The purpose of this study was to define the course content for a university introductory computer science course based on regional needs. Delphi methodology was used to identify the competencies, programming languages, and assessments that academic and industry experts felt most important. Four rounds of surveys were conducted to rate the items in the straw models, to determine the entries deemed most important, and to understand their relative importance according to each group. The groups were then asked to rank the items in each category and attempt to reach consensus as determined by Kendall’s coefficient of concordance. The academic experts reached consensus on a list of ranked competencies in the final round and showed a high degree of agreement on lists of ranked programming languages and assessments. The industry experts did not reach consensus and showed low agreement on their recommendations for competencies, programming languages, and assessments.
{"title":"Curriculum for an Introductory Computer Science Course: Identifying Recommendations from Academia and Industry","authors":"Simon Sultana, P. Reed","doi":"10.21061/JOTS.V43I2.A.3","DOIUrl":"https://doi.org/10.21061/JOTS.V43I2.A.3","url":null,"abstract":"The purpose of this study was to define the course content for a university introductory computer science course based on regional needs. Delphi methodology was used to identify the competencies, programming languages, and assessments that academic and industry experts felt most important. Four rounds of surveys were conducted to rate the items in the straw models, to determine the entries deemed most important, and to understand their relative importance according to each group. The groups were then asked to rank the items in each category and attempt to reach consensus as determined by Kendall’s coefficient of concordance. The academic experts reached consensus on a list of ranked competencies in the final round and showed a high degree of agreement on lists of ranked programming languages and assessments. The industry experts did not reach consensus and showed low agreement on their recommendations for competencies, programming languages, and assessments.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117279711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study analyzed why some university faculty resisted a new software program using a new model of motivation. The new model, called the Motivation Acceptance Model (MAM), was inspired by the technology acceptance model and the Commitment and Necessary Effort (CANE) model of motivation. This model was tested on faculty at a university who were resisting a new software program called Live-Text. Regression analysis was utilized to determine the relationship between variables of the MAM. The study demonstrates that the MAM accurately measured the relationship between professors’ perceptions and their use of Live-Text. The research also suggests that perceived utility of Live-Text and users’ attitudes toward LiveText were statistically significant predictors of Live-Text use and that perceived ease of use also predicted whether the professors found Live-Text useful.
{"title":"Extending the Technology Acceptance Model to Improve Usage & Decrease Resistance toward a New Technology by Faculty in Higher Education","authors":"Daniel Siegel, Parul Acharya, S. Sivo","doi":"10.21061/JOTS.V43I2.A.1","DOIUrl":"https://doi.org/10.21061/JOTS.V43I2.A.1","url":null,"abstract":"The study analyzed why some university faculty resisted a new software program using a new model of motivation. The new model, called the Motivation Acceptance Model (MAM), was inspired by the technology acceptance model and the Commitment and Necessary Effort (CANE) model of motivation. This model was tested on faculty at a university who were resisting a new software program called Live-Text. Regression analysis was utilized to determine the relationship between variables of the MAM. The study demonstrates that the MAM accurately measured the relationship between professors’ perceptions and their use of Live-Text. The research also suggests that perceived utility of Live-Text and users’ attitudes toward LiveText were statistically significant predictors of Live-Text use and that perceived ease of use also predicted whether the professors found Live-Text useful.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121963136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The basis of high quality academic advising is a strong relationship between the student and the adviser. Historically, these relationships have been cultivated between faculty advisers and students. Increasingly, the “faculty-only” model is declining, as institutions have chosen to hire non-faculty staff to serve the role of academic advisers. These “professional advisers” focus solely on advising, with limited research, teaching, and governance duties. This article summarizes the research on the use of professional advisers as compared with faculty advisers, and outlines challenges inherent to the professional adviser model in an engineering and technology department at a research-intensive land grant institution. Information on the use of professional advisers in an engineering and technology department may be useful to other engineering and technology-oriented departments, specifically those managing large enrollment increases. Factors considered in measuring advising effectiveness for professional and faculty advisers will also be discussed. As administrators in engineering and technology departments add to the list of tasks required for faculty, the use of professional advisers shifts the faculty mentoring focus toward disciplinary and career pursuits, roles faculty have indicated they are comfortable assuming.
