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Title: LEADERSHIP BEHAVIOR AND TECHNOLOGY ACTIVITIES:THE RELATIONSHIP BETWEEN PRINCIPALS AND TECHNOLOGY USE IN SCHOOLS.
Creator: Page-Jones, Alexandra, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their...
Show moreThe purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their leadership behavior affected or predicted the multiple ways that technology was used throughout a school.The population for this study was composed of principals and instructional faculty from public schools in Collier County, Florida. Principals completed the Principal Technology Leadership Assessment Survey to establish leadership behavior according to the NETS-A standards; faculty completed the School Technology Outcomes survey to identify technology use in schools. The numerous uses of technology were structured into three levels: administrative and management tasks (organizational technology outcomes), planning and delivery of instruction (instructional technology outcomes), and use by students for completing assignments (educational technology outcomes). Survey results revealed strong technology leadership behaviors and extensive and variety use of technology in schools. Analysis of the survey results supported the null hypothesis that there was no relationship between the technology behavior of educational leaders and the use of technology by faculty members in their schools.
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Date Issued: 2008
Identifier: CFE0002162, ucf:47516
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002162

Title: UNPLUGGING: A PARENT'S HANDBOOK FOR CHILDREN'S TECHNOLOGY USE.
Creator: Taylor, Victoria R, Gresham, Gina, Jennings-Towle, Kelly, University of Central Florida
Abstract / Description: The intent of this thesis is to explore children's technology usage, technology's effects, and what can be done to regulate technology use for children and families. The overuse of technology by children has been proven to be detrimental to a child's emotions and health and wellness. Children need rules and regulations for proper use of technology as well as instruction on how to positively use technology. In a world of growing technologies and the creation of new digital devices, research is...
Show moreThe intent of this thesis is to explore children's technology usage, technology's effects, and what can be done to regulate technology use for children and families. The overuse of technology by children has been proven to be detrimental to a child's emotions and health and wellness. Children need rules and regulations for proper use of technology as well as instruction on how to positively use technology. In a world of growing technologies and the creation of new digital devices, research is needed for assist parents and guardians of children of all ages. This thesis focuses on the negative effects of technology on the developing child and will produce a handbook for parents. The handbook includes a letter to parents, reasons for regulation, guidelines, activities for technology replacement, strategies, and lessons on digital citizenship. This tool for parents is the start to raising responsible digital citizens. With this handbook, parents will gain insight on what they can do for their children and with their children in order to effectively use technology in a positive and beneficial way. The handbook includes a list of books and websites for parents to complete more research and provides an extensive list of activities and guidelines for technology and technology replacement. The purpose of this handbook is help parents to better understand what technology does to their children and how they can work with technology in the most positive and educational ways.
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Date Issued: 2017
Identifier: CFH2000243, ucf:45974
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000243

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: FROM SHADOWMOURNE TO FOLK ART: ARTICULATING A VISION OF ELEARNING FOR THE 21ST CENTURY.
Creator: Kapp, Christina, Campbell, James, University of Central Florida
Abstract / Description: This study examines mass-market applications for some of the many theories of eLearning and blended learning, focusing most closely on a period from 2000-2010. It establishes a state of the union for K-12 immersive eLearning environments by using in-depth cases studies of five major mass-market, educational, and community-education based productsÃ‚Â--Gaia Online, Poptropica, Quest Atlantis, Dimenxian/Dimension U, and Folkvine. Investigating these models calls into play not...
Show moreThis study examines mass-market applications for some of the many theories of eLearning and blended learning, focusing most closely on a period from 2000-2010. It establishes a state of the union for K-12 immersive eLearning environments by using in-depth cases studies of five major mass-market, educational, and community-education based productsÃ‚Â--Gaia Online, Poptropica, Quest Atlantis, Dimenxian/Dimension U, and Folkvine. Investigating these models calls into play not only the voices of traditional academic and usability research, but also the ad hoc voices of the players, commentators, developers, and bloggers. These are the people who speak to the community of these sites, and their lived experiences fall somewhere in the interstices between in-site play, beta development, and external commentary (both academic and informal.) The works of experimental academic theorists play an acknowledged and fundamental role in this study, including those of Ulmer, Barab, Gee, and McLuhan. These visionary voices of academia are balanced with a consideration of both the political and financial constraints surrounding immersive educational game development. This secondary level of analysis focuses on how issues around equity of access, delivery platforms, and target disciplines can and should inform strategic goals. While this dissertation alone is unlikely to solve issues of access, emergent groups including the OLPC hold exciting promises for worldwide connectivity. My conclusion forms a synthesis of all these competing forces and proposes a pragmatic and conceptual rule-set for the development of a forward-looking and immersive educational MMORPG.
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Date Issued: 2010
Identifier: CFE0003549, ucf:48906
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003549

