Browsing by Subject "technology"
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Item A Path to Open and Accountable Digital Preservation Collaboration(Texas Digital Library, 2023-05-17) Mumma, CourtneyIn addition to hosting NDSA Innovation Award-winning Digital Preservation Services, TDL is part of an informal affinity group called the Digital Preservation Services Collaborative (DPSC). We are a group of digital preservation organizations united in our commitment to preserve the cultural, intellectual, scientific and academic record for current and future generations. We came together because digital preservation is a cultural-heritage-wide challenge that is best accomplished together. We may be best known for having published the Declaration of Shared Values in late 2018, a document which provides standards to which our community can hold us accountable. The values that inform and direct our collective work are collaboration, affordability and sustainability, inclusiveness, technological diversity, portability/interoperability, openness and transparency, accountability, stewardship continuity, advocacy, and empowerment. Digital preservation requirements differ broadly across units and between institutions, and decisions are too often made for the short-term based predominantly on real or imposed resource scarcity. This understanding, alongside recent developments in the digital preservation ecosystem, inspired the DPSC to revise and expand the Values statement. We are witness to the growing ubiquity of commercial Digital Preservation vendors in community and professional spaces, which has precipitated the increased uptake of their technologies and investment from institutions. Digital preservation-focused professional associations, including TDL, witness the United States suffering from a dearth of digital preservation leadership and guidance. This presentation will discuss these values and efforts to curb trends that do not align with them.Item An analysis of technology infusion in college and university career services offices in the southwest region of the United States in the twenty-first century(Texas A&M University, 2007-09-17) Vinson, Bonita Desiree McClainThe purposes of this study were to: (a) provide a recent analysis of technology infusion in career services offices (CSOs) in the southwest region of the United States, (b) address the three recommendations from the 1998 Charoensri study of technology infusion in CSOs, and (c) provide an empirical examination of the impact of selected technologies in CSOs since 1998. Field survey methods were adopted and modified for use with electronic distribution of the survey. A pilot study was conducted and suggestions were incorporated into the final version of the survey. CSO members of the Southwest Association of Colleges and Employers were electronically surveyed in the summer of 2004. The overall usable response rate achieved was 72.62%, nearly mirroring the 1998 response rate. There are several findings from this study. First, significant differences existed in CSO use of computer and communication technology in the 2004 national study compared to the 1998 regional study. The majority of the uses of technology by CSOs increased significantly over time. Second, significant differences were found in the use of selected technologies/uses of technology from the 2002 national study to the 2004 regional study. Third, institutional size and type were significantly different related to the use of one-way and two-way methods of communication and 15 selected uses of technology between CSOs, other CSO staff, faculty, staff, students, alumni, and employers. Fourth, CSOs have not increased the number of computer workstations from 2002 to 2004. Fifth, newer national vendor technology products used for job search assistance tasks were slow to be utilized in the southwest region, but regionally developed products were used more often. Finally, technology used to provide many of the services provided to students, alumni, and employers received above average satisfaction ratings (although varied) by CSOs. Overall, the data gathered and analyzed through this study further support previous research and confirm significant changes in CSO technology use from 1998 to 2004. CSOs have also experienced significantly higher technology use from 2002 to 2004. CSOs are satisfied with technology products used in a variety of ways in their offices.Item An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers(2009-05-15) Harper, Deena SanThe purpose of this qualitative, narrative study was to examine the extent and endurance of influence a technology-based professional development program had on the epistemological, ontological, and methodological beliefs of selected high school chemistry teachers. Three participants of a technology-based professional development program were interviewed with additional insight provided by this author, who was a participant in the program. Evidence of an epistemological, ontological, and methodological change in the participants was indicated by their self-proclaimed change in attitudes concerning the use of inquiry-based learning and information technology in the classroom. The participants understood and related the importance of incorporating inquiry-based learning and information technology into their classroom methodology and provided examples of their applications. Findings of this study reveled that the participants acknowledged the effectiveness of inquiry-based learning and information technology teaching strategies, but did not fully implement either strategy citing time constraints, lack of resources, and statewide accountability testing. A surprising finding was that the participants did not use the technology-based instructional strategies to prepare students