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Title: The Integration of Technology Into Instruction by Elementary Teachers In Brevard County, Florida: An Investigative Study.
Creator: Spainhour, Cynthia, Allen, Kay, Gunter, Glenda, Xu, Lihua, University of Central Florida
Abstract / Description: Technology has become a part of the very fabric of society today. Technology's infiltration into business, industries, the medical field, and entertainment has accounted for huge advances. However, in the field of education the impact technology has had is regarded as less impressive. Muller, Wood, Wiloughby, Ross, and Specht (2008) stated (")it is critical to understand teachers' perspectives regarding computer integration in the classrooms(") (p.1523). With the Improving America's Schools...
Show moreTechnology has become a part of the very fabric of society today. Technology's infiltration into business, industries, the medical field, and entertainment has accounted for huge advances. However, in the field of education the impact technology has had is regarded as less impressive. Muller, Wood, Wiloughby, Ross, and Specht (2008) stated (")it is critical to understand teachers' perspectives regarding computer integration in the classrooms(") (p.1523). With the Improving America's Schools Act of 1994 (Public Law 103-382) the integration of technology in schools should be strongly evident. Currently, twenty years after the commitment to develop technologically literate students, technology integration should be well defined, seamless in its usefulness within the learning environment, a part of the very fabric of the educational setting, and consist of a proven track record verifying the positive results for utilization in student learning and achievements. However, a review of the relevant literature revealed the goal has not been achieved and the same issues related to the integration of technology into education are still being discussed, researched, and questioned today as they were in its infancy (Anthony, 2011; Bauer (&) Kenton, 2005; Roschelle, Pea, Hoadley, Gordin, (&) Means, 2000). Allowing teachers to voice what integration meant to them in both practice and definition and the barriers encountered, could shed light on the underutilization of use discovered in literature. New insights provided from teachers could also be utilized by administration and policymakers towards the development of new policies and mandates. Taking a qualitative, investigative approach, two individual and two focus group (n=6, n=8) interviews from four elementary schools in Brevard County were conducted which focused on understanding the practices and experiences of teachers. Results found time, support structures provided by administration, and specific professional development and training's were challenges that hampered successful implementation.
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Date Issued: 2015
Identifier: CFE0006007, ucf:51025
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006007

Title: THE EFFECTS OF INTEGRATING TECHNOLOGYINTO AN 8TH GRADE SCIENCE CURRICULUM.
Creator: Brunton, Gregory, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude...
Show moreThe growing need for technological literacy has increased its presence in public classrooms more than ever before. The purpose of this research study was to study the effects of technology integration on student achievement and attitudes toward science and technology. The participants in this 18-week study involved the 86 8th grade students at Winding Hills School in Orlando, Florida. Data were collected using a pre and post vocabulary assessment, weekly vocabulary quizzes, student attitude surveys, student and parent correspondence as it relates to the study such as parent notes and e-mails, and classroom observation notes. Several conclusions were made. The effects of technology on student performance as originally planned was inconclusive in this study. It was found that there was no correlation between typing assignments and student performance. Students felt that technology increased their academic performance. Students had positive attitude towards science class though the percentage decreased during the study. Students enjoyed using technology, saw it as a benefit, felt it helped them with publishing and improved their attitudes towards technology.
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Date Issued: 2005
Identifier: CFE0000375, ucf:46338
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000375

