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Dept: School of Education

You searched for subject:(Technological education). Showing records 1 – 16 of 16 total matches.

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Northeastern University

1. Todd, Colleen. Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs.

Degree: EdD, School of Education, 2019, Northeastern University

 This holistic and bounded case study explored the described experiences of newly hired corporate employees with varying degrees of technological self-efficacy as they used computer… (more)

Subjects/Keywords: Computer Technology; Cybergogy; eLearning; Induction; Onboarding; Technological Self-Efficacy; Educational technology; Business education; Adult education

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APA (6th Edition):

Todd, C. (2019). Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316480

Chicago Manual of Style (16th Edition):

Todd, Colleen. “Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs.” 2019. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20316480.

MLA Handbook (7th Edition):

Todd, Colleen. “Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs.” 2019. Web. 22 Jul 2019.

Vancouver:

Todd C. Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20316480.

Council of Science Editors:

Todd C. Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316480


Northeastern University

2. Goadrich, Laura D. Leadership approaches for effective technological change in community colleges.

Degree: EdD, School of Education, 2016, Northeastern University

 Constantly changing technology requires community colleges to upgrade and seek training to ensure that their teaching stays current (Keengwe, Kidd & Kyei-Blankson, 2009). Yet there… (more)

Subjects/Keywords: bottom-up leadership; community college; interpretative phenomenological analysis; technological change; top-down leadership; Educational technology; Decision making; Education, Higher; Effect of technological innovations on; Community colleges; Administration; School of Education; Educational change; Technological innovations; Diffusion of innovations

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APA (6th Edition):

Goadrich, L. D. (2016). Leadership approaches for effective technological change in community colleges. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20207474

Chicago Manual of Style (16th Edition):

Goadrich, Laura D. “Leadership approaches for effective technological change in community colleges.” 2016. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20207474.

MLA Handbook (7th Edition):

Goadrich, Laura D. “Leadership approaches for effective technological change in community colleges.” 2016. Web. 22 Jul 2019.

Vancouver:

Goadrich LD. Leadership approaches for effective technological change in community colleges. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20207474.

Council of Science Editors:

Goadrich LD. Leadership approaches for effective technological change in community colleges. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20207474


Northeastern University

3. Kaschuluk, Ellen. The Impact Of Learning Organization Culture On Teacher Tpack.

Degree: EdD, School of Education, 2019, Northeastern University

 Technology, even at its most primitive, has been influential in education. Especially over the past decade, the evolution of technology in the classroom has forced… (more)

Subjects/Keywords: Learning Organization Culture; Professional Learning Communities; Technological Pedaogical Content Knowledge (TPACK); Technology Professional Development; Workplace Learning; Education; Educational technology; Teacher education

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APA (6th Edition):

Kaschuluk, E. (2019). The Impact Of Learning Organization Culture On Teacher Tpack. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316518

Chicago Manual of Style (16th Edition):

Kaschuluk, Ellen. “The Impact Of Learning Organization Culture On Teacher Tpack.” 2019. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20316518.

MLA Handbook (7th Edition):

Kaschuluk, Ellen. “The Impact Of Learning Organization Culture On Teacher Tpack.” 2019. Web. 22 Jul 2019.

Vancouver:

Kaschuluk E. The Impact Of Learning Organization Culture On Teacher Tpack. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20316518.

Council of Science Editors:

Kaschuluk E. The Impact Of Learning Organization Culture On Teacher Tpack. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316518


Northeastern University

4. Parker, Cynthia Lynne. Online student engagement: perceptions of the impact on student learning and effective practices.

Degree: EdD, School of Education, 2016, Northeastern University

 In the current environment focused on quality, documenting online program quality has become an imperative for higher education leaders. Student engagement is considered an essential… (more)

Subjects/Keywords: academic challenge; accountability; learning outcomes; online education; student engagement; Education, Higher; Effect of technological innovations on; Internet in higher education; Distance education; Active learning; Motivation in education; Academic achievement

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APA (6th Edition):

Parker, C. L. (2016). Online student engagement: perceptions of the impact on student learning and effective practices. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20197880

Chicago Manual of Style (16th Edition):

Parker, Cynthia Lynne. “Online student engagement: perceptions of the impact on student learning and effective practices.” 2016. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20197880.