for the TAKS test.Item An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas(2012-10-19) Wellmann, Courtney Faith HaggardAs access to technology increases, educators must continue to study how to best integrate these resources to help close the writing achievement gap and prepare students for college and careers. This survey explores the levels of technology use in English classrooms at diverse, low-income high schools in Texas where 70 percent or more students are identified as economically disadvantaged. This study examines how teachers' levels of implementation relate to teachers' age, years of teaching experience, highest degree earned, and the type of school. Teachers completed an online survey indicating their curriculum and instructional practices, their personal computer use, and their implementation of writing in the classroom. Based on these results, follow-up interviews were conducted with teachers who volunteered to be interviewed. Quantitative statistical analysis of the research evidence using chi square tests indicates a relationship between teachers' level of technology implementation and their age and years of experience teaching. However, the type of school where teachers teach (suburban, urban, or rural) and the highest degree earned by the teacher does not relate to teachers' implementation level, according to the statistical analysis. Thus, this dissertation is about high school English teachers' perspectives on levels of technology implementation in schools serving diverse learners. Using qualitative analysis, the study also found that technology is used on a limited basis by the teachers who provided comments in the survey and those who were interviewed due to lack of access to computers in classrooms. Most teachers indicated they use the teacher computer in their classrooms for clerical tasks and/or presentations to students. Student use of computers was limited to scheduling time in labs that must be shared among the other teachers and students on campus. In addition, the teachers commented that additional professional development is needed to help them implement available technology resources for teaching and learning. To address these challenges, administrators need to study what technology resources best support the teaching of writing, particularly in ways that help close the achievement gap and prepare students for college and careers. Administrators should provide for teachers and students more accessibility to technology resources beyond the school-wide computer lab. Finally, administrators need to offer their teachers varied, ongoing, and collaborative professional development focused on both writing instruction and technology resources to improve teachers' proficiencies and confidence in these areas.Item Comparative study of social economic differences in relation to technology competency expectations as perceived by business and educational leaders(Texas A&M University, 2007-04-25) Reyna, Janice MaeThis qualitative study investigated the urgent need for business and public schools to design a comprehensive system for preparing all students for a technological workplace, while giving them the necessary academic foundation for functioning effectively in a work environment. Businesses and communities need to participate with schools, regardless of where the schools are located. Schools, businesses and communities must explore and work together to create new methods for supporting technology in schools and in the workplace. The interviewees who participated in the study consisted of 21 teachers and administrators from four high schools located within four districts in San Antonio, Texas. Two of the high schools were located in southern San Antonio and were classified as lower socioeconomic institutions. The other two high schools were located in northern San Antonio and were classified as upper socioeconomic institutions. Also, seven business leaders were interviewed from (1) grocery, (2) San Antonio city government, (3) military, (4) large retail chain, (5) technology organization and business, (6) telecommunications, and (7) a youth-oriented organization. The major conclusions of the study were that businesses believe that a skill-deficient workplace hampers economic growth and productivity, and a knowledge-deficient high school graduate limits his or her opportunities for an extended academic experience. Few businesses in San Antonio supported or contributed to technology competencies in the selected schools in San Antonio by participating in curriculum development or as partnerships within the schools. All teachers had a high level of understanding about the importance of technology competencies for students. Furthermore, they believed that teachers and administrators must have a well-organized and fluid technology training program that will help integration of technology into the curriculum. Schools within the lower socioeconomic classification did not have many opportunities for training or access to technology; therefore, the teachers did not have the opportunity for building their competencies. In comparison, the schools located in northern San Antonio had more than adequate opportunities for training and access to technology. Educational, business, and community organizations must be concerned with all aspects of student learning and their ability to utilize technology. It is not enough to supply hardware and software to schools.Item Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students(2009-05-15) Mowen, Diana L.Improving student achievement is a major concern across the United States. One strategy being implemented to help students achieve in math and science is the partnering of teachers with professionals in math and science careers. One such program is the Fellows Integrate