Title: A Multiple Case Study Analysis of Technology Integration Knowledge by Practicing Elementary Teachers in an Urban Charter School.
Creator: Minor, Kendra, Hirumi, Atsusi, Hopp, Carolyn, Hartshorne, Charles, Beverly, Monifa, University of Central Florida
Abstract / Description: The purpose of this dissertation was to explore the perceived and demonstrated technological pedagogical content knowledge TPACK) of practicing elementary teachers in an urban charter school setting. Contextual factors that influence teachers' abilities to apply technology integration knowledge were also identified. A qualitative research design with multiple case study strategy was used to study practicing teachers in a charter school setting in two phases. The first phase of the study...
Show moreThe purpose of this dissertation was to explore the perceived and demonstrated technological pedagogical content knowledge TPACK) of practicing elementary teachers in an urban charter school setting. Contextual factors that influence teachers' abilities to apply technology integration knowledge were also identified. A qualitative research design with multiple case study strategy was used to study practicing teachers in a charter school setting in two phases. The first phase of the study included nine participants and used the Teachers' Knowledge of Teaching and Technology Survey to garner insight on teachers' perceived technological pedagogical content knowledge. Descriptive statistical procedures were used to calculate a mean score for each subscale of the TPACK components. Of the nine teachers, two teachers volunteered to participate in the second phase of the study in addition to two administrators. Data collection methods included document collection, observations, and interviews. Within-analysis procedures were used to specify each participant as an individual case. Interviews with school administrators provided insight into contextual factors at the school. Lastly, cross-case analysis procedures were used to construct the final narrative. The findings from Phase I indicated teacher scores related to statements concerning technology-related components: technology knowledge (Mean = 3.67, SD =.62), technological content knowledge (Mean = 3.67, SD=.45), technological pedagogical knowledge (Mean = 3.74, SD=.68), and technological pedagogical content knowledge (Mean = 3.6, SD=.94) were neutral. Findings from the within-analysis and cross-case analysis revealed that both teachers used all of the components in practice with limited to no use of technological content knowledge. The findings from the within-analysis and cross-case analysis revealed that teachers: (a) had a solid foundation of technology knowledge, (b) had limited knowledge of technological content knowledge, (c) supported pedagogical goals, and (d) addressed student learning needs. In addition, the findings revealed that contextual factors related to the teachers' use of technology integration knowledge were resource-related. The discussion and implications highlighted the need for professional development and up-to-date resources for teachers in urban charter schools.
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Date Issued: 2014
Identifier: CFE0005211, ucf:50646
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005211

Title: RF LOW PASS FILTER DESIGN AND FABRICATION USING INTEGRATED PASSIVE DEVICE TECHNOLOGY.
Creator: Li, Heli, Wu, Thomas, University of Central Florida
Abstract / Description: In this thesis, the whole process of design a low pass filter (LPF) for the wireless communication application has been presented. Integrated passive device technology based on GaAs substrate has been utilized to make the LPF. Schematic simulation and electromagnetic simulations are extensively used in the design process. EM simulation is used in the selection of layout design and processing parameters for design optimization of both the inductors and IPD harmonic filters. The effective use...
Show moreIn this thesis, the whole process of design a low pass filter (LPF) for the wireless communication application has been presented. Integrated passive device technology based on GaAs substrate has been utilized to make the LPF. Schematic simulation and electromagnetic simulations are extensively used in the design process. EM simulation is used in the selection of layout design and processing parameters for design optimization of both the inductors and IPD harmonic filters. The effective use of EM simulation enables us to realize the successful development of high performance harmonic filters. To make the optimization be more flexible and also for a deeper understanding of the optimization theory, optimization using genetic algorithm is also implemented. The weight of each targets are adjustable, and a non-uniformly distributed goal for the harmonic rejection range is introduced to achieve better optimization results. The embedded LPF is built and measurement results show good agreement with the simulation data. This kind of very compact, high performance harmonic filters can be used in radio transceiver front-end modules. The realized harmonic filters have insertion loss less than 0.6 dB and harmonic rejections greater than 25 dB with a compact die size of 0.8 mm2.
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Date Issued: 2006
Identifier: CFE0001466, ucf:47091
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001466

Title: Technology Implementation in K-12 Schools: A Research Study of Perceptions and Practice.
Creator: Martinez, Kaitlin, Flammia, Madelyn, Jones, Daniel, Applen, John, University of Central Florida
Abstract / Description: According to the National Center for Education Statistics, even though 97% of classrooms have at least one instructional computer available, only 40% of teachers in public schools (including elementary and secondary) report using computers in the classroom often. My project aims to illustrate the barriers that are keeping K-12 teachers from integrating technology in their classrooms, such as the lack of availability for training, teacher's lack of knowledge or schooling, or a lack of IT...
Show moreAccording to the National Center for Education Statistics, even though 97% of classrooms have at least one instructional computer available, only 40% of teachers in public schools (including elementary and secondary) report using computers in the classroom often. My project aims to illustrate the barriers that are keeping K-12 teachers from integrating technology in their classrooms, such as the lack of availability for training, teacher's lack of knowledge or schooling, or a lack of IT support. It also discusses possible solutions to the problem, such as teacher training and better resources. By assessing the Level of Technology Integration, or LoTi, we can learn how much or how often a teacher is using technology in a classroom. My project consists of conducting a research study that will aim to reinforce the hypothesis that the LoTi in K-12 schools is lower than expected, considering the availability of computers and technology. By learning the severity of the obstacles teachers face, we can work on possible solutions. The findings of this study were that teachers face barriers that inhibit them from implementing technology no matter what type of school environment they are in. These barriers come from lack of time, access, but most strongly from the self-efficacy of the teachers. Teachers need professional development and training to develop their skills and confidence, which will positively impact students, the school, and the overall education system.
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Date Issued: 2012
Identifier: CFE0004503, ucf:49279
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004503