MLA Handbook (7th Edition):

Parker, Cynthia Lynne. “Online student engagement: perceptions of the impact on student learning and effective practices.” 2016. Web. 22 Jul 2019.

Vancouver:

Parker CL. Online student engagement: perceptions of the impact on student learning and effective practices. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20197880.

Council of Science Editors:

Parker CL. Online student engagement: perceptions of the impact on student learning and effective practices. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20197880


Northeastern University

5. Keane, Kelly Jane. Reflecting on technology integration in teacher education programs.

Degree: EdD, School of Education, 2015, Northeastern University

 This instrumental case study, using interviews and document analysis, examined the perceptions and reflections of newly hired teachers about the instruction they received regarding technology… (more)

Subjects/Keywords: elementary education; teacher education; technology integration; tpack framework; Elementary school teachers; Training of; First year teachers; Training of; Educational technology; Technological literacy; Computer managed instruction; Technical education

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APA (6th Edition):

Keane, K. J. (2015). Reflecting on technology integration in teacher education programs. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194010

Chicago Manual of Style (16th Edition):

Keane, Kelly Jane. “Reflecting on technology integration in teacher education programs.” 2015. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20194010.

MLA Handbook (7th Edition):

Keane, Kelly Jane. “Reflecting on technology integration in teacher education programs.” 2015. Web. 22 Jul 2019.

Vancouver:

Keane KJ. Reflecting on technology integration in teacher education programs. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20194010.

Council of Science Editors:

Keane KJ. Reflecting on technology integration in teacher education programs. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194010


Northeastern University

6. McGee, Ryan. Technology professional development phenomena in today's schools.

Degree: EdD, School of Education, 2015, Northeastern University

 This Interpretive Phenomenological case study explores the Technology Director's understanding of technology professional development phenomena in today's public K-12 schools. This research was conducted to… (more)

Subjects/Keywords: educational technology; professional development; technology directors; technology professional development; technology in schools; todays schools; Educational technology; Administration; Technological literacy; Teachers; Training of; Teachers; In-service training; Technical education; Technology; Study and teaching; Public schools; Effect of technological innovations on

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APA (6th Edition):

McGee, R. (2015). Technology professional development phenomena in today's schools. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194066

Chicago Manual of Style (16th Edition):

McGee, Ryan. “Technology professional development phenomena in today's schools.” 2015. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20194066.

MLA Handbook (7th Edition):

McGee, Ryan. “Technology professional development phenomena in today's schools.” 2015. Web. 22 Jul 2019.

Vancouver:

McGee R. Technology professional development phenomena in today's schools. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20194066.

Council of Science Editors:

McGee R. Technology professional development phenomena in today's schools. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194066


Northeastern University

7. Kocak, Ugur. Student engagement 1:1 tablet computer-based teaching in the secondary English, history, and mathematics classrooms: multiple case studies of a program implementation.

Degree: EdD, School of Education, 2015, Northeastern University

 The use of 1:1 tablet computer-based teaching is a rapidly increasing trend in education that calls for urgent examination, because such a fundamental change in… (more)

Subjects/Keywords: distraction; engagement; iPad; learning; tablet computer; teaching; Educational technology; High school teaching; Effect of technological innovations on; Education, Secondary; Effect of technological innovations on; Tablet computers; iPad (Computer); Human-computer interaction

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APA (6th Edition):

Kocak, U. (2015). Student engagement 1:1 tablet computer-based teaching in the secondary English, history, and mathematics classrooms: multiple case studies of a program implementation. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20197204

Chicago Manual of Style (16th Edition):

Kocak, Ugur. “Student engagement 1:1 tablet computer-based teaching in the secondary English, history, and mathematics classrooms: multiple case studies of a program implementation.” 2015. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20197204.

MLA Handbook (7th Edition):

Kocak, Ugur. “Student engagement 1:1 tablet computer-based teaching in the secondary English, history, and mathematics classrooms: multiple case studies of a program implementation.” 2015. Web. 22 Jul 2019.

Vancouver:

Kocak U. Student engagement 1:1 tablet computer-based teaching in the secondary English, history, and mathematics classrooms: multiple case studies of a program implementation. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20197204.