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: RECREATIONAL TECHNOLOGY AND ITS IMPACT ON THE LEARNING DEVELOPMENT OF CHILDREN AGES 4-8: A META-ANALYSIS FOR THE 21ST CENTURY CLASSROOM.
Creator: Templeton, Joey, Dombrowski, Paul, University of Central Florida
Abstract / Description: This research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive...
Show moreThis research focuses on technology (specifically video games and interactive software games) and their effects on the cognitive development of children ages 4-8. The research will be conducted as a meta-analysis combining research and theory in order to determine if the educational approach to this age group needs to change/adapt to learners who have been affected by this technology. I will focus upon both the physical and mental aspects of their development and present a comprehensive review of current educational theory and practice. By examining current curriculum goals and cross-referencing them to research conducted in fields other than education (i.e. technology, child development, media literacy, etc.) I hope to demonstrate a need for change; and, at the end of my research, be able to make recommendations for curriculum adaptations that will work within the current educational structure. These recommendations will be made with respect to budget and time constraints.
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Date Issued: 2007
Identifier: CFE0001970, ucf:47458
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001970

Title: EXAMINING ENGINEERING & TECHNOLOGY STUDENTS ACCEPTANCE OF NETWORK VIRTUALIZATION TECHNOLOGY USING THE TECHNOLOGY ACCEPTANCE MODEL.
Creator: Yousif, Wael K. Yousif, Boote, David, University of Central Florida
Abstract / Description: This causal and correlational study was designed to extend the Technology Acceptance Model (TAM) and to test its applicability to Valencia Community College (VCC) Engineering and Technology students as the target user group when investigating the factors influencing their decision to adopt and to utilize VMware as the target technology. In addition to the primary three indigenous factors: perceived ease of use, perceived usefulness, and intention toward utilization, the model was also...
Show moreThis causal and correlational study was designed to extend the Technology Acceptance Model (TAM) and to test its applicability to Valencia Community College (VCC) Engineering and Technology students as the target user group when investigating the factors influencing their decision to adopt and to utilize VMware as the target technology. In addition to the primary three indigenous factors: perceived ease of use, perceived usefulness, and intention toward utilization, the model was also extended with enjoyment, external control, and computer self-efficacy as antecedents to perceived ease of use. In an attempt to further increase the explanatory power of the model, the Task-Technology Fit constructs (TTF) were included as antecedents to perceived usefulness. The model was also expanded with subjective norms and voluntariness to assess the degree to which social influences affect students decision for adoption and utilization. This study was conducted during the fall term of 2009, using 11 instruments: (1) VMware Tools Functions Instrument; (2) Computer Networking Tasks Characteristics Instrument; (3) Perceived Usefulness Instrument; (4) Voluntariness Instrument; (5) Subjective Norms Instrument; (6) Perceived Enjoyment Instrument; (7) Computer Self-Efficacy Instrument; (8) Perception of External Control Instrument; (9) Perceived Ease of Use Instrument; (10) Intention Instrument; and (11) a Utilization Instrument. The 11 instruments collectively contained 58 items. Additionally, a demographics instrument of six items was included to investigate the influence of age, prior experience with the technology, prior experience in computer networking, academic enrollment status, and employment status on student intentions and behavior with regard to VMware as a network virtualization technology. Data were analyzed using path analysis, regressions, and univariate analysis of variance in SPSS and AMOS for Windows. The results suggest that perceived ease of use was found to be the strongest determinant of student intention. The analysis also suggested that external control, measuring the facilitating conditions (knowledge, resources, etc) necessary for adoption was the highest predictor of perceived ease of use. Consistent with previous studies, perceived ease of use was found to be the strongest predictor of perceived usefulness followed by subjective norms as students continued to use the technology. Even though the integration of the task-technology fit construct was not helpful in explaining the variance in student perceived usefulness of the target technology, it was statistically significant in predicting student perception of ease of use. The study concluded with recommendations to investigate other factors (such as service quality and ease of implementation) that might contribute to explaining the variance in perceived ease of use as the primary driving force in influencing student decision for adoption. A recommendation was also made to modify the task-technology fit construct instruments to improve the articulation and the specificity of the task. The need for further examination of the influence of the instructor on student decision for adoption of a target technology was also emphasized.
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Date Issued: 2010
Identifier: CFE0003071, ucf:48313
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003071

