This paper is a critical meta-analysis of mobile learning research based on qualitative descriptions of meta-analyses of m-learning research studies published between 2009 and 2013. The study covered in this paper looks at the conceptual frameworks and theories underpinning mobile learning research studies, the global experiences of using mobile digital devices for learning, and the factors enhancing or hindering the acceptance and use of mobile digital devices for learning in higher education. The study concludes that without reference to theoretical and pedagogical issues, including the design of m-learning, studies of m-learning will not necessarily further our understanding of how m-learning can contribute to successful learning outcomes globally.
{"title":"An Investigation of Measurement Uncertainty of Coordinate Measuring Machines (CMMs) by Comparative Analysis","authors":"Jayson S. Minix, H. Chapman, N. Joshi, A. Zargari","doi":"10.21061/JOTS.V42I1.A.5","DOIUrl":"https://doi.org/10.21061/JOTS.V42I1.A.5","url":null,"abstract":"This paper is a critical meta-analysis of mobile learning research based on qualitative descriptions of meta-analyses of m-learning research studies published between 2009 and 2013. The study covered in this paper looks at the conceptual frameworks and theories underpinning mobile learning research studies, the global experiences of using mobile digital devices for learning, and the factors enhancing or hindering the acceptance and use of mobile digital devices for learning in higher education. The study concludes that without reference to theoretical and pedagogical issues, including the design of m-learning, studies of m-learning will not necessarily further our understanding of how m-learning can contribute to successful learning outcomes globally.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"565 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":"115863320","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 purpose of the qualitative grounded theory study was to explore why industrial arts educators resisted organizational change to technology and engineering education. An exploratory, grounded theory method was used to identify new theory related to educators’ resistance because the current literature did not provide a theoretical perspective about why industrial arts educators have resisted the change. The sampling frame was derived from a database of 379 secondary technology and engineering education teachers in the state of Kansas, and a sample size of 13 participants was needed to reach theoretical saturation of the phenomenon. The data for the study was collected through observations and face-to-face semi-structured interviews with in-service industrial education teachers. Data collected from the observations and interviews were analyzed using the threephase classic grounded theory coding technique. Data analysis and interpretation resulted in the emergence of three substantive theories related to the study phenomenon: (a) inefficacious transition to technology and engineering education, (b) value for technical learning, and (c) industry demand-based change. keywords: educator resistance, technology education, engineering education, industrial arts, grounded theory EDUCATOR RESISTANCE TO THE TECHNOLOGY AND ENGINEERING EDUCATION TRANSITION Technology and engineering education is a school discipline that has a century-long history of being redefined (Asunda & Hill, 2008). With each transition, the theoretical place and purpose of the discipline within the schools has been modified, which has created a growing gap between the discipline’s theory and practice (Lauda, 1984; Wright, Washer, Watkins, & Scott, 2008). Even though program titles within the discipline have changed from industrial arts to technology and engineering education, there are still a significant number of secondary industrial arts educators who continue to teach from a traditional industrial arts curriculum (Kelley & Wicklein, 2009; Spencer & Rogers, 2006), and as a result they have resisted this transition (Sanders, 1997; Spencer & Rogers, 2006; Wright et al., 2008). Despite significant efforts from the International Technology and Engineering Education Association (ITEEA) to establish technology education as a broadbased academic core discipline for technology literacy, it has often remained as an elective under the umbrella of career and technical education (Dugger & Johnson, 1992; Wright et al., 2008). These discrepancies have created division among professionals in the field and confusion regarding the overall purpose of the discipline (Katsioloudis & Moye, 2012; Wicklein & Hill, 1996).