Title: THE EFFECTS OF EMERGING TECHNOLOGY ON HEALTHCARE AND THE DIFFICULTIES OF INTEGRATION.
Creator: Pavlish-Carpenter, Skyler J, D'Amato-Kubiet, Leslee, University of Central Florida
Abstract / Description: Background: Disruptive technology describes technology that is significantly more advanced than previous iterations, such as: 3D printing, genetic manipulation, stem cell research, innovative surgical procedures, and computer-based charting software. These technologies often require extensive overhauls to implement into older systems and must overcome many difficult financial and societal complications before they can be widely used. In a field like healthcare that makes frequent advancements...
Show moreBackground: Disruptive technology describes technology that is significantly more advanced than previous iterations, such as: 3D printing, genetic manipulation, stem cell research, innovative surgical procedures, and computer-based charting software. These technologies often require extensive overhauls to implement into older systems and must overcome many difficult financial and societal complications before they can be widely used. In a field like healthcare that makes frequent advancements, these difficulties can mean that the technology will not be utilized to its full potential or implemented at all. Objective: To determine the inhibiting factors that prevent disruptive technology from being implemented in conventional healthcare. Methods: Peer reviewed articles were gathered from Cumulative Index to Nursing and Allied Health Literature (CINAHL), Educational Resources Information Center (ERIC), Elton B. Stephens Co. Host (Ebsco Host), Medical Literature On-line (Medline), and Psychological Information Database (PsychINFO). Articles were included if written in English and focusing on technology that was or is difficult to implement. Results: Research suggests that the primary reason disruptive technology is not implemented sooner is the cost versus benefit ratio. Those technologies with extremely high benefits that greatly improve efficiency, safety, or expense are integrated relatively quickly, especially if their cost is reasonable. Secondary reasons for difficulty with integration include ethical dilemmas, extreme complexity, technical limitations, maintenance, security, and fallibility. Conclusion: Research indicates that a decrease in production cost and selling price along with removing any issues that may depreciate the technology will provide better incentives for healthcare systems to integrate disruptive technologies on a wider scale.
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Date Issued: 2018
Identifier: CFH2000374, ucf:45799
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000374

Title: FLORIDA FIRST YEAR TEACHERS' PERCEPTIONS OF PREPAREDNESS TO MEET NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR TEACHERS (NETS-T).
Creator: Bedenbaugh, Larry, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet...
Show moreThe purpose of this study was to determine if first year teachers in Florida perceived they were adequately prepared by their preservice education programs to meet the National Educational Technology Standards for Teachers (NETS-T). The study was designed to gather data about first year teacher perceptions of personal technology proficiency and self-reported technology integration practices. The data were measured using the First Year Teacher Perceptions Related to Preparedness to Meet National Educational Technology Standards for Teachers (NETS-T) survey instrument. The sample (N=257) for this study was drawn from the population of Florida first year PreK-12 public classroom teachers from the 2005–2006 school year who were still teaching during the 2006-2007 school year. Demographic variables, perceptions of personal technology skills, and self-reported technology integration practices were collected on the sample. Descriptive and comparative statistics were used to identify relationships between the variables. It was concluded that first year teachers in Florida who held a professional teaching certificate or graduated from a Florida public university's teacher education program perceived they were better prepared to meet national educational technology standards than first year teachers in Florida who did not. It was also determined that there was a statistically significant relationship between first year teacher perceptions for preparedness for technology integration and their perceived personal technology skills, as well as between self-reported technology integration practices of first year teachers and their perceptions of their ability to integrate technology. Two additional findings came to light during the study. The majority of first year teachers in Florida did not take the traditional university teacher preparation program as their path to certification. Additionally, the vast majority of first year teachers in Florida gave credit to independent learning in increasing their own personal technology skills.
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Date Issued: 2007
Identifier: CFE0001727, ucf:47320
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001727