Title: ACCEPTING TECHNOLOGY AND OVERCOMING RESISTANCE TO CHANGE USING THE MOTIVATION AND ACCEPTANCE MODEL.
Creator: Siegel, Daniel, Sivo, Stephen, University of Central Florida
Abstract / Description: This research analyzed why some university faculty resisted a new software program using a new model of motivation. The new model, called the motivation and acceptance model (MAM), was inspired by the technology acceptance model and the commitment and necessary effort model of motivation. This model was tested on faculty at a college in a large southeastern university who were resisting a new software program called LiveText. This research used regression analysis to determine the...
Show moreThis research analyzed why some university faculty resisted a new software program using a new model of motivation. The new model, called the motivation and acceptance model (MAM), was inspired by the technology acceptance model and the commitment and necessary effort model of motivation. This model was tested on faculty at a college in a large southeastern university who were resisting a new software program called LiveText. This research used regression analysis to determine the relationship between the variables of the MAM: perceived usefulness, perceived organizational support, perceived ease of use, and attitude toward LiveText. The research was conducted during the Spring 2007 semester. The data were analyzed with regression, independent-sample t-tests, and descriptive statistics using SPSS v15. This research demonstrates that the MAM accurately measured the relationship between professors' perceptions and their use of LiveText. The research also suggests that the perceived utility of LiveText and users' attitudes toward LiveText were statistically significant predictors of LiveText use and that perceived ease of use also predicted whether the professors found LiveText useful. Additional research should seek to develop a greater understanding of technology acceptance and employee resistance to innovations using larger sample sizes, a variety of environments and organizations, diverse populations, and different types of technologies and technology-implementation strategies.
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Date Issued: 2008
Identifier: CFE0002154, ucf:47515
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002154

Title: "IN TRANSITION": AN ACTIVITY THEORETICAL ANALYSIS EXAMINING ELECTRONIC PORTFOLIO TOOLS' MEDIATION OF THE PRESERVICE TEACHER'S AUTHORING EXPERIENCE.
Creator: Fiedler, Rebecca, Baumbach, Donna, University of Central Florida
Abstract / Description: Co-chairs: Dr. Donna Baumbach Dr. Gail West Background: Electronic portfolios are increasingly used to make critical decisions about teacher candidates and program accreditation. Adoption rates for portfolios are at nearly 90% for schools, colleges, and departments of education (Salzman, Denner, & Harris, 2002). Over 50% of institutions who rated themselves or were nominated by others as exemplary users of electronic portfolios use web-based database-driven electronic portfolio systems ...
Show moreCo-chairs: Dr. Donna Baumbach Dr. Gail West Background: Electronic portfolios are increasingly used to make critical decisions about teacher candidates and program accreditation. Adoption rates for portfolios are at nearly 90% for schools, colleges, and departments of education (Salzman, Denner, & Harris, 2002). Over 50% of institutions who rated themselves or were nominated by others as exemplary users of electronic portfolios use web-based database-driven electronic portfolio systems (Strudler & Wetzel, 2005b; Wetzel & Strudler, 2005b). There is a paucity of theory-driven, systematic, rigorous research on electronic portfolios and a need for in-depth, context-aware research on such initiatives. Purpose: To explicate the differential impact of different portfolios systems on preservice teachers. The overarching research question was, "What are the preservice teachers' experiences using tools to create an electronic portfolio?" Setting: The Teachers College at a large university and the Education Department at a small liberal arts college. Participants: Six preservice teachers at each institution served as key participants. Informal interviews with numerous other participants provided additional data. Research Design: Qualitative multi-site case study informed by Engeström's Cultural Historical Activity Theory (CHAT) (Engeström, 1987). Data Collection and Analysis: Document analysis, focus group interviews, individual interviews, thinkaloud work sessions, and lab and classroom observations provided data. Qualitative data analysis was informed by Creswell's "data analysis spiral" and Engeström's CHAT. Findings: Visits at both institutions presented several of the key ideas in the CHAT framework including the networked nature of activity, the portfolio as a boundary activity, contradictions within the portfolio activity, and changes to the portfolio activity system. Additional themes included transition, creativity, reflection, and resources.
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Date Issued: 2006
Identifier: CFE0001015, ucf:46830
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001015