Math/Science in Rural Middle Schools program, from which this research stems. The intent of the program was to match middle school teachers with graduate students preparing for careers in science, technology, mathematics, or engineering fields. The graduate students spent ten hours a week in classrooms, interacting with teachers and students. Improved student performance in math and science, improved teacher content knowledge, and improved graduate student communication skills were expected program outcomes. This research assessed the impact of program participation on the teachers and graduate students involved. Data were collected from 33 middle school teachers and 33 graduate students over the course of two years of program participation. Questionnaires included a pre post measurement of knowledge, experience, and comfort level with education related groups and issues and summative program evaluations. Major findings of the research included: 1. Teacher knowledge, experience, and comfort levels with education related groups and issues did not change significantly because of participation in the program. 2. Graduate students experienced a decrease in knowledge, experience, and comfort level with several education related groups and issues from the beginning of the school year to the end. Knowledge decreases were noted with the following groups and issues: a. High school students b. Teaching college students c. Theories of learning d. Planning a project e. Following through on project tasks Experience level decreases were noted with the following groups and issues: a. Science education reform b. Current issues in K-12 education c. Teaching college students d. Theories of learning e. Assessing student learning Comfort level decreases were noted with the following groups and issues: a. Elementary school students b. University faculty engaged in K-12 education c. Science education reform d. Teaching college students e. Theories of learning f. Evaluating educational activities 3. Graduate student gender, race, and age were not found to be predictors of success in this partnership program.Item Investigating Student Satisfaction and Retention in Online High School Courses(2014-11-07) Rogers, Susan HaleyCaddo Parish Public Schools (CPPS) provides virtual courses via Education2020.com for students wanting to accelerate their studies or repeat coursework. Currently, anecdotal comments from students, parents, and school personnel and student data are the only feedback CPPS uses to evaluate its online program. The purpose of the current study was to assess student satisfaction and retention in the CPPS summer school program. I employed a mixed methods approach, utilizing the district?s database and responses from student surveys and interviews to analyze student academic performance, evaluate variables, and understand student experiences from the 2013 CPPS online summer school program. Student participants were sorted into four unique groups: (a) students taking a course for the first time who subsequently earned course credit, (b) students taking a course for the first time who subsequently did not earn course credit, (c) students repeating a course who subsequently earned course credit, and (d) students repeating a course who subsequently did not earn course credit. For the purposes of this study, student participants identified as repeating a course had completed the original course in either (a) a face-to-face classroom or (b) an online environment. Independent t-tests were used to determine whether statistically significant differences existed between student populations. Results from significance testing of data from the Education2020.com database for CPPS students revealed no statistically significant differences among demographic and academic variables. Similarly, only trivial effect sizes were identified. Student survey and interview responses affirmed that higher student satisfaction was associated with enrollment in electives, students who earned credit, students who repeated courses, and female students. Students who earned credit were self-motivated, investing considerable time and effort into their courses. Conversely, students who did not earn credit did not accept personal responsibility for their learning and had difficulty with course pacing. Data from this record of study indicate that helping students adopt effective learning strategies raises their chances of completing their online courses and increasing their satisfaction with the online program.Item K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT)(2013-05-06) Talkmitt, Marcia J.The purpose of this study was to explore the evolution of collaborative practices of PLCs as they emerge when using technology based formative assessment via iFAIT or innovative Formative Assessment with Instruction and Technology developed by the researcher using audience response systems and the online data compiler, Eduphoria!. This study used sequential explanatory mixed methods to address the problems that schools face when implementing technology based formative assessments to improve instruction and student achievement. A survey administered in September 2012 and again in December 2012 provided a measure of teacher use of formative assessments, technology use in formative assessments, and perceptions of teachers using the PLC as a mechanism of support for technology based formative assessment. Training was facilitated by the researcher as PLCs worked together to develop, administer, and interpret formative assessments. Teacher interviews were conducted, and the study ended with the administration of the December 2012 survey and open-response questions for further qualitative analysis. Quantitative data analysis was completed using ANOVAs to determine if there were significant