The current study aimed at investigating the effect of an e-lectronic environment designed according to Dick and Carey model on English language skills of high school students and their motivation towards Eng 301 course at Hamad Town Secondary School. The researcher applied the developmental research method. She selected purposeful research sample which consisted of (54) students from Hamad Town Secondary School from the third level, all students who were enrolled in (Eng 301) subject in the first semester of the academic year 2017/2018. The researcher analyzed and designed the content of English subject content and built the e-lectronic environment according to Dick and Carey Model. The researcher built the following research instruments: Achievement test for reading, writing and grammar skills, Keller’s Course Interest Survey (CIS) for Motivation, satisfaction questionnaire for satisfactory and class Dojo questionnaire. The researcher applied the electronic environment, besides she applied the instruments before and after the experiment, and appropriate statistical analysis used to test the three research hypotheses. The study results indicated that there were no statistical significant differences between the experimental and control groups in their satisfaction with e-lectronic environment which were taught for the experimental group only; experimental group members demonstrated their satisfaction with the e-lectronic environment and the control group members as well demonstrated their satisfaction with authentic content. The study results also indicated the existence of statistically significant differences at (α=0.05) between the achievement test; a pre-test and post-test in the mean score of experimental and control groups in the two main English language skills: Reading, writing and grammar. Students improved in the academic reading and writing skills, and there were a statistically significant differences in reading skill test (achievement). Moreover, there were no statistically significant differences in motivation. Based on the study findings, relevant recommendations were made and suggested studies were proposed.

In AI, there are four basic categories of representational schemes: logical, ,Procedural, network and structured representation scheme

With the abundance in education technology (edtech) tools and apps currently available, and new ones popping up in app stores daily, how do you find the right ones for your practice? How do you ensure the digital tools and apps that you select for use in your classroom will enrich and extend your teaching, provide an accessible learning experience, and protect students' privacy? What should you look for when evaluating the user experience of apps and tools? This free, open access eBook highlights the key steps and considerations for finding, evaluating, and teaching with digital tools and apps!

The widespread use of digital technology has had a remarkable effect on almost every domain of human life. Advanced digital technologies are used for communicating with friends and colleagues; engaging in social media; holding down jobs; paying bills; purchasing tickets for events; listening to music; watching films and making videos; and many other daily activities (Pegrum, 2011). This technological change has caused governments, educational departments, and non-governmental organizations (NGO’s) to recognize the need to develop educational plans that would support the social and the cultural changes that have occurred with the ubiquitous permeation of digital technology into our everyday lives. The purpose of this research was to examine several socio-cultural aspects related to the integration of digital technology and education. Specifically, this study aimed to explore how teachers’ understanding of digital technology and the practices used in the classrooms advance or constrain democratic citizenship. This dissertation aimed to bridge theory and practice by developing a philosophical investigation through empirical research. The importance of utilizing empirical research in a philosophy follows Arcilla’s (2002) claim that one needs to reconsider how philosophy can become relevant to educators. Through employing critical, qualitative research methodology, this study provides a comparative examination of teachers’ understanding of digital technologies for education, as expressed by teachers in Israel and teachers in the United States. Conducting a comparative examination helped to reveal the meta-ideological aspects of utilizing digital technology in schools. The heart of this study dealt with the promise of digital technology to transform education in the age of globalization, under the neoliberal apparatus. The analysis chapters examine several assumptions regarding digital technology and education, through critical exploration of educational policies, interviews, and class observations. Drawing from Habermas’ (1981/ 1984; 1981/1987) theory, this study examined the tensions between the promise to transform education through technology and the tendency to utilize digital technology in instrumental and technical ways. The study concludes with the proposal of a theoretical framework for developing digital citizenship.

Individual access to mobile devices has increased dramatically in recent years, and faculty and students are beginning to use smartphones and tablets to support teaching and learning. This correlational study surveys faculty and students at a private, liberal arts university to better understand perceptions about the devices for use in an academic setting. Student and faculty responses are compared using adopter categories and innovation attributes developed by Rogers’ (2003) diffusion of innovations. Two survey instruments were developed for this study. The Faculty Smartphone and Tablet Diffusion of Innovations (FSTDIS) and Student Smartphone and Tablet Diffusion of Innovations (SSTDIS) were created based on a previous survey aimed at faculty adoption of a course management system. The surveys were sent to approximately 250 faculty members and between 1,700 and 1,900 students. Results from the surveys were used to address four research questions comparing faculty and students, as well as perceptions of the value of smartphones and tablets in higher education. Findings from this study can be used by university administrators to increase the adoption of mobile devices for academic purposes. Rogers’ (2003) diffusion of theory provides a framework for technology adoption in organizations.