Title: USING CELL PHONE TECHNOLOGY FOR SELF-MONITORING PROCEDURES IN INCLUSIVE SETTINGS.
Creator: Bedesem, Pena, Cross, Lee, University of Central Florida
Abstract / Description: The purpose of this study was to determine the effects and social validity of an innovative method for middle school students with high incidence disabilities to self-monitor their behavior in inclusive settings. Traditional self-monitoring procedures were updated by incorporating cell phone technology. The updated self-monitoring procedure, called CellF-Monitoring, used a cell phone to replace traditional cueing and recording procedures. The study took place in an inclusive middle school...
Show moreThe purpose of this study was to determine the effects and social validity of an innovative method for middle school students with high incidence disabilities to self-monitor their behavior in inclusive settings. Traditional self-monitoring procedures were updated by incorporating cell phone technology. The updated self-monitoring procedure, called CellF-Monitoring, used a cell phone to replace traditional cueing and recording procedures. The study took place in an inclusive middle school classroom in central Florida with two students with high incidence disabilities. A multiple-baseline-across-participants single subject design was employed. Results indicate that the CellF-Monitoring procedure is an effective and socially valid intervention. Although results of the study demonstrated the effectiveness of the CellF-Monitoring procedure, there are several limitations that should be discussed, including the number of replications, the sample size, teacher implementation, and use of personal cell phones. The limitations of the study provide several opportunities for future research.
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Date Issued: 2010
Identifier: CFE0003317, ucf:48504
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003317

Title: THE RELATIONSHIP BETWEEN MOTIVATION AND ONLINE SOCIAL PRESENCE IN AN ONLINE CLASS.
Creator: Tao, Yedong, Gunter, Glenda, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in...
Show moreThe purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in Orlando, Florida. Data for this study were collected from participating students enrolled in three online sections of EME 2040, Introduction of Educational Technology. In this course, pre-service teachers learn how to use technology and, more importantly, how to integrate it into their courses and their future classrooms. Three instruments were used in this study to obtain students' demographic information and to measure students' online social presence feeling, students' motivation levels, and instructors' verbal immediacy behaviors. Data were analyzed using repeated measure and multiple linear regression analysis. Seventy-four students from three online sections of EME 2040 responded to the study. Results suggested that students' level of online social presence increased significantly from the beginning of the semester to midterm and then dropped back to the original level from midterm to the end of the semester. However, the level of student motivation significantly increased only from the beginning of the semester to midterm and remained at same level for the rest of the semester. There were significant correlations between online social presence and student motivation across the semester. The regression analysis indicated that verbal immediacy affected online social presence significantly. Further research should be conducted with a larger sample and with different types of online courses in different academic settings and course management systems. Causal relationship between online social presence and student motivation should be explored. Instructional strategies should be established to enhance students' online social presence.
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Date Issued: 2009
Identifier: CFE0002542, ucf:47662
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002542