Council of Science Editors:

Kocak U. Student engagement 1:1 tablet computer-based teaching in the secondary English, history, and mathematics classrooms: multiple case studies of a program implementation. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20197204


Northeastern University

8. Kryczka, Susan Marie. The graduate student learning experience in online, hybrid, and onsite courses.

Degree: EdD, School of Education, 2014, Northeastern University

 The growth in online student enrollments in higher education in the United States is transforming post-secondary education by making academic courses and degree programs accessible… (more)

Subjects/Keywords: connectivism; constructivism; hybrid courses; online courses; online education; student centeredness; Education; Educational Administration and Supervision; Education, Higher; Effect of technological innovations on; Internet in higher education; Blended learning; Doctoral students; Education

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APA (6th Edition):

Kryczka, S. M. (2014). The graduate student learning experience in online, hybrid, and onsite courses. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018692

Chicago Manual of Style (16th Edition):

Kryczka, Susan Marie. “The graduate student learning experience in online, hybrid, and onsite courses.” 2014. Masters Thesis, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/d20018692.

MLA Handbook (7th Edition):

Kryczka, Susan Marie. “The graduate student learning experience in online, hybrid, and onsite courses.” 2014. Web. 22 Jul 2019.

Vancouver:

Kryczka SM. The graduate student learning experience in online, hybrid, and onsite courses. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/d20018692.

Council of Science Editors:

Kryczka SM. The graduate student learning experience in online, hybrid, and onsite courses. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018692


Northeastern University

9. Claffey, George F. MOOC learning and impact on public higher education.

Degree: EdD, School of Education, 2015, Northeastern University

 Massive Open Online Courses (MOOCs), a new unique open learning style, are made possible by recent developments in gamification, increased bandwidth, mobile devices, and technology.… (more)

Subjects/Keywords: chief information officer; diffusion of innovation; massive open online courses; MOOC; online courses; online education; Education, Higher; Effect of technological innovations on; MOOCs (Web-based instruction); Internet in higher education; Educational technology; Web-based instruction; Education, Higher; Decision making; School of Education

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APA (6th Edition):

Claffey, G. F. (2015). MOOC learning and impact on public higher education. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196694

Chicago Manual of Style (16th Edition):

Claffey, George F. “MOOC learning and impact on public higher education.” 2015. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20196694.

MLA Handbook (7th Edition):

Claffey, George F. “MOOC learning and impact on public higher education.” 2015. Web. 22 Jul 2019.

Vancouver:

Claffey GF. MOOC learning and impact on public higher education. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20196694.

Council of Science Editors:

Claffey GF. MOOC learning and impact on public higher education. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196694


Northeastern University

10. Gomes, Gary. Blended learning, student self efficacy and faculty an interpretative phenomenological analysis ; Blended learning, student self-efficacy and faculty: an interpretive phenomenological analysis.

Degree: EdD, School of Education, 2014, Northeastern University

 This thesis explored whether a link exists between blended learning and student self efficacy for community college students, as perceived by faculty teaching blended courses… (more)

Subjects/Keywords: blended; faculty; intrerpretative; learning; phenomenological; self efficacy; Education; Blended learning; Community college teaching; Community colleges; Faculty; Community college students; Education, Higher; Effect of technological innovations on; Internet in education; Self-efficacy

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APA (6th Edition):

Gomes, G. (2014). Blended learning, student self efficacy and faculty an interpretative phenomenological analysis ; Blended learning, student self-efficacy and faculty: an interpretive phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128389

Chicago Manual of Style (16th Edition):

Gomes, Gary. “Blended learning, student self efficacy and faculty an interpretative phenomenological analysis ; Blended learning, student self-efficacy and faculty: an interpretive phenomenological analysis.” 2014. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/d20128389.

MLA Handbook (7th Edition):

Gomes, Gary. “Blended learning, student self efficacy and faculty an interpretative phenomenological analysis ; Blended learning, student self-efficacy and faculty: an interpretive phenomenological analysis.” 2014. Web. 22 Jul 2019.

Vancouver:

Gomes G. Blended learning, student self efficacy and faculty an interpretative phenomenological analysis ; Blended learning, student self-efficacy and faculty: an interpretive phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/d20128389.