differences of teacher groups (subject taught, grade level taught, and years of teaching experience) use of iFAIT. This data analysis also included measures of frequency and paired sample t tests between the September and December 2012 responses. Qualitative data was analyzed using hand coding, word clouds, and WordSmith Tools. The triangulation of qualitative data in the quantitative data provided a narrative to document what collaborative factors affected the use of iFAIT. For school improvement and implementation of iFAIT, the study revealed that (1) with the right technology infrastructure, on-going professional development must be offered by administrators or sought after by teachers; (2) teachers must have strong beliefs in formative assessment and the technology that supports it; (3) open lines of communication must be supported through the PLC and administration; (4) teachers must see purpose in using revealing student data to drive instruction; and (5) PLCs must have common beliefs and believe that student achievement is connected to school improvement. PLCs should discuss data, share successes, and plan instruction through extended involvement in face-to-face and online venues as communities of practice.Item Library Acquisition of Technology: How the sausage is made(2016-05-25) Iglesias, Edward; Stephen F. Austin State UniversityThis presentation will be a light-hearted look at the way libraries for better or worse make decisions about technology purchasing. From consortial buying of multi million dollar ILS and Discovery Systems to wondering why that particular item that no one uses or has ever used is still taking up space in your office all shall be considered worthy objects of attention. This is also a preview and shameless plug for the presenter's upcoming book Library Technology, Funding, Planning and Deployment from IGI. Audience is highly encouraged to come prepared with their own stories of technological hyjinks to share at the end of the presentation.Item Location-based information system for open spaces(Texas A&M University, 2004-11-15) Tejavanija, KampanartProblem solving for location is one of the most critical cognitive skills that can be utilized in deriving a naive location and/or finding a primed location in large open spaces of the built environment. Wayfinding or locating objects in large open spaces is not often easy for individuals due their limitations in building effective mental models of the open space or their lack of a correct procedure for determining the grid coordinates of an object within that space. With the success of the global positioning system (GPS) in providing location information, it is expected that this technology could be utilized to control and improve building construction and facility management productivity within building interior spaces as well. However, GPS cannot perform robustly inside buildings due to the exterior walls or roofs, which weaken the signal. The Cricket indoor location support technology has been developed to respond to this limitation. Cricket uses a combination of radio frequency (RF), ultrasonic sound signals, and the triangular rule to calculate a user's current location. This research investigated performances within the context of a work order system between a human-based system and a computer-based system. Thirty subjects participated in this study. The subjects were asked to derive, find and verify a target box's location. Locating time-on-task, accuracy, and attitudes were measured. The overwhelming results demonstrated the speed and accuracy of the computer-based system over the human-based system. In addition to longer procedural processing times, subject errors included: 1) an incorrect estimation of distance, 2) an inability to correctly locate and/or project the X-axis and Y-axis grid lines, and 3) an incorrect treatment of the positive and negative characteristics of these coordinates. Even though half of the subjects liked the human-based system more, they significantly believe the computer-based system to be more accurate. All but one subject preferred that the computer-based system be used in his or her own future business. Finally, results indicate that the computer-based system does relieve humans of cognitive dependency, which may be further evidence that the computer-based system developed and tested in this study achieved its purpose.Item Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory(2014-07-29) Scogin, Stephen C.In spite of generally poor student reports about science instruction in K-12 classrooms and decreasing interest in STEM careers, some curricular programs have successfully motivated and engaged students. One such program is PlantingScience, an inquiry-based, computer-supported learning curriculum developed by the Botanical Society of America. PlantingScience uniquely utilizes professional scientists who serve as online mentors to K-12 students engaged in classroom inquiry projects. In an effort to determine why PlantingScience is successful, I began this dissertation with an extensive literature review discussing how technology and mentoring affect student motivation. Additionally, I conducted two original research studies using multiple data streams including classroom observations, teacher interviews, a focus group of teachers and scientists, and online dialogues between students and scientists. In the first study, I used Elliot Eisner?s Connoisseurship/Critique model of qualitative analysis to describe, interpret, and evaluate PlantingScience. More specifically, I created a grounded theory explaining how PlantingScience motivates and engages students. I subsequently compared these findings with self-determination theory to determine how the results could be explained in regard to autonomy, competence, and relatedness. In