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: ACADEMIC ADVISING IN HIGHER EDUCATION: DISTANCE LEARNERS AND LEVELS OF SATISFACTION USING WEB CAMERA TECHNOLOGY.
Creator: Hernandez, Terri, Tubbs, Levester, University of Central Florida
Abstract / Description: The purpose of this study was to determine the efficacy of in-seat face-to-face advising in contrast to web camera advising of College of Arts and Sciences psychology majors in the 2005-2006 academic year. Satisfaction levels were determined and analyzed based on random assignment to either the control group (in-seat face-to face) or the experimental group (web camera) advising. The data collected for this study consisted of participants' responses to the Academic Advising Inventory (AAI)...
Show moreThe purpose of this study was to determine the efficacy of in-seat face-to-face advising in contrast to web camera advising of College of Arts and Sciences psychology majors in the 2005-2006 academic year. Satisfaction levels were determined and analyzed based on random assignment to either the control group (in-seat face-to face) or the experimental group (web camera) advising. The data collected for this study consisted of participants' responses to the Academic Advising Inventory (AAI) administered to undergraduate psychology majors (N = 102). Overall, students were satisfied with advising services regardless of the advising group to which they were randomly assigned. Although there was not a statistically significant difference between students who were advised in-seat face-to-face and those advised via web camera advising, the data reflected a slight preference for advisement via web camera.
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Date Issued: 2007
Identifier: CFE0001773, ucf:47250
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001773

Title: EMAIL UTILIZATION BY UNIVERSITY EMPLOYEES AND ITS RELATIONSHIP TO JOB SATISFACTION.
Creator: Recascino, Anthony, Bozeman, William, University of Central Florida
Abstract / Description: The use of technology, such as electronic mail and the Internet, is becoming the norm in many workplaces. This is especially true in academic workplaces. The present study examined several issues related to electronic mail use and job satisfaction for employees within a higher education workplace. Results of the study found that administrative level employees both sent and received more email than non-administrative level staff. Job satisfaction was not found to be related to the amount of...
Show moreThe use of technology, such as electronic mail and the Internet, is becoming the norm in many workplaces. This is especially true in academic workplaces. The present study examined several issues related to electronic mail use and job satisfaction for employees within a higher education workplace. Results of the study found that administrative level employees both sent and received more email than non-administrative level staff. Job satisfaction was not found to be related to the amount of email sent or received. No difference in job satisfaction was found between employees at the main campus versus regional locations, nor was there a difference in job satisfaction between those employees who were supervised primarily via email and those who had in-person supervision. Results of this study help to clarify the role electronic mail plays in the workplace behavior and attitudes of higher education employees. This study also updates older research that found lower levels of job satisfaction in employees receiving e-supervision. The present study found no such differences, perhaps indicating a change in how employees experience e-supervision. Future researchers are urged to continue study examining how electronic technologies influence workplace attitudes and behaviors. While this study focused on email usage, other studies could examine Internet usage or focus on the integration of new technologies into the academic workplace.
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Date Issued: 2005
Identifier: CFE0000726, ucf:46618
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000726

Title: EXPLORING ELEMENTARY TEACHERS' PERCEPTIONS OF TEACHING SOCIAL STUDIES THROUGH HISTORICAL FICTION USING GOOGLE LIT TRIPS.
Creator: Bider, Kristin, Killingsworth Roberts, Sherron, University of Central Florida
Abstract / Description: There is a new generation of students entering our school systems called "Digital Natives"; students who are more technologically inclined than their teachers. With the new cohort of students, it is becoming problematic for teachers to implement engaging lessons. Because social studies is not a state tested subject, teachers and administrators find it very difficult to retrieve the time and the passion for the subject in the everyday classroom. One new Google application called Google Lit...
Show moreThere is a new generation of students entering our school systems called "Digital Natives"; students who are more technologically inclined than their teachers. With the new cohort of students, it is becoming problematic for teachers to implement engaging lessons. Because social studies is not a state tested subject, teachers and administrators find it very difficult to retrieve the time and the passion for the subject in the everyday classroom. One new Google application called Google Lit Trips is an appealing way to teach social studies for the new generation of students. Prior research on Google Lit Trips showed that this application is well suited for creating lessons that can satisfy standards for a multitude of subjects, and in a way that catches the students' attentions. After I completed research on the 21st century learner, how teachers can integrate social studies into their classroom, and Google Literature Trips; I studied many virtual field trips of various books or novels. These Google Literature Trips allows teachers to utilize Google Earth to pin locations of importance for students in order to gain a visual, while simultaneously exploring educational activities. Then, I created my own Google Lit Trip. Before teachers participated in exploring the Google Lit Trip I created, a survey was conducted on the five teachers; getting their perceptions of technology, social studies education, and Google Lit Trips. They were then asked to read the picture book The Story of Ruby Bridges (Coles, 1995). The computer application was then shown to teachers to get their opinions on its perceived effectiveness. A post-survey was then conducted on the teachers' perceptions of the Google Literature Trip. The results of the teachers' discernments of the teaching tool proved it to be an effective application to use in the classroom to enhance cross-curricular education from technology, art, reading, and most importantly for this thesis, social studies. Future research should be conducted on students' perceptions, and whether or not it sustains engagement, and whether or not their knowledge of the subject matter improves.
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Date Issued: 2013
Identifier: CFH0004497, ucf:45072
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004497

