Education Commons^™

Choice-Based Assessments And Their Use With 1:1 Technology Devices, Joshua Ottow

Electronic Theses and Dissertations

Choice-based assessments are classroom activities in which students are given some element of choice in how they meet defined learning objectives. As educators seek to adequately prepare students for the rapidly changing world that they will enter after high school, they have placed a greater focus on the types of assessment practices used in the classroom. Choice-based assessments, particularly when used with a 1:1 technology device, may have the impact of increasing student motivation to learn and enhancing the development of skills that they may need after high school (Schwartz & Arena, 2013; Tapscott, 2008). To date, there has been …

Exploring Trends In Middle School Students' Computational Thinking In The Online Scratch Community: A Pilot Study, Kevin N. Lawanto

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

We live in a century in which technology has become part of our lives, and it is crucial that we become active creators and not merely passive users of technology. One characteristic that might distinguish someone who uses the ideas of others from one who innovates his own ideas is the ability to computer program. Computer programming is more than just learning how to code; it also exposes students to computational thinking (CT), which involves problem-solving using computer science (CS) concepts, such as decomposition, pattern recognition, abstraction, and algorithm design.

The rationale for introducing computing in K-12 in order to …

Effects Of Training On Intent, Ease, Self-Efficacy, Frequency, And Usefulness In Multimedia-Based Feedback For University-Level Instructors Using Canvas® Lms, Christopher Kent O'Leary

Doctoral Dissertations

The purpose of this study was to investigate how training and professional development effected university-level instructors’ perceived usefulness, perceived ease of use, behavioral intent to use, perception of self-efficacy, and frequency of use of audio-, video-, and speech-to-text-recognition-based technologies associated with the feedback and assessment process in college-level teaching. Except for usefulness, each dependent variable was divided into two based on whether the item was multimedia or not: (a) use of technology with multimedia and (b) use of technology without multimedia. The convenience sample included 52 university-level instructors who had enrolled in either the Canvas® Essentials (a basics course) or …