the second study, I used mixed methods to create a rubric measuring scientists? online motivational support from the perspective of self-determination theory. I also measured student inquiry engagement using a preexisting rubric specifically designed for the PlantingScience program. Using these two measures, I investigated the associations between scientist-mentors? motivational support and student inquiry engagement. The findings in this dissertation provided evidence that students are motivated to engage in PlantingScience in part because of student empowerment, online mentor interaction, and authentic scientific experiences. In particular, the relationships developed between students and scientists in the online asynchronous environments were critical to the success of the program. As a general rule, students engaged in the inquiry projects more thoroughly as their scientist-mentors? motivational support increased. Perhaps the online mentoring partnership model offered by PlantingScience can be used on a wider scale to address the challenges of students? lack of interest in classroom science and STEM career fields.Item Preparing prospective teacher education students at two-year post secondary institutions: an assessment of proficiency in technology usage(2009-05-15) Cavenall, Pamela Elaine RogersThe purpose of this study was to examine the proficiency or lack of proficiency of prospective teacher education students at two-year community colleges to use and integrate instructional technologies. In addition, this study also examined the perceived perceptions of prospective teacher education students levels of preparedness to use instructional technologies in their future classrooms. Participants in the study were students in a teacher preparation program. The survey was administered to students from six community colleges in the southeastern part of the United States. The Prospective Teacher Education Students Survey was developed and administered to a sample of 109 prospective teacher education students. Results of the study revealed a low proficiency in technology use for database, ethical use understanding, and spreadsheet. Prospective teacher education students reported greater proficiency in computer operation, word processing, and internet use. Low frequency and effectiveness were reported in the use of technology mediated instructional strategies for synchronous communication and simulations. Results indicated higher frequency and effectiveness in technology mediated instructional strategies for word processing and Internet use by students. Generally, students perceived their level of preparedness to implement various technology skills as somewhat well prepared . Descriptive statistics, raw percentages, and independent t-tests were used to analyze the data.Item Relationships between student achievement and levels of computer technology integration by Texas agriscience teachers(Texas A&M University, 2004-09-30) Peake, Jason BooneThe purpose of this study was to determine if agriscience teacher integration of instructional technology was related to student achievement. Knowledge of these correlations will assist teacher educators in offering more appropriate professional development opportunities for agriscience teachers. This information will also assist secondary schools in making decisions regarding technology purchases for agriscience departments. Instructional technology researchers have worked since the 1960s to gain a better understanding of the role that instructional technology plays in student achievement. Many researchers have found that instructional technology influences student learning. In the early 1980s Richard Clark published controversial findings that media has no influence on student learning. These conflicting findings led to the development of this study. A survey was developed to collect information on the level at which teachers integrate technology into their instruction. The instrument was pilot tested, and a reliability measure of .95 was found for the 42 items measuring the technology skills of teachers. Section three of the instrument had a reliability of .93 for the nine items that were used to measure teacher integration of technolo gy. Teachers' demographics, teachers' technology integration skill levels, teachers' administrative use of technology skill levels, and teachers' technology integration levels were collected from a random sample of 150 agriscience teachers in Texas. Student achievement was measured using the Texas Assessment of Academic Skills (TAAS) test. Student data were collected on 10th grade students in classes taught by the 150 teachers selected to participate in the study. The Texas Education Agency provided all TAAS data in a single data file. The primary student variables used in the study to quantify math, reading, and writing achievement were the total number of multiple choice items correct for each of these three subject areas. A low positive correlation was found between student achievement in math and teacher instructional technology integration level (.14). Negligible positive correlations (r < .10) were found between teacher instructional technology integration level and student achievement on the writing portions and reading portions of the TAAS.Item Technology adaptation and boundary management in bona fide virtual groups.