Title: THE UNIVERSAL DESIGN PARADIGM: AN EXAMINATION OF REAL-TIME, C-PRINT, MEANING-FOR-MEANING TRANSCRIPTION AND INDIVIDUAL DIFFERENCES IN LEARNING.
Creator: Boone, Amanda, Sims, Valerie, University of Central Florida
Abstract / Description: The intent of this thesis is to guide further research and discussion of C-Print, meaning-for-meaning transcription and its applications to today's dynamic classroom settings under a Universal Design Paradigm. Evidence suggests that providing these captions can benefit Deaf and Hard of Hearing populations and also that concise, textual representations of information increase retention for average learners in multimedia settings. Individual differences were considered and low internal control...
Show moreThe intent of this thesis is to guide further research and discussion of C-Print, meaning-for-meaning transcription and its applications to today's dynamic classroom settings under a Universal Design Paradigm. Evidence suggests that providing these captions can benefit Deaf and Hard of Hearing populations and also that concise, textual representations of information increase retention for average learners in multimedia settings. Individual differences were considered and low internal control participants did significantly better on exams when material was captioned compared to when it was not. They also tended to outperform high internal control participants on captioned material exams.
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Date Issued: 2014
Identifier: CFH0004556, ucf:45223
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004556

Title: Accent on the individual: the first twelve years of Florida Technological University.
Creator: Sheinkopf, Kenneth G., Millican, Charles Norman, PALMM (Project)
Abstract / Description: Gives the early history of Florida Technological University (later renamed University of Central Florida). Provides details of the establishment of the University starting with the state legislature's authorization for its creation, the purchase of land and construction of buildings, the preparations for programs of study and the graduation of the first class. Describes relations with the local communities in Orange and other counties. Includes brief descriptions of the visits of notable...
Show moreGives the early history of Florida Technological University (later renamed University of Central Florida). Provides details of the establishment of the University starting with the state legislature's authorization for its creation, the purchase of land and construction of buildings, the preparations for programs of study and the graduation of the first class. Describes relations with the local communities in Orange and other counties. Includes brief descriptions of the visits of notable persons. President Millican's comments are interspersed throughout the text.
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Date Issued: 1976
Identifier: AAA3368QF00012/20/200108/04/200515686BfamIa D0QF, FHP C CF 2001-12-20, FIPS12095, FCLA url 20020731xOCLC, 51045212, CF00001585, 2566843, ucf:11418
Format: E-book
PURL: http://purl.flvc.org/fcla/dl/CF00001585.jpg

Title: An Evaluation of the Iowa State University Ecosystem.
Creator: Mazer, Cherie, Gunter, Glenda, Hayes, Grant, Vitale, Thomas, Cavanagh, Thomas, University of Central Florida
Abstract / Description: Purpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the...
Show morePurpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the support provided for the application of academic technologies? Methodology/design (-) The study was a mixed-methods design employing interviews with deans and focus groups and surveys of faculty and students. Findings (-) Iowa State University faculty and students use a wide array of academic technologies both in physical and virtual classrooms. The prevailing sentiment regarding the need for future academic technologies is not for new offerings and new features but for easier to use, more reliable technologies, and more timely support. Although Iowa State University has formally adopted online learning by offering numerous programs and courses, the university is in the early stages of adopting blended learning.Implications (-) The results and implications of the study inform the university on next steps to ready the institution for leveraging technology and preparing for the transformation toward strategic adoption of online and blended learning. The author outlines an organizational learning approach to manage change and promote adoption of blended learning.
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Date Issued: 2014
Identifier: CFE0005379, ucf:50445
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005379