Title: A Model-Based Approach to Mobile Learning and Digital Literacy.
Creator: Ramsey, Zena, Gunter, Glenda, Kaplan, Jeffrey, Hartshorne, Richard, Coggins, Patrick, University of Central Florida
Abstract / Description: The purpose of this research study was to 1) explore models of technology implementation programs and professional development interventions that promote the successful integration of mobile devices (iPads) in a small elementary school in a large Central Florida school district, and 2) identify the needs of the instructional staff to design a professional development intervention to meet these needs. This school will be referred to as School A.In the U.S., the ownership of mobile devices,...
Show moreThe purpose of this research study was to 1) explore models of technology implementation programs and professional development interventions that promote the successful integration of mobile devices (iPads) in a small elementary school in a large Central Florida school district, and 2) identify the needs of the instructional staff to design a professional development intervention to meet these needs. This school will be referred to as School A.In the U.S., the ownership of mobile devices, such as iPads is on the rise. For example, 88% of American teenagers between ages 13 and 17 have access to a mobile phone, and 73% of teenagers have a smartphone (Pew Research Center, 2015). This has increased from 2013, when 78% of teenagers ages 12-17 had a cell phone, 47% of which were smartphones (Pew Research Center, 2013). Also, 58% of teens in this age group have a tablet (Pew Research Center, 2015). These devices, over other devices such as desktop computers, are becoming more commonly used to access the Internet (Pew Research Internet Project, 2014). This rise in mobile device ownership and usage by students and young adults in their daily lives has prompted educators to look toward mobile devices as potential educational tools to engage students (Herro, Kiger, (&) Owens, 2013). Developments in mobile technology have made these devices more accessible and versatile with Wi-Fi capabilities and a variety of applications (Wu et al., 2012).In this research study, a case study design using mixed methods was used to identify problems that exist in teachers' using and integrating iPads and to suggest solutions. The mixed-method data collection incorporated elements of qualitative research through a case study and elements of quantitative analysis through the use of descriptive statistics. An iPad survey was developed by the researcher and used to gather qualitative data at School A regarding teacher perceptions and experiences related to integrating iPads into classroom instruction. The sample population (n = 15) consisted of classroom teachers, support teachers, and academic coaches. The total population of teachers at School A was 34. Teacher responses were analyzed for common emergent themes as well as through the use of descriptive statistics consistent with data analysis methods for case study research (Cresswell, 2006). Additional qualitative data was gathered through the review of documents related to School A's iPad initiative and observational data regarding teacher training, and the applications loaded and used on the iPads were gathered via the researcher's role as the Apple Program Facilitator. Demographic data was also collected via the iPad survey and analyzed using descriptive statistics.The results revealed that 23% percent of teacher respondents were not currently integrating iPads into their classroom instruction, whereas 73% of teacher respondents reported that they were. Common instructional activities and strategies implemented via iPads included small group instruction, assessment, research, and projects. Additionally, it was found that 53% of the teacher respondents expressed interest in face-to-face (F2F) or Web-based professional development (PD) sessions, which included both users and non-users of the iPads. Further research should be conducted regarding how to best maximize teacher involvement in PD designed to train them how to effectively integrate iPads into their classroom instruction, and how to evaluate the effectiveness of a mobile device PD program, once in place, with respect to how classroom instruction is enhanced through the integration of the iPads and the impact on student learning.
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Date Issued: 2016
Identifier: CFE0006700, ucf:51910
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006700

