The purpose of this mixed methods study was to identify the types of technologies teachers use in mathematics classrooms and how those technologies were implemented. Furthermore, the purpose of this study was to explore teachers' perceptions of the impact technology has on student achievement. This study explores teachers' perceptions of the available support teachers have for integrating technology in mathematics classrooms. Last, this study explores teachers' perceptions of being prepared to integrate technology into mathematics classrooms. Surveys were conducted for a quantitative approach on teachers' perceptions of technology in teaching and learning. Semi-structured interviews were conducted, and data was analyzed through item-analysis and coding to identify emerging themes. For each topic of inquiry, themes emerged. The themes were discussed in detail, findings were discussed, and recommendations were provided for supporting teachers to integrate technology into mathematics classrooms.

Following school closures in the spring semester of 2020 due to the COVID-19 pandemic, school districts across the United States began making plans for a remote start to the 2020-2021 school year. In Texas, professional development plans were required by the Texas Education Agency for K-12 public school districts planning to provide online learning options for students. This study examined these professional development plans using directed qualitative content analysis methods to identify and categorize the learning experiences provided to educators in preparation for online instruction. The plans were coded in NVivo using etic codes based on relevant literature related to the TPACK framework, online teacher competencies, and standards for quality online teaching. Emic codes were created as needed during the iterative coding process. Data analysis revealed trends related to teacher training gaps, district priorities, target audiences, and the occurrence of professional development sessions. The study findings were discussed, and suggestions were made to inform the development and design of future professional development plans for online teachers at multiple levels. Recommendations for further research specific to in-service teacher professional development and preservice teacher preparation programs were offered.

Work-based and employee-driven informal learning, training and development have been increasing in importance in the last few decades. Concurrently, organizations seek to measure the extent to which they develop a culture and structure that supports individual learning and organizational learning. This study develops and validates a scale that can measure the extent to which an organization is perceived to provide online learning that is personalized for its employees and perceived to recognize skills and competencies acquired through non-degree and other pathways. This research can provide organizations with the ability to measure and benchmark attributes of their learning culture that are important to work-based and lifelong learning as well as talent recruitment and management.

This study quantitatively and qualitatively measured gender and age differences in cognitive, affective, and behavioral engagement while playing video games among the University of North Texas (UNT) undergraduate students. Also, it examined the relationship between time spent playing video games and the three engagement states. For the quantitative method, the data of this study was collected via an online survey, the Consumer Video Game Engagement Scale (CVGES), distributed at UNT (N = 140). The qualitative method involved asking open-ended questions at the end of the survey. The CVGES uses a 5-point Likert scale that encompasses three subscales: (a) Cognitive Engagement, (b) Affective Engagement, and (c) Behavioral Engagement. A series of analyses were conducted to analyze the quantitative data via SPSS. Also, the open-ended questions' responses were analyzed by using an inductive analysis approach. The main findings of this study were: (a) there were significant differences between males and females in cognitive, affective, and behavioral engagement, (b) there were no significant differences between age groups in the three engagement states, and (c) there is a positive relationship between the time spent playing a video game and the three engagement states. Also, the game elements, such as characters, storytelling, content, the objective …

The purpose of this qualitative study was to develop an initial formal ontology of competencies needed by instructional design professionals in higher education. The ontology was constructed using the domain ontology design process. The initial ontology was then validated by eight expert instructional design professionals in higher education using an online survey. The quantitative responses were analyzed using descriptive statics to describe general trends in data while constant comparative coding method was used to identify themes in the data. Three themes emerged from the study: an expansion of instructional design competencies; the addition of a diversity, equity, and inclusion competency; and the removal of the programming competency. The findings are discussed and proposed changes to the ontology are provided.

Secondary English as a Second Language (ESL) students commonly face obstacles that put them at greater risk for learning gaps in computer assisted learning (CAL). These obstacles include but are not limited to computer attitudes, computer self-efficacy, digital empathy, and connectivity gaps. Student attitudes towards computers as learning devices play an important role in reducing learning loss. This study intended to identify the underlying causes of ESL learning gaps in CAL by studying students' attitudes toward computers as learning tools. The study used a mixed method approach by collecting self-reported data from the Computer Attitude Questionnaire (CAQ) to compare ESL students verse native English-speaking students' computer attitudes. Three hundred sixty-nine secondary students successfully completed the CAQ for the purpose of this study. Of the eight subscales, four produced statistically significant findings. These include Computer Enjoyment (J), Empathy (E), Computer Anxiety (CA), and School Enjoyment (SC). Demographic factors were also analyzed which found that female ESL students have higher levels of empathy compared to their male counterparts. Additionally, 9th grade students reported better study habits and an increased perception of computer importance. Each of the subscale findings along with demographic factors, and qualitative results showed that ESL students are at a …

