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- Creators: Arizona State University
- Status: Published
Description
Raising future generations is a culturally diverse, universally technological human project. This research brought the everyday work of raising children into the domain of sustainability scholarship, by first proposing a model of childrearing as a globally distributed socio-technical system, and then exploring the model with participants in two nodes – an elementary and middle school, and a children’s museum. In the process, the research objective shifted towards using methods that were less academic and more relevant to childrearing agents. The focus on participatory survey data was abandoned, in favor of autoethnographic documentation of a long-term engagement with a third node of the system, a child welfare setting. This approach yielded unexpected findings that fit the proposed model, identified characteristics of a Zone of Mutual Oblivion (ZMO) that exists between childrearing and sustainability, and clarified ways in which people prioritize their own needs and responsibilities, the developmental needs of children, the potential needs and capacities of future generations, and the functional integrity of ecological systems.
ContributorsCazel-Jahn, Angela (Author) / Blue Swadener, Elizabeth (Thesis advisor) / Allenby, Braden (Committee member) / Lobo, Jose (Committee member) / Arizona State University (Publisher)
Created2019
Description
The current push towards integrating new digital fabrication techniques into all parts of daily life has raised concerns about the changing role of the craftsperson in creative making. The goal of this dissertation is to gain insight into how new technologies can be incorporated into creative practices in a way that effectively supports the goals and workflows of practitioners. To do so, I explore three different cases in which 3D printing, a tool by which complex 3D objects are fabricated from digital designs, is used in tandem with traditional creative practices. Each project focuses on a different way to incorporate 3D printed objects, whether it be as a visualization for artists’ processes, a substitute medium for finished artworks, or as a step toward a larger fabrication workflow. Through this research, I discover how the integration of 3D printing affects creative processes, explore how these changes influence how and why practitioners engage in artistic practices, and gain insight into directions for future technological innovations.
ContributorsWeiler, Jennifer Joyce (Author) / Ingalls, Todd (Thesis advisor) / Kuznetsov, Stacey (Thesis advisor) / Neubauer, Mary B (Committee member) / Nam, Hye Y (Committee member) / Arizona State University (Publisher)
Created2020
Description
Preservice teachers are faced with many challenges as they enter their first year of teaching. This is particularly true when dealing with future-ready skills, such as technology integration in K-12 classrooms, an area where many higher education or teaching faculty may not feel comfortable or fluent enough to support preservice teachers or to model in their own instruction.
This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers—ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.
Both qualitative and quantitative data were used to explore faculty’s development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.
The results of the study showed an increase in participants’ confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.
In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.
This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers—ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.
Both qualitative and quantitative data were used to explore faculty’s development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.
The results of the study showed an increase in participants’ confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.
In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.
ContributorsScott, Lynda (Author) / Henriksen, Danah (Thesis advisor) / Mishra, Punya (Committee member) / Wolf, Leigh (Committee member) / Leahy, Sean (Committee member) / Arizona State University (Publisher)
Created2019
Description
ABSTRACT
Music therapy is a highly effective treatment when used in the care of persons with dementia (PWD) and singing in particular is found to be calming and pleasurable to PWD. Seniorsing.net is a music-based application for use in memory care that provides a fun and interactive sing along activity for PWD. Developed by a music therapist, the application is designed to engage the user in singing along with recorded song performances while lyrics are displayed on the device screen. Seniorsing.net is accessible on any mobile device and is intended to provide a positive musical experience for PWD, whether listening or singing along. This study was conducted to test the design aspects of the application for use with PWD and their caregivers. Eighteen dyads of participants/caregivers were recruited from the senior community. Participants were observed interacting with seniorsing.net by the music therapist to provide an understanding of the usability of seniorsing.net and to collect information on the responses of PWD to seniorsing.net. Caregivers were given the opportunity to evaluate seniorsing.net via survey. The parameters that were measured included visual clarity and appeal, audibility, clarity of directions and usability by PWD and their caregivers. Observations of participants showed positive interactions with the application. Over 64% of participants independently engaged in singing with the application and over 50% of participants were able to activate features of the application with minimal assistance. Caregiver feedback was also positive. Most caregivers strongly agreed or agreed to the effectiveness of the design and its ease of use with PWD. 100% of caregivers found the song performances to be appropriate and comfortable to follow and sing. Caregivers gave suggestions for improvement of seniorsing.net, such as including more song choices and having more written directions on some of the screens. In conclusion, seniorsing.net was found to be enjoyable and easy to use by PWD and their caregivers.
Keywords: Dementia, Music Therapy, Singing, Technology
Music therapy is a highly effective treatment when used in the care of persons with dementia (PWD) and singing in particular is found to be calming and pleasurable to PWD. Seniorsing.net is a music-based application for use in memory care that provides a fun and interactive sing along activity for PWD. Developed by a music therapist, the application is designed to engage the user in singing along with recorded song performances while lyrics are displayed on the device screen. Seniorsing.net is accessible on any mobile device and is intended to provide a positive musical experience for PWD, whether listening or singing along. This study was conducted to test the design aspects of the application for use with PWD and their caregivers. Eighteen dyads of participants/caregivers were recruited from the senior community. Participants were observed interacting with seniorsing.net by the music therapist to provide an understanding of the usability of seniorsing.net and to collect information on the responses of PWD to seniorsing.net. Caregivers were given the opportunity to evaluate seniorsing.net via survey. The parameters that were measured included visual clarity and appeal, audibility, clarity of directions and usability by PWD and their caregivers. Observations of participants showed positive interactions with the application. Over 64% of participants independently engaged in singing with the application and over 50% of participants were able to activate features of the application with minimal assistance. Caregiver feedback was also positive. Most caregivers strongly agreed or agreed to the effectiveness of the design and its ease of use with PWD. 100% of caregivers found the song performances to be appropriate and comfortable to follow and sing. Caregivers gave suggestions for improvement of seniorsing.net, such as including more song choices and having more written directions on some of the screens. In conclusion, seniorsing.net was found to be enjoyable and easy to use by PWD and their caregivers.