(Texas A&M University, 2006-04-12) Zhang, HuiyanIn this research project composed of multiple case studies, I focused on how bona fide virtual groups appropriated multiple media to facilitate group boundary construction and boundary management, which are preconditions of group identity formation. Specific topics explored in the study included how virtual groups socially constructed their group boundaries through recurring patterns of media use as well as other communication practices, how the group boundaries were preserved and blurred in both internal and external communication, and how bona fide groups managed dialectal tensions in interacting with external groups. To explore those research questions, I conducted four in-depth case studies of real life groups operating in natural contexts. Multiple qualitative methods of data collection were employed in the study and a modified grounded theory method was used in analyzing the collected data. As a result, the study found that the groups studied constructed group boundaries through communication practices such as making sense of common goals, negotiation of task jurisdiction with other interlocking groups, distinguishing patterns of ingroup interaction from those of outgroup interactions, and through developing group specific patterns and norms of media combination and media use. Group boundaries were preserved when the influence of outgroup members were constrained through media use, such as excluding them from team conference calls, filtering messages from external groups or members, and using boundary spanners to interact with external members. Group boundaries were blurred when intergroup communication impacted internal dynamics and when norms and practices were transferred from other contexts into a given group context. The study suggested that technology adaptation and boundary management occurred simultaneously. In addition, the groups experienced dialectical tensions in face of the permeability of group boundaries and developed communication tactics to deal with those tensions. Theoretical implications of the study were also discussed.Item Technology Characterization Models and Their Use in Designing Complex Systems(2011-08-08) Parker, Robert ReedWhen systems designers are making decisions about which components or technologies to select for a design, they often use experience or intuition to select one technology over another. Additionally, developers of new technologies rarely provide more information about their inventions than discrete data points attained in testing, usually in a laboratory. This makes it difficult for system designers to select newer technologies in favor of proven ones. They lack the knowledge about these new technologies to consider them equally with existing technologies. Prior research suggests that set-based design representations can be useful for facilitating collaboration among engineers in a design project, both within and across organizational boundaries. However, existing set-based methods are limited in terms of how the sets are constructed and in terms of the representational capability of the sets. The goal of this research is to introduce and demonstrate new, more general set-based design methods that are effective for characterizing and comparing competing technologies in a utility-based decision framework. To demonstrate the new methods and compare their relative strengths and weaknesses, different technologies for a power plant condenser are compared. The capabilities of different condenser technologies are characterized in terms of sets defined over the space of common condenser attributes (cross sectional area, heat exchange effectiveness, pressure drop, etc.). It is shown that systems designers can use the resulting sets to explore the space of possible condenser designs quickly and effectively. It is expected that this technique will be a useful tool for system designers to evaluate new technologies and compare them to existing ones, while also encouraging the use of new technologies by providing a more accurate representation of their capabilities. I compare four representational methods by measuring the solution accuracy (compared to a more comprehensive optimization procedure's solution), computation time, and scalability (how a model changes with different data sizes). My results demonstrate that a support vector domain description-based method provides the best combination of these traits for this example. When combined with recent research on reducing its computation time, this method becomes even more favorable.Item The HABS Culture of Documentation with an Analysis of Drawing and Technology(2012-02-14) Akboy, SerraThe Historic American Buildings Survey (HABS) is one of the oldest federal programs in the United States. In 1933, the HABS culture of documentation started with the mission of creating a permanent record of the nation's architectural heritage. Since the inception of the program, the formal documentation methodology has been measured drawings, large-format photographs, and written histories. HABS documentation accentuates the act of drawing as a mediating conversation between the documenter and the historic environment. In a typical HABS project, the documenter is immersed in the historic setting by hand measuring the structure and creating field notes. The documenter's intimate access to the artifact develops his awareness of cultural heritage and helps cultivate an appreciation for the compositional sensibilities of the architectural precedents. However, the HABS culture of documentation has been fine-tuned to incorporate a number of digital technologies into documentation projects. When projects involve issues of logistics, time, and cost, HABS professionals utilize a host of digital methodologies to produce measured drawings. Although HABS prepares deliverables to meet the archival standards of the Library of Congress, the hardware and software necessary to recognize digital files have a limited lifespan that makes them unacceptable for use in the Library. Only measured drawings that use archival ink on stable translucent material, accompanied by negatives on safety film, can be submitted to the Library. Thus, if HABS pursued only digital