This study was based on the hypothesis that gender differences and past experiences with computers and the Internet influence individuals’ perceptions of wireless laptops. The perception of wireless laptops was evaluated according to Rogers’ five attributes of innovations: relative advantages, compatibility, complexity, trialability, and observability. An online questionnaire was utilized in the study, and the total number of participants was 248. Analyses of the data were conducted using multiple regression analysis and one-way analysis of variance. The results of the data indicated that the overall perception of participants on the use of wireless laptops was positive. A statistically significant difference in the perceptions of wireless laptops was found in the groups of graduate students and faculty members. Faculty members showed lowest interest in trying wireless laptops, worried about security problems, and were concerned about the distraction that wireless laptops may bring to learning. The relationship between the perceptions of wireless laptops to five predictors (gender, wireless laptop ownership, wireless laptop experience, attitude toward computers, and attitude toward the Internet) was significant. In evaluating the contribution of each predictor, the attitude toward the Internet was found to be the most important factor in predicting the perceptions of wireless laptops, and was followed by gender, the computer attitude scale, wireless laptop ownership, and experience with wireless laptops. The findings of this study support prior research that an individual’s past experience with computers and the Internet have positive impacts on the perceptions toward technological innovations in terms of wireless laptops in this study. The gender perception about men holding a more positive attitude toward the technological innovation does not exist. This study suggests that in order to take the best advantage of wireless laptops, the utilization and skills of computers and the Internet need to be enhanced; the issues concerning file transmission security and the distraction of using wireless laptops in class should be addressed.

With advances in technology, college and university administrators have adopted platforms to track students’ progress toward successful completion of courses and degrees. The Starfish Retention System offers an early alert system that promises to provide data points for faculty, students, and support staff for timely intervention and improved student persistence. Any technological system should be integrated into the existing scholarly practice of academic advising and its established tradition, norms, and expectations. The researcher examines the effects of this integration at three different campuses of at a public four-year institution. In this qualitative study, I explored the evolution associated with the platform’s integration and the impact made on the existing advising practices. Based on interviews conducted with student support staff, the goal of this research included developing themes related to this amalgamation. Moreover, this study employed a critical lens to assess the transition to technologized advising.

With the rapid growth of Cloud Computing, the use of Clouds in educational settings can provide great opportunities for Computer Science students to improve their learning outcomes. In this thesis, we introduce Cloud-Based Education architecture (CBE) as well as Cloud-Based Education for Computer Science (CBE-CS) and propose an automated CBE-CS ecosystem for implementation. This research employs the Cloud as a learning environment for teaching Computer Science courses by removing the locality constraints, while simultaneously improving students' understanding of the material provided through practical experience with the finer details and subjects’ complexities. In addition, this study includes a comparison between Cloud-based virtual classrooms and the traditional e-learning system to highlight the advantages of using Clouds in such a setting. We argue that by deploying Computer Science courses on the Cloud, the institution, administrators, faculty, and the students would gain significant advantages from the new educational setting. The infrastructure buildup, the software updating and licenses managements, the hardware configurations, the infrastructure space, maintenance, and power consumption, and many other issues will be either eliminated or minimized using the Cloud technology. On the other hand, the number of enrolled students is likely to increase since the Cloud will increase the availability of the needed resources for interactive education of larger number of students; it can deliver advanced technology for hands-on training, and can increase the readiness of the students for job market. The CBE-CS approach is more likely to allow faculty to better demonstrate the subjects' complexities to the students by renting he needed facilities whenever it is desired. The research also identified several potential Computer Science courses which could be launched and taught through Clouds. In addition, the selected courses have been classified based on three well-known levels of the Cloud services: Software as a Service (SaaS), Platform as a service (PaaS), and Infrastructure as a Service (IaaS). Subsequently, we propose to build a framework for CSE-CS considering the service layers and the selected courses. The proposed CBE-CS framework is intended to be integrated in a Virtual Classroom Ecosystem for Computer Sciences based on Cloud Computing referred to as VCE-CS. This ecosystem is scalable, available, reliable, and cost effective. Examples from selected pilot courses (i.e., Database, Operating System, Network, and Parallel Programming) are discussed. This research describes VCE-CS and argues for the benefits of such systems.

Children with Autism Spectrum Disorder(ASD) exhibit considerable behavior challenges for their parents. This group of children and parents have important special education needs. A developing group of research has shown that effective interventions for toddlers with ASD ought to incorporate parent contribution and commitment to their child. The involvement of parents in implementing intervention is appropriate in enhancing children's earliest social relationships. Recent studies have demonstrated that parents, when coached weekly by professionals(intervention team) for 12 weeks, were able to learn and implement engagement strategies throughout the day in interactions with their toddler with ASD, and maintain those strategies over time. So, One of the best approaches is virtually connecting a parent with the intervention team so that the parent can process, grieve and decide their course of action. Research has provided evidence that mobile technology is expanding the learning experience both inside and outside the classroom. We have designed a mobile application for teaching both the parents and their children. Our project mainly emphasizes on implementing special educational application connecting the intervention team with the parent. Our application includes features like messaging center, calendar of events, user profiles and soon. It will help keep track of user progress, provide supplemental instruction, and a way for families to communicate with intervention team members.