定性扎根理论研究的目的是探讨为什么工业艺术教育者抵制技术和工程教育的组织变革。由于目前的文献没有提供一个理论视角来解释为什么工业美术教育者抵制这种变化，因此我们采用了一种探索性的、扎根的理论方法来确定与教育者抵制相关的新理论。抽样框架来自堪萨斯州379名中等技术和工程教育教师的数据库，需要13名参与者的样本量才能达到理论饱和现象。本研究的资料是透过观察及与在职产业教育教师面对面的半结构化访谈来收集。从观察和访谈中收集的数据使用三相经典扎根理论编码技术进行分析。数据分析和解释导致了与研究现象相关的三个实质性理论的出现:(a)向技术和工程教育的无效过渡，(b)技术学习的价值，以及(c)基于行业需求的变化。关键词:教育者的反抗，技术教育，工程教育，工艺艺术，理论基础教育者对技术和工程教育的反抗转型技术和工程教育是一门学校学科，有着长达一个世纪的重新定义历史(Asunda & Hill, 2008)。随着每一次转型，学科在学校中的理论地位和目的都发生了变化，这使得学科的理论与实践之间的差距越来越大(Lauda, 1984;Wright, Washer, Watkins， & Scott, 2008)。尽管该学科内的课程名称已经从工业艺术改为技术和工程教育，但仍有相当数量的二级工业艺术教育者继续从传统的工业艺术课程中教授课程(Kelley & Wicklein, 2009;Spencer & Rogers, 2006)，因此他们抵制这种转变(Sanders, 1997;Spencer & Rogers, 2006;Wright et al.， 2008)。尽管国际技术与工程教育协会(ITEEA)做出了重大努力，将技术教育建立为技术素养的基础广泛的学术核心学科，但它往往仍然是职业和技术教育下的选修课(Dugger & Johnson, 1992;Wright et al.， 2008)。这些差异造成了该领域专业人士之间的分歧，以及对该学科总体目的的困惑(Katsioloudis & Moye, 2012;Wicklein & Hill, 1996)。
{"title":"Educators’ Resistance to the Technology and Engineering Education Transition","authors":"Kenneth L. Rigler","doi":"10.21061/JOTS.V42I1.A.4","DOIUrl":"https://doi.org/10.21061/JOTS.V42I1.A.4","url":null,"abstract":"The purpose of the qualitative grounded theory study was to explore why industrial arts educators resisted organizational change to technology and engineering education. An exploratory, grounded theory method was used to identify new theory related to educators’ resistance because the current literature did not provide a theoretical perspective about why industrial arts educators have resisted the change. The sampling frame was derived from a database of 379 secondary technology and engineering education teachers in the state of Kansas, and a sample size of 13 participants was needed to reach theoretical saturation of the phenomenon. The data for the study was collected through observations and face-to-face semi-structured interviews with in-service industrial education teachers. Data collected from the observations and interviews were analyzed using the threephase classic grounded theory coding technique. Data analysis and interpretation resulted in the emergence of three substantive theories related to the study phenomenon: (a) inefficacious transition to technology and engineering education, (b) value for technical learning, and (c) industry demand-based change. keywords: educator resistance, technology education, engineering education, industrial arts, grounded theory EDUCATOR RESISTANCE TO THE TECHNOLOGY AND ENGINEERING EDUCATION TRANSITION Technology and engineering education is a school discipline that has a century-long history of being redefined (Asunda & Hill, 2008). With each transition, the theoretical place and purpose of the discipline within the schools has been modified, which has created a growing gap between the discipline’s theory and practice (Lauda, 1984; Wright, Washer, Watkins, & Scott, 2008). Even though program titles within the discipline have changed from industrial arts to technology and engineering education, there are still a significant number of secondary industrial arts educators who continue to teach from a traditional industrial arts curriculum (Kelley & Wicklein, 2009; Spencer & Rogers, 2006), and as a result they have resisted this transition (Sanders, 1997; Spencer & Rogers, 2006; Wright et al., 2008). Despite significant efforts from the International Technology and Engineering Education Association (ITEEA) to establish technology education as a broadbased academic core discipline for technology literacy, it has often remained as an elective under the umbrella of career and technical education (Dugger & Johnson, 1992; Wright et al., 2008). These discrepancies have created division among professionals in the field and confusion regarding the overall purpose of the discipline (Katsioloudis & Moye, 2012; Wicklein & Hill, 1996).","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"42 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":"130598169","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":"A Critical Meta-Analysis of Mobile Learning Research in Higher Education","authors":"H. Al-Zahrani, K. Laxman","doi":"10.21061/JOTS.V41I2.A.1","DOIUrl":"https://doi.org/10.21061/JOTS.V41I2.A.1","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"41 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":"133701122","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":"The 2014 Paul T. Hiser Exemplary Publication Award Recipients","authors":"J. Ulmer, Doug Koch, Troy E. Ollison","doi":"10.21061/jots.v41i2.a.4","DOIUrl":"https://doi.org/10.21061/jots.v41i2.a.4","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"460 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126999274","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 concepts of interdisciplinary integration are interconnected beyond a theme, such that they cut across subject areas and focus on interdisciplinary content and skills, rather than subject-based content and skill (Drake, 1991; 1998; Jacobs, 1989). However, in today’s learning environments, learning outcomes that teachers anticipate from their students and instruction are tied to educational standards. According to the principle of congruence in instructional design, in any situation, learning goals, anticipated outcomes, instructional strategies, and assessment methods should be carefully matched when designing a learning episode. To this end, this article presents a thought process by which the engineering and technology, science, and math teachers may reflect upon when preparing an integrated STEM course utilizing an engineering design process and the congruence principle of Bloom’s taxonomy.