technologies and deliverables, the effects of this approach on the quality of the documenter's engagement with cultural heritage would pose a significant question. This study addressed the question of how the HABS culture of documentation evolved in regards to drawing and technology, and how this relationship might be transformed in the future. Using HABS as a focus of inquiry is important in order to illuminate similar dynamics in heritage projects that utilize digital technologies. The methodology used in this study included a literature review, participant observations, and an analysis of documentation projects, as well as in-depth interviews with HABS staff, project participants, private practitioners, and academicians. The outcome of the study will be recommendations to heritage professionals for a future that resides in digital means without compromising the qualities that the HABS experience has offered to generation of documenters.Item The impact of technology on leadership education: a longitudinal study(Texas A&M University, 2004-11-15) Jones, Robert T.The purposes of this study were to determine the effectiveness of a computer-assisted lab environment in a course on leadership and to determine if undergraduate students believed that leadership concepts could be successfully taught in an asynchronous environment. The same research methodology and survey instruments were employed across a five year time difference from 1999 to 2004 to additionally measure temporal differences in students' perspectives. Students' attitudes toward computer-based leadership education were measured by a leadership perception index, a technology perception index, a class-inclusion acceptance index, and a discussion technology acceptance index administered through a post-activity survey that measured responses in both a quantitative and qualitative format. Students participated in a leadership lab activity in one of three treatments: 1) no computer-facilitated interaction and traditional classroom interaction, 2) completely asynchronous, computer-facilitated interaction, or 3) hybrid interaction consisting of half computer-facilitated, and half-traditional classroom interaction. A post-activity survey was used to collect data about the students' perceptions of their experiences. Post-activity survey quantitative scores from 1999 and 2004 indicated that a majority of students accepted learning about leadership through asynchronous technological means. Somewhat contradictorily, students in 2004 indicated a much greater qualitative skepticism to technology use than their 1999 counterparts, who much more favored inclusion of technology. Students who were not exposed to any technological experience in this activity quantitatively answered that the interpolation of technology into leadership education would not be successful in 1999, but changed that opinion to be favorable in 2004. Quantitatively, the hybrid group felt the use of technology was the most acceptable of the three treatment groups, with the asynchronous group also finding favor to a lesser extent. Students in 2004 used computing resources more frequently from off-campus than in 1999, when the majority of students used computers to access the assignment on-campus. Students who completed parts of the assignment asynchronously did so most often between the hours of 8 p.m. and 2 a.m. No statistically significant quantitative differences were found in the temporally displaced data, other than students in the control group of 2004 were much more receptive to technology use to facilitate leadership education.Item The Impact of the Katy Management of Automated Curriculum System on Planning for Learning, Delivery of Instruction and Evaluation of Student Learning as Perceived by Teachers in the Katy Independent School District in Texas(2011-10-21) Hogue, Sharon L.The purpose of this study was to determine teachers? perceptions of the relationship of the Katy Management of Automated Curriculum (KMAC) system developed by Katy ISD in Katy, Texas, on planning for learning, delivery of instruction and evaluation of student learning in the classroom. KMAC is a customized, proprietary networked technology curriculum management system created for online access to curriculum and the creation and sharing of lesson plans. Data was collected from 635 teachers district-wide through an online survey. This data was used to determine whether there were differences between/among teachers and teacher leaders and between/among elementary, junior high and high school teachers in their perceived impact of the KMAC on planning for learning, delivery of instruction and evaluation of student learning. Regarding planning for learning, teachers were found to have a moderately positive perception of KMAC with teacher leaders being slightly more positive. In addition, statistically significant differences were found between grade levels with elementary teachers more positive than secondary teachers. Regarding delivery of instruction, teacher leaders again perceived a more positive relationship with KMAC than the teacher non-leaders. Statistically significant differences were also found between elementary and junior high, elementary and high school and between junior high and high school teachers, with elementary teachers being the most positive. Teachers were the least positive toward KMAC and the evaluation of student learning. While a statistically significant relationship was found in relationship to the grade level taught and evaluation, this area was admittedly weaker than the other two areas in district development and teachers? perceptions. While the position of teacher leader seemed to impact the results in all categories, the grade level taught was found to have the greatest statistical impact on the teacher perceptions.