Council of Science Editors:

Gomes G. Blended learning, student self efficacy and faculty an interpretative phenomenological analysis ; Blended learning, student self-efficacy and faculty: an interpretive phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128389


Northeastern University

11. Golden, Julie E. An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching.

Degree: EdD, School of Education, 2016, Northeastern University

 Online course enrollment at higher education institutions continues to increase at a rate greater than that of traditional classroom-based courses. These institutions expect faculty to… (more)

Subjects/Keywords: community of practice; faculty transition to online; identity disruption; online faculty satisfaction; social identity; social media; Web-based instruction; Distance education; Internet in education; Education, Higher; Effect of technological innovations on; Teacher-student relationships; Educational change; Identity (Philosophical concept)

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APA (6th Edition):

Golden, J. E. (2016). An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20207762

Chicago Manual of Style (16th Edition):

Golden, Julie E. “An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching.” 2016. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20207762.

MLA Handbook (7th Edition):

Golden, Julie E. “An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching.” 2016. Web. 22 Jul 2019.

Vancouver:

Golden JE. An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20207762.

Council of Science Editors:

Golden JE. An exploration of faculty transition to online teaching: the impact of identity disruption and participation in communities of practice on faculty satisfaction with online teaching. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20207762


Northeastern University

12. Singer, Jaclyn. The effects of iPad devices on elementary school students' mathematics achievement and attitudes.

Degree: EdD, School of Education, 2015, Northeastern University

 The integration of educational technology continues to increase as schools are endeavoring to challenge the traditional philosophy and practices of American schools. While there are… (more)

Subjects/Keywords: 21st century learning; academic acheivement; attitudes towards mathematics; elementary mathematics; iPads; technology integration; Mobile communication systems in education; Mathematics; Study and teaching (Elementary); Educational technology; Education; Effect of technological innovations on; iPad (Computer); Academic achievement

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APA (6th Edition):

Singer, J. (2015). The effects of iPad devices on elementary school students' mathematics achievement and attitudes. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20198325

Chicago Manual of Style (16th Edition):

Singer, Jaclyn. “The effects of iPad devices on elementary school students' mathematics achievement and attitudes.” 2015. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20198325.

MLA Handbook (7th Edition):

Singer, Jaclyn. “The effects of iPad devices on elementary school students' mathematics achievement and attitudes.” 2015. Web. 22 Jul 2019.

Vancouver:

Singer J. The effects of iPad devices on elementary school students' mathematics achievement and attitudes. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20198325.

Council of Science Editors:

Singer J. The effects of iPad devices on elementary school students' mathematics achievement and attitudes. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20198325


Northeastern University

13. Rogers, Tanya C. Overcoming implementation challenges with problem and project based learning in advanced technological education programs within community colleges.

Degree: EdD, School of Education, 2014, Northeastern University

 Community college advanced technological education (ATE) programs need to implement dynamic and innovative curriculum to attract, retain and graduate students who are prepared for the… (more)

Subjects/Keywords: advancted technological education; community college instruction; curriculum leadership; education reform; project based learning; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Community colleges; Curricula; Technical education; Curricula; Problem-based learning; Study and teaching (Higher); Project method in teaching; Community college teachers; Training of; Curriculum planning; Educational change

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APA (6th Edition):

Rogers, T. C. (2014). Overcoming implementation challenges with problem and project based learning in advanced technological education programs within community colleges. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128416

Chicago Manual of Style (16th Edition):

Rogers, Tanya C. “Overcoming implementation challenges with problem and project based learning in advanced technological education programs within community colleges.” 2014. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/d20128416.

MLA Handbook (7th Edition):

Rogers, Tanya C. “Overcoming implementation challenges with problem and project based learning in advanced technological education programs within community colleges.” 2014. Web. 22 Jul 2019.

Vancouver:

Rogers TC. Overcoming implementation challenges with problem and project based learning in advanced technological education programs within community colleges. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/d20128416.

Council of Science Editors:

Rogers TC. Overcoming implementation challenges with problem and project based learning in advanced technological education programs within community colleges. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128416


Northeastern University

14. Cataldo, Barbara J. Tablet technology and its impact on families with autistic children.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this case study was to gain an in-depth understanding about tablet technology and its impact on families with autistic children. Families, along… (more)

Subjects/Keywords: communication skills; family dynamics; mindblindness; mirror neuron system; tablet technology; theory of mind; Autistic children; Education; Effect of technological innovations on; Autistic children; Language; Communicative disorders in children; Tablet computers; Parents of autistic children; Philosophy of mind

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APA (6th Edition):

Cataldo, B. J. (2016). Tablet technology and its impact on families with autistic children. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20221823

Chicago Manual of Style (16th Edition):

Cataldo, Barbara J. “Tablet technology and its impact on families with autistic children.” 2016. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20221823.