{"title":"Professional Advisers in Engineering and Technology Undergraduate Programs: Opportunities and Challenges","authors":"G. Mosher","doi":"10.21061/jots.v43i1.a.3","DOIUrl":"https://doi.org/10.21061/jots.v43i1.a.3","url":null,"abstract":"The basis of high quality academic advising is a strong relationship between the student and the adviser. Historically, these relationships have been cultivated between faculty advisers and students. Increasingly, the “faculty-only” model is declining, as institutions have chosen to hire non-faculty staff to serve the role of academic advisers. These “professional advisers” focus solely on advising, with limited research, teaching, and governance duties. This article summarizes the research on the use of professional advisers as compared with faculty advisers, and outlines challenges inherent to the professional adviser model in an engineering and technology department at a research-intensive land grant institution. Information on the use of professional advisers in an engineering and technology department may be useful to other engineering and technology-oriented departments, specifically those managing large enrollment increases. Factors considered in measuring advising effectiveness for professional and faculty advisers will also be discussed. As administrators in engineering and technology departments add to the list of tasks required for faculty, the use of professional advisers shifts the faculty mentoring focus toward disciplinary and career pursuits, roles faculty have indicated they are comfortable assuming.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134244491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A plethora of technological advances have happened since artificial illumination was developed by Thomas Edison. Like technology has had an effect in many areas in the modern civilization it also made a difference in the classroom. Nowadays, students can have instruction in classrooms with no external windows, even during gloomy winter or rainy days, and virtually during any hour of the day. Several lightning devices are being used, ranging from energy efficient LEDs to fluorescent lighting. Some forms of lighting methods have been found to be inappropriate for prolonged exposure to the human eye such as various gas-discharge lamps that create poorer color rendering due to the yellow light. A large number of research studies have focused on topics such as the effect of light on intensity to oral reading proficiency, its effect on stress levels, and the effect it may have on autistic children. However, a small number of studies was found related to the optimal levels of light intensity related to successful student learning regarding spatial visualization ability. The purpose of the current study is to identify whether light intensity can increase or decrease spatial ability performance for engineering technology students.
{"title":"Effects of Light Intensity on Spatial Visualization Ability","authors":"Petros J. Katsioloudis, Mildred V. Jones","doi":"10.21061/JOTS.V43I1.A.1","DOIUrl":"https://doi.org/10.21061/JOTS.V43I1.A.1","url":null,"abstract":"A plethora of technological advances have happened since artificial illumination was developed by Thomas Edison. Like technology has had an effect in many areas in the modern civilization it also made a difference in the classroom. Nowadays, students can have instruction in classrooms with no external windows, even during gloomy winter or rainy days, and virtually during any hour of the day. Several lightning devices are being used, ranging from energy efficient LEDs to fluorescent lighting. Some forms of lighting methods have been found to be inappropriate for prolonged exposure to the human eye such as various gas-discharge lamps that create poorer color rendering due to the yellow light. A large number of research studies have focused on topics such as the effect of light on intensity to oral reading proficiency, its effect on stress levels, and the effect it may have on autistic children. However, a small number of studies was found related to the optimal levels of light intensity related to successful student learning regarding spatial visualization ability. The purpose of the current study is to identify whether light intensity can increase or decrease spatial ability performance for engineering technology students.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122444791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Cyber-Supported Professional Learning Experiences That Build Technology and Engineering Educators' Practice","authors":"J. Ernst, A. Clark, S. Bowers","doi":"10.21061/JOTS.V43I1.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V43I1.A.2","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121895970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article provides a review of two paradigms of education and the application of each in a manufacturing quality control course for engineering technology (ET) students. The most common paradigm of education used in quality-focused courses is teaching-centered. This traditional method has contributed to students’ perception of quality (e.g., quality control, statistical process control, total quality management), as a dry subject to learn compared to other core and/or elective courses in their plans of study. This case study describes the creation and implementation of a manufacturing quality control curriculum that is learningcentered. Based on student feedback, this approach increased ET students’ self-reported satisfaction of the course, lab, and instructor, as compared to a teaching-centered course. Additionally, the students’ engagement and dynamic involvement in the learning activities increased, due in part to project-based learning. In order to enhance further adoption of studentcentered instructional techniques in qualityfocused courses, the authors have shared all project-based learning resources.