Keywords: Dementia, Music Therapy, Singing, Technology
ContributorsFranklin, Danielle (Author) / Rio, Robin (Thesis advisor) / Crowe, Barbara (Committee member) / Suzuki, Kotoka (Committee member) / Arizona State University (Publisher)
Created2015
Description
The purpose of this study is to examine if there exists a discrepancy between popular Westernized notions about the role of social media and the notions of those affected by the Green Revolution in Iran in 2009 and assess how this might change the dominant discourse of cyber-utopia. The internet has most certainly transformed our lives in unforeseeable ways having various and unknown shifting effects but the purpose of this research is to view the dominant discourse of liberation in comparison with the perceived meaning and function of the internet and social media within anti-democratic regimes. The awareness of global misconceptions are imperative to move away from the popular norm and scope of research that uses framing tactics of liberation and democratization because the development, adoption and political consequences of any technological tool within any society will always tell a story. The net effect of social media was silenced soon after the Green Revolution and many Iranians are still experiencing the consequences of their actions. The dark side of internet freedom in authoritative governments will assuredly play a role in forming a more comprehensive understanding of the revolutionary narrative that is social media as well as contributing to the overall relationship of how the internet influences the political realm. Iran represents a unique situation to analyze due to its politically closed landscape and historical global misperception about Iranian society and its citizenry. Through the utilization of personal narratives of individual Iranians directly or indirectly involved within the movement and an overview of global trends of suppression of online speech, this research attempts to show that no i universal framework exists when it comes to the discourse about social media because the characteristics of a society will ultimately drive the forces that influence technological manifestation.
ContributorsRassti, Afsanieh (Author) / Parmentier, Mary Jane (Thesis advisor) / Lim, Merlyna (Committee member) / Behinfar, Renee C (Committee member) / Arizona State University (Publisher)
Created2012
Description
The pathway for entering the K-12 classroom as a teacher varies compared to what was once the traditional model of teacher preparation. In this mixed-methods action research study, I explore supporting first year alternatively certified urban and rural intern teachers through a multicomponent distance induction program. The induction model in this study was based on the theoretical framework of Bandura's social learning theory and Wenger's communities of practice. The purpose of this study was to identify the extent in which a multicomponent distance learning induction program impacts first year intern teachers' sense of self-efficacy, understand their successes, their challenges, and to identify how intern teacher evaluations change. Quantitative data included results from a self-efficacy survey and the Student Teaching Assessment Instrument (STAI). Qualitative data was collected through intern teachers' blogs, cadre leader video narratives, and cadre leader STAI narrative responses. Six themes emerged including topics such as building relationships with other education professionals, receiving feedback from the cadre leader, identifying struggles and application of college coursework into the K-12 classroom. Key findings reveal interns are least efficacious in student engagement, relationships with other educators support an intern teacher emotionally and pedagogically, intern teachers struggle with work-life balance, and cadre leaders observed intern teachers as having improved their skills in student engagement, instructional practices, and classroom management. Implications to practice include a structured approach to introducing student engagement, creating a best practices library of video examples, and a pre-orientation (Super Saturday) of topics prior to stepping into the classroom with students.
ContributorsGresko, Jennifer A (Author) / Wetzel, Keith (Thesis advisor) / Ewbank, Ann (Thesis advisor) / Catalano, Ruth (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this mixed methods study was to explore how students experience the New Student Orientation Experience (NSOE) and how they perceived it prepared them for their 1st semester of college at a large public university in the United States, Arizona State University (ASU). Institutions of higher education are under pressure to operate more efficiently, reduce costs, and achieve higher student performance outcomes. Student retention models provided the framework for this study as orientation programs have long been considered an impactful component of first-year programs. This study aimed to learn more about student experiences, the value of their experiences, and their preparation for ASU based on attendance. Data were collected from surveys completed following participating in each of the three modules in the NSOE: (a) ASU Essentials, (b) Academic Orientation Session, and (c) ASU Ready. Over 3,000 students responded to survey questions. Though accelerated by the COVID-19 global pandemic, the concept of leveraging technology to deliver orientation to supplant in-person programs is still an emerging approach. This study added to the limited body of literature exploring the experience of in-person students going through an online orientation and can be replicated at any 2- or 4-year institutions. When student participation in online orientation results in outcomes that are commensurate with traditional in-person orientation models, universities will have a viable strategy to deliver a key component of the first year transition programming at scale.
ContributorsPatel, safali (Author) / Koyama, Jill (Thesis advisor) / Ott, Molly (Committee member) / Mcintyre, Lisa (Committee member) / Arizona State University (Publisher)
Created2023