Browsing by Subject "technology integration"
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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 Teaching styles and computer use in family and consumer sciences teacher education programs: a survey of university faculty in Texas(Texas Tech University, 2005-12) Koukel, Sonja D.; Felstehausen, VirginiaThis study was conducted to investigate the teaching style of university faculty who teach courses in Family and Consumer Sciences teacher education programs in Texas and to determine how those teaching styles might be related to computer use in the college classroom. Standard multiple regression analysis was used to determine the relationship to computer use in the classroom as measured by variables that included university faculty members’ preferences in instructional planning, teaching methods, student groupings, classroom design, instructional environment, evaluation techniques, teaching characteristics and classroom management, and educational philosophy. Related issues, such as university faculty’s perceived use of computers in instructional delivery, years of computer experience, numbers of attended computer related learning activities, types of access for computer use, attitudes toward computer-based instruction, and perceived level of computer and technology skills were also explored with regard to classroom computer use at the university/college level. Seventy-four faculty members in ten universities in Texas that were identified as providing Family and Consumer Sciences teacher certification programs participated in the study. University faculty members’ preferred teaching styles and use of the computers were determined to test the null hypothesis of this study. Results indicated that one teaching style variable, evaluation techniques, was found to have a relationship to computer use in the classroom. No differences were found between classroom computer use and university faculty’s years of experience using computers or number of attended computer related learning activities. The current study did show that type of access to computers influenced faculty use in the classroom. University faculty who taught in computer labs showed a higher level of computer use than did those with other types of computer access. Likewise, the study found increased classroom computer use among those faculty members who perceived their level of computer and technology skills to be above average. Overall, university faculty members rated their attitudes toward computer-based instruction as supportive, yet identified factors that they perceived as barriers to increasing computer use in the classroom. Specifically, these barriers included availability of up-to-date hardware and software, the need for computers and related technology to be permanently located in the classroom, and the lack of continuing professional development in how to integrate technology into the curriculum.Item The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas(Texas A&M University, 2008-10-10) Alfaro, Frank EduardoThis study examines Levels of Technology Implementation (LoTi) teacher selfratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The LoTi instrument is explained comprehensively in the study. Using a series of survey questions about classroom instruction and technology use, the instrument measures a teacher's level of technology implementation in terms of that teacher's perception of classroom practices. The study assesses the relationship between LoTi ratings and TAKS scores of 9th, 10th, and 11th grade students as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. The study determined the degree to which teacher LoTi ratings were a predictor of success on TAKS exam scores as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. In addition, the study ascertained the existence of differences among the variable of student economic status. For the purposes of this study, school and student performance analysis included only Alamo Heights High School in the Alamo Heights Independent School District (AHISD). The student data in the study came from approximately 359 9th graders, 372 10th graders, and 309 11th graders (1040 total students). A total of 11 English teachers, 14 math teachers, 9 science teachers, and 10 social studies teachers (44 total teachers) from this campus made up the population under study. The research findings of this study included: 1. A positive relationship exists between the level of technology implementation in the classroom and student performance on the TAKS test in math, English Language Arts/Reading, science, and social studies. 2. Further, the findings showed that this relationship impacts economically disadvantaged students the most in English Language Arts/Reading and math.Item When Too Many Cooks Do NOT Spoil the Broth: Selecting and Implementing a New Web Scale Discovery Tool for a Large University Library.(2013-04-29) Fleming, Jane; Kessler, April; Diaz, Jade; Lyon, Colleen; Snow, Sara; University of Texas at AustinIn early spring of 2011, the University of Texas at Austin Libraries convened a working group to recommend a discovery tool to be implemented on the Library’s Web site. The group's broad membership of user services staff, technical services staff, librarians and classified staff and branch and main library staff, reflected the desire that this search function provide patrons the "Google-like" single point access to the entirety of the University's collections and databases that our patrons now expect. A second working group was convened to implement the tool chosen. The second group included a few core members of the first and was extended to include staff qualified to consider the implementation's information architecture, the user (patron) experience and its integration with the Libraries’ existing technology and bibliographic processes. The new search tool, dubbed "scoUT", was fully launched in August 2012, and has been the most successful rollout of any new service at the Libraries. The poster presentation will cover the process to the present day. Both teams began with research into best and recommended practices for their tasks, and an evaluation of peer institutions' experiences and implementations. Both formally sought the input of library staff and of users. The first working group developed an extensive evaluation tool for discovery tool products, evaluated the tools and made a recommendation from among the final candidate tools, and contributed to the development of an RFP and to negotiation of the final contract for the tool. The second working group guided the customization of the discovery tool's capabilities to the library's needs, devised a continuing process for updating bibliographic metadata on the libraries' holdings and subscription services, and designed the incorporation of the discovery tool into the Libraries' Web site. The group also coordinated the marketing of the tool and the development of training in its use for library staff and the Libraries' user community. Concurrently to other work, group members created and carried out a usability assessment plan. Heuristic evaluation and usability testing of other libraries’ implementations of the same product, an analysis of analytics and search logs for the existing UT interface, and an assessment of technology constraints informed the information architecture and design. The prototype of the scoUT search interface and the final scoUT search interface were tested and assessed between May and August 2012 in an iterative design process leading to the version in full release. Months of staff training preceded the full launch. Feedback on staff training prompted subsequent tutorials in customizing scoUT training for different user groups. We continue to collect feedback on scoUT to enable us improve service to our users. The University of Texas Libraries' rollout of scoUT exemplifies what can be accomplished when groups of individuals who collectively have broad knowledge from across the library structure work together. (Presenters from both working groups will be at the poster reception to field questions.)