{"title":"Applying the Congruence Principle of Bloom's Taxonomy to Develop an Integrated STEM Experience through Engineering Design","authors":"Paul A. Asunda, S. Ware","doi":"10.21061/jots.v41i2.a.3","DOIUrl":"https://doi.org/10.21061/jots.v41i2.a.3","url":null,"abstract":"The concepts of interdisciplinary integration are interconnected beyond a theme, such that they cut across subject areas and focus on interdisciplinary content and skills, rather than subject-based content and skill (Drake, 1991; 1998; Jacobs, 1989). However, in today’s learning environments, learning outcomes that teachers anticipate from their students and instruction are tied to educational standards. According to the principle of congruence in instructional design, in any situation, learning goals, anticipated outcomes, instructional strategies, and assessment methods should be carefully matched when designing a learning episode. To this end, this article presents a thought process by which the engineering and technology, science, and math teachers may reflect upon when preparing an integrated STEM course utilizing an engineering design process and the congruence principle of Bloom’s taxonomy.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132839250","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":"Evaluation of a Nuclear Energy Production Technology Program","authors":"Kenneth W. Flowers, R. Zinser","doi":"10.21061/JOTS.V41I2.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V41I2.A.2","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114352287","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":"The “Who, What, and How Conversation”: Characteristics and Responsibilities of Current In-service Technology and Engineering Educators","authors":"J. Ernst, T. Williams","doi":"10.21061/JOTS.V41I1.A.6","DOIUrl":"https://doi.org/10.21061/JOTS.V41I1.A.6","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129064867","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}
When the Standards for Technological Literacy were released in 2000, Technology and Engineering (T&E) educators were expected to integrate concepts from other content areas within the context of engineering design and problem solving (ITEA/ITEEA, 2000/2002/2007). Fourteen years later, the Next Generation Science Standards called for science educators to teach engineering content and practices within their curricula (NGSS Lead States, 2014). These integrative standards have increased the demands placed on preand in-service teacher preparation efforts to ensure science and T&E educators are properly prepared to teach cross-disciplinary concepts. However, requisite for suggesting changes to adequately prepare educators for teaching such concepts, the demographics and preparation experiences of those teaching within these content areas must be thoroughly examined. This is especially important in T&E T&E educators than openings in the United States (Moye, 2009). Given this shortage it begs to question, “What are the demographic and preparation experiences of those tasked with teaching T&E courses?” This study examined the demographic and background characteristics of 55 individuals who were teaching Foundations of Technology (FoT), the International Technology and Engineering Furthermore, this research investigated the types and amount of formal and informal preparation experiences that participating FoT teachers completed within science and T&E education. among the preparation experiences of those recommendations to better prepare FoT teachers for integrating science concepts were suggested.