MLA Handbook (7th Edition):

Cataldo, Barbara J. “Tablet technology and its impact on families with autistic children.” 2016. Web. 22 Jul 2019.

Vancouver:

Cataldo BJ. Tablet technology and its impact on families with autistic children. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20221823.

Council of Science Editors:

Cataldo BJ. Tablet technology and its impact on families with autistic children. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20221823


Northeastern University

15. Donlan, Pamela. Faculty lived experiences integrating technology-assisted educational practices into an entry level physical therapy curriculum: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2016, Northeastern University

 Across the nation, innovative technologies have changed instructional processes throughout higher education. In physical therapy (PT) programs, faculty must work to integrate technology into a… (more)

Subjects/Keywords: physical therapy programs; assisted educational practices; curricula; faculty; technology integration; pedagogy; Educational technology; Computer managed instruction; Education, Higher; Effect of technological innovations on; Physical therapy; Study and teaching (Higher); Curriculum planning; Educational change

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APA (6th Edition):

Donlan, P. (2016). Faculty lived experiences integrating technology-assisted educational practices into an entry level physical therapy curriculum: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20205536

Chicago Manual of Style (16th Edition):

Donlan, Pamela. “Faculty lived experiences integrating technology-assisted educational practices into an entry level physical therapy curriculum: an interpretative phenomenological analysis.” 2016. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20205536.

MLA Handbook (7th Edition):

Donlan, Pamela. “Faculty lived experiences integrating technology-assisted educational practices into an entry level physical therapy curriculum: an interpretative phenomenological analysis.” 2016. Web. 22 Jul 2019.

Vancouver:

Donlan P. Faculty lived experiences integrating technology-assisted educational practices into an entry level physical therapy curriculum: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20205536.

Council of Science Editors:

Donlan P. Faculty lived experiences integrating technology-assisted educational practices into an entry level physical therapy curriculum: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20205536

16. Nguyen, Jack. Inclusive instructional materials: a narrative study examining the current web-based learning contents (WBLC) and online learning environments in higher education.

Degree: EdD, School of Education, 2016, Northeastern University

 While the advancement of web-based technologies increases the availability of instructional materials to many more non-disability learners, it further isolates the population of learners with… (more)

Subjects/Keywords: educational technology; inclusive instruction; narrative inquiry; online learning accessibility; universal design for learning; College students with disabilities; Effect of technological innovations on; College students with disabilities; Services for; Education, Higher; Effect of technological innovations on; Inclusive education; Web-based instruction; Educational technology

…the methods of implementation within higher education online learning environments continue… …inclusive online learning environment for all learners, it is imperative that higher education… …education. In this chapter, the researcher highlights some examples of past and current issues… …self-determination and make choices; c) benefit from an education; d) pursue… …institutions in 12 the United States. Acknowledging the substantial growth of online education and… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nguyen, J. (2016). Inclusive instructional materials: a narrative study examining the current web-based learning contents (WBLC) and online learning environments in higher education. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20203984

Chicago Manual of Style (16th Edition):

Nguyen, Jack. “Inclusive instructional materials: a narrative study examining the current web-based learning contents (WBLC) and online learning environments in higher education.” 2016. Doctoral Dissertation, Northeastern University. Accessed July 22, 2019. http://hdl.handle.net/2047/D20203984.

MLA Handbook (7th Edition):

Nguyen, Jack. “Inclusive instructional materials: a narrative study examining the current web-based learning contents (WBLC) and online learning environments in higher education.” 2016. Web. 22 Jul 2019.

Vancouver:

Nguyen J. Inclusive instructional materials: a narrative study examining the current web-based learning contents (WBLC) and online learning environments in higher education. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Jul 22]. Available from: http://hdl.handle.net/2047/D20203984.

Council of Science Editors:

Nguyen J. Inclusive instructional materials: a narrative study examining the current web-based learning contents (WBLC) and online learning environments in higher education. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20203984

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