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.