delivered arts curriculum. The results of the study should improve the field's understanding of how virtual environments and technology can influence teacher experiences and perceptions of their potential value for learning as they continue to take hold in public schools worldwide.

The purpose of this research was to determine what type of correlations existed between student and parent attitudes towards using smartphones in school and the resulting impact on achievement, specifically for low-achieving students. Participants in the study were third-grade students and their parents from a primary school in Singapore. The study employed a quantitative analysis to understand the correlations among the different participant groups. The instruments used were Likert-based surveys, along with scores from mid-year and end-of-year achievement exams in English and science. The three most relevant major findings showed that (a) low-achieving students show a positive attitude toward completing science activities, which correlates with an increase in science achievement; (b) the parents of low-achieving students appear to provide their children with autonomy in using their smartphones, which correlates with an increase in science achievement; and (c) having a smartphone and using the smartphone to complete school work is important to low-achieving students and their parents.

The purpose of this three-article dissertation was to expand knowledge and theory regarding digital tool use in biology laboratory courses, such as microbiology, which requires specific laboratory skill development through the perception of instructors and students. Article 1 establishes the broad digital literacy and fluency problem in education by providing definitions and the context behind digital literacy fluency and its impact on acquisition of knowledge in digital learning environments. The study provided a picture of the lack of knowledge about the use of digital tools in education and practical problems around appropriate implementation, infrastructure, and preparedness. Article 2 presents results of a literature research study about the foundational, pandemic-induced, and current digital tool use in biology and microbiology lab courses. Recommendations for improvement in digital tool implementation, pedagogical approach, and appropriate selection to meet learning outcomes were provided. Article 3 describes a 3-layered study to build a new instrument to understand minority-student perceptions of identity and digital literacy and technology barriers on student success in STEM courses. The study identified challenges and benefits of digital tool use in virtual microbiology lab courses, unique challenges of underrepresented populations, and the need to develop an instrument to capture the context of this …

The ability to transfer what you know to new and different contexts is a sign of successful learning. While students often graduate from college with the required number of courses many lack the skills necessary to apply appropriate strategies to solve problems in different contexts, to reason, and think critically. More than a decade ago the Boyer Report (1995) pointed to this fact as a sign that Universities were falling short in adequately supporting their undergraduate populations. As a result, it is not uncommon to see educational institutions introducing new courses and programs geared towards helping students learn better. This study explores learner experiences and the impact on self-regulated learning within a distributed learning setting when motivated by problem-based learning, game play, and computer-based instruction. In this study the instructional design of the course introduced undergraduate students to authentic learning experiences in which students engaged in collaborative problem solving and learning activities framed within the narrative of an alternate reality game. Fifteen self-regulated learning constructs were examined. The comparison group engaged with problem solving tasks and computer-based instruction. Additionally, the study used the theory Learning and Teaching as Communicative Action and its four communicative actions as a lens to understand …

The purpose of business training programs is to improve performance, which improved performance changes leadership behaviors based on the knowledge, skills, and abilities (KSAs) learned in training. One of the most common criticisms of leadership training is the tendency to focus on teaching theory but not on applying theory into practice, that is, transfer of learning. Research usually ends at the point of identifying, describing, or measuring factors that influence transfer. Ongoing research must identify what constructs in the transfer of learning process should be effectively changed or managed. There is a gap in research on the degree to which performance improvement through KSAs learned in a simulation training program actually transfer to the work environment. Additional research is needed that examines the relationship between transfer of learning and intent to transfer, which are critical outcomes in the field of human resource management and development. The purpose of the study was to examine the relationship between intent to transfer and four constructs in the transfer of learning process during a simulation-based leadership training program. Participants completed self-report assessments that measured the relationships between intent to transfer and four constructs: ability, motivation, work environment, and learner readiness. A correlational design was …

This dissertation uses a three-manuscript style, and the ultimate purpose was to support critical thinking teaching in K-12 education from a systematic view concerning the lack of critical thinking in the young generation. The three manuscripts included in this dissertation were entirely or partly adapted based on three published or submitted research papers. The first research paper is a literature review article with an introduction to a development framework of nine principles, which provided a new view to developing critical thinking in younger children based on conceptual understanding of critical thinking. The second research paper is a study I coauthored with J. Michael Spector, which calls for more attention to the development of human intelligence given the rapid development of artificial intelligence and proposed that developing inquiry and critical thinking is a key to develop human intelligence. The third research paper reports an investigation over middle school educators' conceptualization of critical thinking and its alignment with the established theory and research. The major purpose was to connect the established theory and research with educational practices regarding what critical thinking constitutes. The significance of this study is to reveal the issues behind the abstract understanding of critical thinking and address the …