In today's schools, the ability to integrate technology into the teaching and learning environment is a necessary and crucial skill. Many K-12 classroom environments are technology-rich, with 1:1 devices, blended learning, and even distance instruction taking place. However, new teachers often enter the classroom unprepared to successfully utilize educational technology and navigate the technology-rich classroom environment. This research study examined the preparation of preservice teachers to teach with technology in today's classrooms, and explored the gap between the preparation teachers received in their teacher education program and what they needed to be able to be successful as classroom teachers. The primary goal was to explain how teachers are currently being prepared to teach with educational technology and compare that preparation to the skills they found they needed when they began teaching. This study was an exploratory qualitative study that employed survey and interview research approaches to establish a baseline of how technology skills are being addressed in educator preparation programs and how new teachers are utilizing technology in their classrooms. The survey questions consisted of structured and open-ended questions, and the interviews were semi-structured interviews. Results of this research study provide information for future research in the area of teacher …

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.

This manuscript-style dissertation consists of three publications interconnected in their focus on the dynamically evolving use of immersive virtual reality technologies for language education. The manuscripts included in this dissertation were adapted from three research papers published or submitted for publication in scientific journals and book chapters. The first manuscript provides an overview of immersive technologies of different levels of immersion, ranging from 2D displays on a flat screen to highly immersive interactive experiences rendered in virtual reality using head-mounted displays. The second manuscript is a systematic review, and it narrows down the scope of immersive technologies outlined in the previous publication by exploring existing research on the technologies related to the highest level of immersion for language learning, namely the high-immersion virtual reality technologies. The third manuscript continues to investigate the application of those technologies for language learning, but the focus is shifted from examining virtual reality applications to exploring language teachers' beliefs about using those technologies. This dissertation offers a comprehensive overview of high-immersion virtual reality use for language learning which may serve as an ideal starting point for researchers and educators interested in learning more about the current state of virtual reality integration in schools from the …

This study investigated personalized adaptive learning, teacher education, and self-efficacy to determine if personalized adaptive teacher education can increase self-efficacy. It is suggested that teachers with higher self-efficacy tend to stay in the teaching profession longer. Chapters 2 and 3 are literature reviews on personalizing adaptive learning to determine what common components are used in personalized adaptive learning systems to get a clear understanding of what previous literature suggests building this study on it. Chapter 4 investigates the data collected from 385 teachers to understand better what teachers report on factors that increase their self-efficacy. As a result, it was found that teachers' self-efficacy increases with more training, support, and resources. In chapter 5, a framework was developed based on previous findings, with components of personalized adaptive learning to provide support/help at the right time for teachers to increase their self-efficacy. An empirical study was conducted to validate this framework, where the framework was used as a guide to personalize and adapt summer teacher preservice training and survey teachers on their self-efficacy before and after the training to see its impact on teachers' self-efficacy. However, since summer preservice training was virtual, the framework could not be implemented fully, as we …

Leadership theories have evolved since their inception and leadership development should also evolve in response to the changing needs of their organizations. There is a gap in the literature on the functionality of the various 360-feedback platforms that are mentioned in literature which makes it difficult to understand what reporting functionality is available in existing systems. The goal of this study was to examine participants' views of a newly developed Adaptive Learning 360-feedback (AL360) treatment platform for leadership development with a focus on self-directed learning for improved accountability. Participants were asked to share their learning development experience in the areas of person, process, and context with suggestions for improvement and how did this development compare to any other leadership development that they had experienced in the past. The AL360 platform was built by applying the research findings of scholars in the areas of leadership, 360-feedback leadership development and educational technologies. The treatment was applied in a business setting for all levels of leadership development. The case study identified creation of leadership of self-awareness and accountability for development without significant intervention of an executive coach. The research findings also list improvement opportunities, limitations, and future considerations.