At the same time our society has become more dependent on technology and as the global competition that exists in science, industry, and business intensifies, there has been a waning interest in science and mathematics by elementary and secondary students in United States schools. The phenomenon of art as a universal language and children accepting new technology as the norm and a way to fit in with their peers provides the opportunity to reach and teach many through art and technology. Often by the age of ten, youngsters have made judgments about themselves and their abilities. Many think they have no artistic ability if they cannot draw realistically or that science and math is too hard. Some of the abstract concepts we ask students to grasp in mathematics and science become clear when presented during hands-on demonstrations in math and science, through art. The fact that I am a woman artist using holography and video opens new ways of thinking about art and technology. I plant the seed that maybe you do not have to draw realistically to be good at art. I plant the seed that technology can be used in art. I plant the seed that there is art in technology. I plant the seed that girls, as well as boys, can communicate ideas and excel using technology and art. Of course planting the seed is a good beginning. Teaching holography is where nourishing of the seed produces the bloom. If technology is the door through which students enter holography, art is the window of expression that allows the students to use holography to create landscapes the mind has envisioned. Without art education, a critical component in the creation process would be missing. Art holds and guides the hand of technology in holography as an art form and is a crucial component for experiencing success in the creative formula. Art taught through holography or holography taught through art, are interchangeable with the end result being knowledge that can be measured, applied, and visually observed. Holograms are used all over the world for security purposes, in laboratories to perform nondestructive testing, in art galleries to exhibit multicolor and artistic concepts, in electronic circuits, and in computer-generated optical elements. Lasers in barcode scanners are used globally to read information. In addition to a hologram being made with light waves, a hologram can be made with sound waves and other waves in the electro-magnetic spectrum. Holograms made with X-rays or ultraviolet light can record images of particles smaller than visible light, such as atoms or molecules. Microwave holography detects images deep in space by recording the radio waves they emit. Acoustical holography uses sound waves to see through solid objects. Physicists use holography to record interactions of sub-atomic particles. Optical engineers use holography to make minute measurements; biologists study cells and tissue, and mechanical engineers use holographic interferometry to test for stress and faults in a variety of materials. These are just some of the holographic innovations and applications being utilized today. Holography's ability to record and reconstruct both light and sound waves makes it a valuable tool for science, industry, education, business, and art. With availability, ease of use, and education, just like photography, holography will become less marginalized as people see and understand the possibilities of the multiple applications for education that exist in holography. The mindset or preconceived idea that science and technology are hard to understand and not enjoyable can be changed through the art and education inherent in holography. Much like “art on a cart” holography can be “holography on wheels”. While not the ideal way to present holography, a portable presentation method may be instrumental in the initial acceptance of holography as an educational tool. Large numbers of students and teachers can be introduced to the basic concepts, wonder, and possibilities of holography in a presentation that is easily set up, taken down, and transported to a different location. Inexpensive diode lasers are small, easily built or obtained, and safe. Through education and recognition as an artist using holography and video I seek to demystify the process and promote the voice I have found as an artist and educator using technology.

Autism spectrum disorder (ASD) is a pervasive developmental condition characterized by difficulties with social interaction and communication as well as restricted/repetitive behaviors. The communication difficulties experienced by children with ASD include atypical prosodic speech. When such difficulties are present, they become a major hinderance to social integration as well as education. This study evaluated the utility of the Voice Meter Pro application for increasing the voice volume of a 14-year-old girl with ASD who spoke in a low voice volume. A practice procedure, using modeling at an exaggerated volume, was also evaluated for its ability to increase the effectiveness of the feedback provided by the app. During this condition, the participant was provided with additional prompting as well as more opportunities to respond and have her increased voice volume reinforced. The present procedure was not effective for increasing the participant’s voice volume. Limitations of the current study and considerations for the design of future applications and studies involving voice volume are identified.

The purpose of this mixed-method study was to explore the competencies and skill sets of participating K-12 online teachers in Ohio through an online survey based on relevant standards issued by specialized organizations, such as the North American Council for online Learning (NACOL), National Education Association, and Southern Regional Educational Board. The survey items helped identify the self-reported competencies and skill sets of ninety-eight participating K-12 online teachers in Ohio. The findings of this study indicated that the subjects in this research project need technical support systems in place to work effectively in the online environment. Additionally, the participants required further training in using technology in terms of assistive technologies for special needs students. Moreover, these virtual environment instructors would benefit from having more hours of both face-to-face and hybrid professional development customized to their specific online teaching needs, designed to form collaborative communities of practice.