Title: PROJECT CHILDÃ‚Â® AND NON-PROJECT CHILDÃ‚Â® SCHOOL PERFORMANCE ON FCATÃ‚Â® READING, MATHEMATICS AND WRITING.
Creator: Chappell, Julie, Hartle, Lynn, University of Central Florida
Abstract / Description: Project CHILDÃ‚Â® (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department of Education, this research studies the Project CHILDÃ‚Â® learning approach on preparing students for success on portions of the Florida Comprehensive Assessment Test (FCATÃ‚Â®) using results from fifteen charter schools in the state of Florida,...
Show moreProject CHILDÃ‚Â® (Changing How Instruction for Learning is Delivered) provides an avenue for educational change using a triangulated approach. Using data from the Florida Department of Education, this research studies the Project CHILDÃ‚Â® learning approach on preparing students for success on portions of the Florida Comprehensive Assessment Test (FCATÃ‚Â®) using results from fifteen charter schools in the state of Florida, seven participating in Project CHILDÃ‚Â® and eight non-participating charter schools for the 2008-2009 school-year. Dispersion statistics such as range and standard deviation as well as independent t tests are computed to compare the percentage of students in grades three to five scoring levels 3 and higher on the reading and mathematics portions, and fourth grade students scoring a 3.5 or higher on the writing assessment of the FCATÃ‚Â®. Project CHILDÃ‚Â® schools had smaller ranges and standard deviations in the majority of the comparisons. Descriptively, this suggests that students in the Project CHILDÃ‚Â® schools are performing closer to the school average. There were no statistically significance differences between the Project CHILDÃ‚Â® schools and non-Project CHILDÃ‚Â® schools for grade level comparisons, nor on any grade level aggregate outcomes (i.e., grades 3-5 school FCATÃ‚Â® reading, mathematics, or writing mean). However moderate effect sizes were seen for reading in grade four and writing assessments in grade four. The non-statistically significant findings were likely due to low power, and the moderate effect sizes suggest evidence of practical significance.
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Date Issued: 2010
Identifier: CFE0003355, ucf:48444
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003355

Title: An Applied Organizational Analysis of School Factors Affecting Technology Integration within the Context of Literacy Instruction.
Creator: Rawlinson, D'Ann, Boote, David, Zygouris-Coe, Vassiliki, Little, Mary, Pawlas, George, Behrens, Cherie, University of Central Florida
Abstract / Description: The purpose of this Dissertation in Practice was to analyze the organizational factors affecting technology integration within the context of literacy instruction at a single school site that was preparing to implement a 1:1 mobile device initiative in all K-5 classrooms the following academic year. This was achieved through conducting an organizational analysis using a multi-frame model developed by Bolman and Deal (2008). This study used a convergent parallel mixed methods research design...
Show moreThe purpose of this Dissertation in Practice was to analyze the organizational factors affecting technology integration within the context of literacy instruction at a single school site that was preparing to implement a 1:1 mobile device initiative in all K-5 classrooms the following academic year. This was achieved through conducting an organizational analysis using a multi-frame model developed by Bolman and Deal (2008). This study used a convergent parallel mixed methods research design consisting of teacher and administrator interviews, a quantitative and qualitative survey, and classroom observational data. One main evaluation question was designed to frame this organizational analysis: What organizational factors support and impede technology integration within the context of literacy instruction? To answer the main evaluation question, the evaluator collected data to answer six evaluation sub-questions. The evaluation sub-questions were developed to ensure that data was being collected among Bolman and Deal's (2008) four frames. In the context of integrating technology into literacy instruction, the data collected in this study suggest that the organizational strategies and issues within the human resource frame are impacting, and are impacted by, the organization's political, structural, and symbolic practices. The teachers' lack of opportunities to develop the requisite knowledge, experience, and skills needed to integrate technology into literacy instruction seem to have impacted the teachers' level of technology integration as well as their levels of concern. Data from this organizational analysis indicated that the lack of time was a major obstacle in learning how to integrate mobile devices into literacy instruction. The school's current team-based organizational model, while supporting other aspects of their education practices, may create structural and political barriers to effectively implement the 1:1 mobile device initiative. Observations and interviews suggested that the school values technology to support basic literacy skills, but not the transformative role of technology on literacy in today's society. Using all four frames of the Bolman and Deal's (2008) model allows an organization to look beyond one frame, such as developing human resources through professional development, when working towards implementing a school-wide initiative effectively. Although tailored professional development is necessary for teachers to learn how to integrate technology into literacy instruction, the professional development will not be effective without greater stability in the instructional staff, and focused political and structural solutions that will support the instructional staff's professional learning and implementation.
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Date Issued: 2015
Identifier: CFE0005989, ucf:50768
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005989