{"title":"Case Study on the Two Individual Paradigms of Education in a Manufacturing Quality Course","authors":"R. Webster, Matthew J. Turner","doi":"10.21061/JOTS.V43I1.A.4","DOIUrl":"https://doi.org/10.21061/JOTS.V43I1.A.4","url":null,"abstract":"This article provides a review of two paradigms of education and the application of each in a manufacturing quality control course for engineering technology (ET) students. The most common paradigm of education used in quality-focused courses is teaching-centered. This traditional method has contributed to students’ perception of quality (e.g., quality control, statistical process control, total quality management), as a dry subject to learn compared to other core and/or elective courses in their plans of study. This case study describes the creation and implementation of a manufacturing quality control curriculum that is learningcentered. Based on student feedback, this approach increased ET students’ self-reported satisfaction of the course, lab, and instructor, as compared to a teaching-centered course. Additionally, the students’ engagement and dynamic involvement in the learning activities increased, due in part to project-based learning. In order to enhance further adoption of studentcentered instructional techniques in qualityfocused courses, the authors have shared all project-based learning resources.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123091325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recently there has been overwhelming political and financial support to include computer science (CS) in K-12 school curricula across the United States. With such strong support for CS it has been questioned where the subject would be best situated in already crowded K-12 curricula. Some have proposed integrating it within secondary level technology and engineering (T&E) courses (Ernst & Clark, 2007, 2009; Wright, Rich, & Leatham, 2012) or using CS courses in place of T&E education classes (Maryland State Department of Education [MSDE], 2016). To better inform decisions regarding CS in T&E education, this study used a multiple comparative case study (Yin, 2014) to analyze the alignment of subconcepts from the K-12 CS Framework with benchmarks from the International Technology and Engineering Educators Association’s (ITEEA) Standards for Technological Literacy (STL). Additionally, a content analysis was conducted to examine curricular resources that claimed to teach CS concepts while addressing components of the STL’s designed world. The purpose of the study was to investigate similarities and differences among both the CS and T&E standards and to identify curricular resources that successfully addressed multiple STL while integrating CS concepts. The findings revealed that there was limited alignment between the computational thinking and programming-focused CS framework and the broader engineering design and technology systems-focused STL. However, some curricular resources successfully used CS concepts to address many standards from the designed world section of the STL. From these findings, implications and recommendations for integrating CS within T&E education were provided.
{"title":"Computer Science and Technology and Engineering Education: A Content Analysis of Standards and Curricular Resources","authors":"Tyler S. Love, Greg J. Strimel","doi":"10.21061/JOTS.V42I2.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V42I2.A.2","url":null,"abstract":"Recently there has been overwhelming political and financial support to include computer science (CS) in K-12 school curricula across the United States. With such strong support for CS it has been questioned where the subject would be best situated in already crowded K-12 curricula. Some have proposed integrating it within secondary level technology and engineering (T&E) courses (Ernst & Clark, 2007, 2009; Wright, Rich, & Leatham, 2012) or using CS courses in place of T&E education classes (Maryland State Department of Education [MSDE], 2016). To better inform decisions regarding CS in T&E education, this study used a multiple comparative case study (Yin, 2014) to analyze the alignment of subconcepts from the K-12 CS Framework with benchmarks from the International Technology and Engineering Educators Association’s (ITEEA) Standards for Technological Literacy (STL). Additionally, a content analysis was conducted to examine curricular resources that claimed to teach CS concepts while addressing components of the STL’s designed world. The purpose of the study was to investigate similarities and differences among both the CS and T&E standards and to identify curricular resources that successfully addressed multiple STL while integrating CS concepts. The findings revealed that there was limited alignment between the computational thinking and programming-focused CS framework and the broader engineering design and technology systems-focused STL. However, some curricular resources successfully used CS concepts to address many standards from the designed world section of the STL. From these findings, implications and recommendations for integrating CS within T&E education were provided.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114889028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technology, design, and engineering (TDE) education teachers have less access to quality professional development than other Science, Technology, and Mathematics (STEM) educators. To address this need, the Transforming Teaching through Implementing Inquiry (T2I2) project created an online professional development system for TDE secondary educators. The online professional learning experiences, defined by National Board for Professional Teaching Standards (NBPTS), reinforce and introduce instructional practices that promote student learning. For this study, two groups of teachers, selected from five states (Illinois, Kentucky, Ohio, North Carolina, and Virginia), completed the T2I2 curricular units and submitted artifacts/evidence of practice. Analysis of the artifacts, using the non-parametric Wilcoxon-signed-ranks Test, provides evidence that the teachers within the pilot studies demonstrated proficient abilities to manage, monitor, and adjust learning environments; contribute to a learning community; and increase their self-assessment following the completion of the curriculum. These results led the authors to suggest further use of the learning platform with in-service teachers in related STEM disciplines that face comparable pedagogical challenges.