The technology acceptance model (TAM) was used in this study to evaluate the faculty's perceptions of online learning. This study adopted a deductive approach that involved a move from theory formulation to data gathering. This study utilized a descriptive, correlational design to describe the study variables, which included the participants'' perceptions and attitudes. Perceived ease of use and perceived usefulness of technology have statistically significant correlations with technology competence levels of technical college faculty members, influencing their behavioral intentions to use online learning. Specific strategies that bolster perceived ease of use and perceived usefulness of technology in learning should be prioritized. These strategies include improving technological infrastructure, offering technology competency training, instituting facilitative technology use policies, and improving teacher-student motivation to use technology in learning.

This study aimed to observe measurement invariance between community college students and university students in response to the Community of Inquiry (CoI) Survey instrument. Most studies of the CoI survey instruments have recorded and validated the instruments considering undergraduate or graduate students. This study sought to validate and prove the survey tool as a reliable instrument for the community college population. The study employed SEM and meta-analytic procedures to observe measurement invariance between a Monte Carlo generated general university sample population and the community college survey population. The findings are discussed, as well as the implications for CoI studies in the community college.

As social media evolves, educators and other professionals have taken advantage of it as a teaching resource. This research focused on exploring the role of Instagram as a learning technology on health and fitness. In this research, there are references to literature that document the impact of social media on health and fitness. This study also highlights several features found on Instagram, Facebook, Twitch, YouTube, and other similar platforms to deliver learning content in real time. Several articles in this dissertation mentioned how social media content can influence the audience and their thoughts on health and fitness. Social media presents the opportunity to access information, impart knowledge as well as other forms of interaction.

Education and academic related services have become as important as manufacturing and, in some cases, even more important. Considering the importance of these services as it relates to manufacturing, a problem exists. Products such as education and academic services are far less specific in value when comparing with manufactured goods, even though their quality depends on resources which can be measured, such as funding. At the same time, we must be able to quantify them and compare their values with predetermined expected levels for each area of expertise, as well as with each other. The quality of the services provided, specifically academic services, is an intangible concept that can be assessed through various methods. This research study applies the Academic Services Experience Survey, a modified version of SERVQUAL, to solve a complex and multifaceted problem of assessing and improving the quality of academic services in higher education institutions.

This study employed Kirkpatrick's training evaluation model to better examine the reactions and learning experiences of a group of pharmaceutical industry sales professionals who participated in pandemic-related virtual compliance training in spring 2020. The field of learning technologies has few examples and limited knowledge regarding the evaluation of virtual training in the context of pandemic-related compliance training in the biopharmaceutical sector. This qualitative study employed semi-structured interviews to collect data from industry participants, allowing an examination of their experiences relative to the first three stages of Kirkpatrick's training evaluation framework, namely the reactions of the trainees, the knowledge transferred to the trainees, and the performance as it relates to the trainees' changed behaviors because of their participation in virtually delivered training.

Libraries can have a significant impact on today's students and the schools of today and tomorrow. The way students learn is changing as technology changes: rapidly. The knowledge and skills that today's librarians carry can influence the students immensely, including their use of technology. However, with many districts suffering budget cuts, one of the first positions to cut is the certified librarian, replaced by a library paraprofessional. These budget cuts will impact what the libraries can offer students. It is vital that districts support their library program and the person in charge, whether a paraprofessional or certified librarian, to positively impact the students for their future. The purpose of this study was to explore the effectiveness of library programs within a technology-rich school district that utilizes paraprofessionals supported by a certified librarian.

This phenomenological study explored and described the lived experiences of high school biology teachers from a school district in one of the states in the USA concerning the use of online platforms in online biology teaching and learning during the COVID-19 pandemic. The study interviewed teachers to evaluate the teacher experiences, challenges, and opportunities that online platforms presented in biology instruction during the COVID-19 pandemic. The study also analyzed students' perspectives based on the teachers' responses and district data obtained from the student engagement survey administered to all high school students at the school district every year. The findings of the study indicate that students experienced issues such as lack of engagement, unsuitable home environment to support learning, and poor attendance due to minimal monitoring when learning shifted to fully online. Teacher-related factors included inadequate preparedness to use technology to enhance teaching, limited content delivery, and increased teacher collaboration. In conclusion, the study recommends that school districts sufficiently prepare teachers to improve adaptability to different teaching and learning models, emphasizing the use of diverse educational technologies. Future studies should conduct quantitative or mixed studies to establish the extent and degree to which such factors as poor learner engagement contributed to …