当技术素养标准于2000年发布时，技术和工程(T&E)教育者被期望在工程设计和问题解决的背景下整合来自其他内容领域的概念(ITEA/ITEEA, 2000/2002/2007)。14年后，《下一代科学标准》呼吁科学教育者在课程中教授工程内容和实践(NGSS Lead States, 2014)。这些综合标准增加了对在职教师准备工作的要求，以确保科学和技术教育工作者为教授跨学科概念做好适当的准备。然而，为了提出改革建议，使教育工作者为教授这些概念做好充分准备，必须彻底审查在这些内容领域内教学的人口统计和准备经验。这一点在T&E教育工作者中比在美国的职位空缺更重要(Moye, 2009)。鉴于这种短缺，人们不禁要问:“负责教授T&E课程的人员的人口结构和准备经验如何?”本研究调查了55名教授技术基础(FoT)、国际技术与工程的个体的人口统计学和背景特征，并调查了参与技术基础教师在科学和科技教育中完成的正式和非正式准备经验的类型和数量。在这些建议的准备经验中，提出了更好地为教师整合科学概念做准备的建议。
{"title":"Examining the Demographics and Preparation Experiences of Foundations of Technology Teachers","authors":"Tyler S. Love","doi":"10.21061/JOTS.V41I1.A.7","DOIUrl":"https://doi.org/10.21061/JOTS.V41I1.A.7","url":null,"abstract":"When the Standards for Technological Literacy were released in 2000, Technology and Engineering (T&E) educators were expected to integrate concepts from other content areas within the context of engineering design and problem solving (ITEA/ITEEA, 2000/2002/2007). Fourteen years later, the Next Generation Science Standards called for science educators to teach engineering content and practices within their curricula (NGSS Lead States, 2014). These integrative standards have increased the demands placed on preand in-service teacher preparation efforts to ensure science and T&E educators are properly prepared to teach cross-disciplinary concepts. However, requisite for suggesting changes to adequately prepare educators for teaching such concepts, the demographics and preparation experiences of those teaching within these content areas must be thoroughly examined. This is especially important in T&E T&E educators than openings in the United States (Moye, 2009). Given this shortage it begs to question, “What are the demographic and preparation experiences of those tasked with teaching T&E courses?” This study examined the demographic and background characteristics of 55 individuals who were teaching Foundations of Technology (FoT), the International Technology and Engineering Furthermore, this research investigated the types and amount of formal and informal preparation experiences that participating FoT teachers completed within science and T&E education. among the preparation experiences of those recommendations to better prepare FoT teachers for integrating science concepts were suggested.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117128627","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 purpose of this study was to analyze the cost effectiveness of building new-construction single-family homes through the Leadership in Energy and Environmental Design (LEED) program in six counties of Kentucky. The estimated added LEED construction cost was calculated as well as its respective payback period based on the expected utility savings of LEED certification. A mortgage cost comparison was also performed comparing traditional code built to non-LEED single-family homes. Using descriptive statistical analysis on the simple payback period, mortgage costs were compared internally and by county. This study found that The LEED Certified and Silver level had payback periods less than 30 years, and the total 30 year net difference between non-LEED and LEED certified ranged from $-1,193.20 to $1,667.64.
{"title":"Assessing the Cost Effectiveness of LEED Certified Homes in Kentucky","authors":"Sanjeev Adhikari, Stephen Glossner, H. Chapman","doi":"10.21061/JOTS.V41I1.A.2","DOIUrl":"https://doi.org/10.21061/JOTS.V41I1.A.2","url":null,"abstract":"The purpose of this study was to analyze the cost effectiveness of building new-construction single-family homes through the Leadership in Energy and Environmental Design (LEED) program in six counties of Kentucky. The estimated added LEED construction cost was calculated as well as its respective payback period based on the expected utility savings of LEED certification. A mortgage cost comparison was also performed comparing traditional code built to non-LEED single-family homes. Using descriptive statistical analysis on the simple payback period, mortgage costs were compared internally and by county. This study found that The LEED Certified and Silver level had payback periods less than 30 years, and the total 30 year net difference between non-LEED and LEED certified ranged from $-1,193.20 to $1,667.64.","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134176399","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":"Value of Informal Learning Environments for Students Engaged in Engineering Design","authors":"C. Denson, M. Lammi, T. White, L. Bottomley","doi":"10.21061/JOTS.V41I1.A.5","DOIUrl":"https://doi.org/10.21061/JOTS.V41I1.A.5","url":null,"abstract":"","PeriodicalId":142452,"journal":{"name":"The Journal of Technology Studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121504240","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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