{"title":"Flexible and Job-Embedded Professional Development for In-Service Technology, Design, and Engineering Educators","authors":"J. Ernst, A. Clark, S. Bowers","doi":"10.21061/jots.v42i2.a.1","DOIUrl":"https://doi.org/10.21061/jots.v42i2.a.1","url":null,"abstract":"Technology, design, and engineering (TDE) education teachers have less access to quality professional development than other Science, Technology, and Mathematics (STEM) educators. To address this need, the Transforming Teaching through Implementing Inquiry (T2I2) project created an online professional development system for TDE secondary educators. The online professional learning experiences, defined by National Board for Professional Teaching Standards (NBPTS), reinforce and introduce instructional practices that promote student learning. For this study, two groups of teachers, selected from five states (Illinois, Kentucky, Ohio, North Carolina, and Virginia), completed the T2I2 curricular units and submitted artifacts/evidence of practice. Analysis of the artifacts, using the non-parametric Wilcoxon-signed-ranks Test, provides evidence that the teachers within the pilot studies demonstrated proficient abilities to manage, monitor, and adjust learning environments; contribute to a learning community; and increase their self-assessment following the completion of the curriculum. These results led the authors to suggest further use of the learning platform with in-service teachers in related STEM disciplines that face comparable pedagogical challenges.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127649019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The way B2B companies use social media continues to evolve as technology improves and as demographics continue to change. The industrial distribution market sector is no different than many other markets in that the industry continues to search for ways to reach out to both existing and new customers. The industrial distribution industry has been slow to adopt new marketing tools, relying heavily on the tried and tested model of personal selling via personal relationship. As the Millennial generation continues to enter the workforce, their consumer buying expectations are different than that of the Baby Boomer generation, and they have a higher comfort level in using new technology to enhance efficiencies at work. This study evaluated the use of social media among the top industrial distributors in the United States, and it compared that information to the top industrial manufacturers in the United States. This information was then compared to similar data from Fortune 500 companies.
{"title":"An Assessment of the Use of Social Media in the Industrial Distribution Business-to-Business Market Sector","authors":"Rod L. Flanigan, Timothy R. Obermier","doi":"10.21061/JOTS.V42I1.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V42I1.A.2","url":null,"abstract":"The way B2B companies use social media continues to evolve as technology improves and as demographics continue to change. The industrial distribution market sector is no different than many other markets in that the industry continues to search for ways to reach out to both existing and new customers. The industrial distribution industry has been slow to adopt new marketing tools, relying heavily on the tried and tested model of personal selling via personal relationship. As the Millennial generation continues to enter the workforce, their consumer buying expectations are different than that of the Baby Boomer generation, and they have a higher comfort level in using new technology to enhance efficiencies at work. This study evaluated the use of social media among the top industrial distributors in the United States, and it compared that information to the top industrial manufacturers in the United States. This information was then compared to similar data from Fortune 500 companies.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124247391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many students enroll in college programs to prepare for their future careers. All are required to complete general studies courses. At one university, technology and STEM courses fulfill a part of the natural science and technology general education requirements. This study uses a survey design to explore why 332 students chose to enroll in a STEM technology course. Results found most enroll because their advisor suggests the course, it meets a general education major requirement, and the course is offered at a convenient time. Fewer enroll in the course because they would like to find out more about STEM fields, be exposed to potential careers, or because of the implicit need to study STEM subjects. Student mathematics skills were analyzed to determine if these skills influenced their choice for selecting this technology STEM course.
{"title":"STEM in General Education: Does Mathematics Competence Influence Course Selection","authors":"Mary C. Enderson, J. Ritz","doi":"10.21061/jots.v42i1.a.3","DOIUrl":"https://doi.org/10.21061/jots.v42i1.a.3","url":null,"abstract":"Many students enroll in college programs to prepare for their future careers. All are required to complete general studies courses. At one university, technology and STEM courses fulfill a part of the natural science and technology general education requirements. This study uses a survey design to explore why 332 students chose to enroll in a STEM technology course. Results found most enroll because their advisor suggests the course, it meets a general education major requirement, and the course is offered at a convenient time. Fewer enroll in the course because they would like to find out more about STEM fields, be exposed to potential careers, or because of the implicit need to study STEM subjects. Student mathematics skills were analyzed to determine if these skills influenced their choice for selecting this technology STEM course.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131422581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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