Title: Ubiquitous Computing in Public Education: The Effects of One-to-One Computer Initiatives on Student Achievement on Florida Standardized Assessments.
Creator: Lobeto, Fernando, Murray, Kenneth, Baldwin, Lee, Storey, Valerie A., Cintron Delgado, Rosa, University of Central Florida
Abstract / Description: The purpose of this study was to examine the effects of one-to-one computer initiatives on student achievement in reading and mathematics. This study compared the differences in FCAT 2.0 Reading and Mathematics scores between schools implementing one-to-one computer initiatives and schools implementing traditional modes of instruction. A second purpose of this study was to determine what effects one-to-one computer initiatives had on student FCAT 2.0 scores overall and by grade level, gender,...
Show moreThe purpose of this study was to examine the effects of one-to-one computer initiatives on student achievement in reading and mathematics. This study compared the differences in FCAT 2.0 Reading and Mathematics scores between schools implementing one-to-one computer initiatives and schools implementing traditional modes of instruction. A second purpose of this study was to determine what effects one-to-one computer initiatives had on student FCAT 2.0 scores overall and by grade level, gender, and socio-economic status. The study used an independent-samples t-test, a repeated measures ANOVA, and a factorial ANCOVA to answer four research questions in order to achieve the purpose stated above. An analysis of the results revealed that the first year of one-to-one initiatives had a slightly negative effect on elementary school students, a small but positive effect on middle school students, and no effect on high school students. Further, the study found that students did not score statistically significantly different after one year of one-to-one digital instruction than they had the previous year.
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Date Issued: 2016
Identifier: CFE0006349, ucf:51573
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006349

Title: TEACHING CHARACTERISTICS AND PRACTICES WHICH AFFECT LANGUAGE AND LITERACY DEVELOPMENT FOR STUDENTS WITH COMPLEX COMMUNICATION NEEDS.
Creator: King, Laura, Cross, Lee, University of Central Florida
Abstract / Description: This study examined teacher characteristics and practices identified as effective through current research for teaching students with complex communication needs. For this population, communication issues are more complex than those typically encountered in other settings. Specifically, the researcher asked: what are the desired characteristics and practices for this population, and are the desired characteristics and practices present in current settings? Working with six teachers in a large...
Show moreThis study examined teacher characteristics and practices identified as effective through current research for teaching students with complex communication needs. For this population, communication issues are more complex than those typically encountered in other settings. Specifically, the researcher asked: what are the desired characteristics and practices for this population, and are the desired characteristics and practices present in current settings? Working with six teachers in a large urban school district, this study utilized a multiple case study design. Criteria for participation included the teacher as the primary reading/language arts instructor for a student who used an augmentative and alternative communication system (AAC). This study builds on prior research and fills a gap in current research through a focus on the teacher. This study was conducted through three phases: a survey of teacher characteristics, observations of teacher practices, and a semi-structured interview. Four instruments were utilized to ensure validity. Results suggest that teachers for this population require knowledge on language and literacy specific to the non-verbal child. AAC training is critical in regard to programming and navigation. The use of other technology supports which offer auditory, visual, and access options are essential. Strong collaborative teams (school and district) are also important. However, one of the most significant findings documents that success may lie with the teacher's 'choice' to embrace challenges with this population. This issue of 'choice' questions the teacher's willingness (personally or professionally) to accept this commitment. This finding also questions the degree to which teachers are willing to pursue opportunities. Recommendations include the need for: training (teachers and paraprofessionals), pursuit of opportunities for supports, addressing parent issues, a district-based liaison between home and school, and to examine issues which prevent the recommended instructional time (90 minutes of reading instruction plus 45 minutes of supplemental instruction). Conclusions indicated that participants ranged from effective to ineffective. The identification of 'highly qualified' teachers through level of education and amount of experience did not correlate with participants' level of effectiveness. Given the limited research available, this study addresses a need in the field and lays the foundation for future research with this population.
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Date Issued: 2006
Identifier: CFE0001257, ucf:46921
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001257

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