Title: Quality by Design Procedure for Continuous Pharmaceutical Manufacturing: An Integrated Flowsheet Model Approach.
Creator: Vezina, Ashley, Elshennawy, Ahmad, Rabelo, Luis, Karwowski, Waldemar, University of Central Florida
Abstract / Description: Pharmaceutical manufacturing is crucial to global healthcare and requires a higher, more consistent level of quality than any other industry. Yet, the traditional pharmaceutical batch manufacturing has remained largely unchanged in the last fifty years due to high R(&)D costs, shorter patent durations, and regulatory uncertainty. This has led regulatory bodies to promote modernization of manufacturing process to continuous pharmaceutical manufacturing (CPM) by introducing new methodologies...
Show morePharmaceutical manufacturing is crucial to global healthcare and requires a higher, more consistent level of quality than any other industry. Yet, the traditional pharmaceutical batch manufacturing has remained largely unchanged in the last fifty years due to high R(&)D costs, shorter patent durations, and regulatory uncertainty. This has led regulatory bodies to promote modernization of manufacturing process to continuous pharmaceutical manufacturing (CPM) by introducing new methodologies including quality by design, design space, and process analytical technology (PAT). This represents a shift away from the traditional pharmaceutical manufacturing way of thinking towards a risk based approach that promotes increased product and process knowledge through a data-rich environment. While both literature and regulatory bodies acknowledge the need for modernization, manufacturers have been slow to modernize due to uncertainty and lack of confidence in the applications of these methodologies. This paper aims to describe the current applications of QbD principles in literature and the current regulatory environment to identify gaps in literature through leveraging regulatory guidelines and CPM literature. To aid in closing the gap between QbD theory and QbD application, a QbD algorithm for CPM using an integrated flowsheet models is also developed and analyzed. This will help to increase manufacturing confidence in CPM by providing answers to questions about the CPM business case, applications of QbD tools, process validation and sensitivity, and process and equipment characteristics. An integrated flowsheet model will aid in the decision-making process and process optimization, breaking away from ex silico methods extensively covered in literature.
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Date Issued: 2017
Identifier: CFE0006923, ucf:51683
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006923

Title: An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
Creator: Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
Abstract / Description: The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to...
Show moreThe purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
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Date Issued: 2017
Identifier: CFE0007295, ucf:52173
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007295

Title: Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Creator: Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
Abstract / Description: This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
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Date Issued: 2016
Identifier: CFE0006285, ucf:51585
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006285

technology integration (6)	+ -
education (3)	+ -
technology (3)	+ -
Technology Integration (2)	+ -
1:1 mobile device initiative (1)	+ -

21st Century School (1)	+ -
3D Printing (1)	+ -
CEDHP (1)	+ -
CPED (1)	+ -
Case Study (1)	+ -
Classroom instruction (1)	+ -
Confidence (1)	+ -
Digital Classroom (1)	+ -
Digital Instructional Leadership Readiness (1)	+ -
Digital Leadership (1)	+ -
Digital School Culture (1)	+ -
Digital School Environment (1)	+ -
Digital literacy (1)	+ -
Disruptive (1)	+ -
E-Leadership (1)	+ -
E-Learning (1)	+ -
Ed.D. (1)	+ -
Educational Leaders (1)	+ -
Emerging (1)	+ -
Florida (1)	+ -
Healthcare (1)	+ -
High School Administrator (1)	+ -
ICT Adoption (1)	+ -
ICT Leadership (1)	+ -
IPD technology (1)	+ -

ETD Collection (12)	+ -
Honors Collection (1)	+ -

University of Central Florida (13)	+ -
Boote, David (2)	+ -
Gunter, Glenda (2)	+ -
Hopp, Carolyn (2)	+ -
Taylor, Rosemarye (2)	+ -

Allen, Kay (1)	+ -
Applen, John (1)	+ -
Bedenbaugh, Larry (1)	+ -
Behrens, Cherie (1)	+ -
Beverly, Monifa (1)	+ -
Border, Harold (1)	+ -
Brunton, Gregory (1)	+ -
Chappell, Julie (1)	+ -
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