Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
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Description
The purpose of this project was to research the effects of a professional development intervention designed to build local capacity for technology integration among teachers at the school level. This was done by providing focused face-to face and online training to twelve teachers referred to as the Technology Core Teacher (TCT) group. This project utilized the theoretical framework of social learning and communities of practice to provide an environment of ongoing support for technology integration. The findings addressed four areas: the TCT teachers' practice, their technology skill levels, the use of the online collaboration tools utilized for collaboration and virtual synchronous meetings, and whether the TCT teachers demonstrated signs of being a self sustainable community of practice. The findings demonstrate that the intervention had an influence on the participating teachers' practice and influenced the practice of other teachers as well. TCT teachers increased their skills when applying new learning with their students. TCT teachers used online collaboration tools minimally for communication, and synchronous meeting tools presented some difficulties. TCT teachers showed signs that they may be a sustainable Community of Practice. Although teachers reported that their technology skills increased, a pre-post survey of skills based on the ISTE NETS-T Assessment yielded lower confidence scores after the intervention. A follow up survey designed to explain these results indicated that teachers rated their skill set lower in light of more knowledge, indicating a possible paradox in self reporting of skills prior to awareness of technology based learning possibilities.
ContributorsMorgenthal, Mary Julia (Author) / Puckett, Kathleen (Thesis advisor) / Foulger, Teresa (Committee member) / Bengochea, Taime (Committee member) / Arizona State University (Publisher)
Created2011
Description
Safe headway learning plays a core role in driving education. Traditional safe headway education just use the oral and literal methods to educate drivers the concept of safe headway time, while with the limitation of combining drivers subject and situational domains for drivers to learn. This study investigated that whether using ego-moving metaphor to embody driver's self-awareness can help to solve this problem. This study used multiple treatments (ego-moving and time-moving instruction of safe time headway) and controls with pretest experimental design to investigate the embody self-awareness effect in a car-following task. Drivers (N=40) were asked to follow a lead car at a 2-seconds safe time headway. Results found that using embodied-based instructions in safe headway learning can help to improve driver's headway time accuracy and performance stability in the car-following task, which supports the hypothesis that using embodied-based instructions help to facilitate safe headway learning. However, there are still some issues needed to be solved using embodied-based instructions for the drivers' safe headway education. This study serves as a new method for the safe headway education while providing empirical evidence for the embodied theories and their applications.
ContributorsLu, Longteng (Author) / Craig, Scotty D. (Thesis advisor) / Gray, Robort (Committee member) / Song, Hyunjin (Committee member) / Arizona State University (Publisher)
Created2016