Master Theses & Projects (FEDU)

Permanent URI for this collectionhttps://ontariotechu.scholaris.ca/handle/10155/395

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"IS THE UNI FUN?": can transactional distance theory be used as a theoretical framework in understanding the chat content of a university moderated Facebook page?
(2011-08-01) Stokes, Joe; Dejardins, Francois; VanOostveen, Roland
Social Networking sites are being used by post-secondary institutions to engage their prospective and current student populations. The communication that results from these online interactions can be placed within the context of the theory of transactional distance; a widely accepted framework for understanding distance education. This study looked at Facebook wall chat posts on a university moderated Facebook fan or like page over a 2 year period. Chat posts were then categorized by transaction type to fit within a transactional distance model. As a result of the research, it was found that transactional distance can be an acceptable framework for understanding Facebook Communication. By applying properties of transactional distance, moderators of post-secondary Facebook pages can engage further the users who are active within their social networking communities.
New numeracies: the social practice of functional skills and social justice
(2011-11-01) Tolley, Sarah; Hughes, Janette; Greenlaw, Jim
This thesis explores how creating and performing digital numeracy texts, affords students learning opportunities in Mathematics that demonstrate their numerical social practice. In an environment that celebrates performance before competence, students explore how to design and engineer their digital understanding of social justice issues, such that they begin to connect their numeracy to socio-cultural issues in both local and global communities.
An exploration of the role of smartphones: mobile technology expanding the learning environment outside of the classroom
(2012) Flood, Kimberley J.; Desjardins, Francois
Smartphones effectively expand the learning environment outside of the traditional classroom. Secondary school students enrolled in grade 10 and grade 11 communication technology courses were recruited to participate in a treatment and research project that utilized smartphones. Their opinions of these devices were polled both before and after the treatment’s activity. The treatment required the students to use their smartphones outside of the classroom to access the expectations of a broadcasting assignment; conduct secondary research and use their smartphone’s built-in video camera to record a news report segment while remaining in contact with their educator through their device. Once the students returned to the classroom, they uploaded their assignment video to a secure hard drive. Prior to the activity students viewed the smartphone as primarily a social and entertainment device. However, upon completion of this treatment, participants viewed the smartphone as a valid learning tool outside the classroom. This finding supported the literature that examined the perceived values of the smartphones. This result was consistent with the literature that examined the perceived values of smartphones as a learning tool by students.
Understanding the relationship between the personal and professional use of technology by K-12 educators
(2012) Jagoe, Colin; Desjardins, Francois
Much research has been done around how and why teachers integrate technology into classroom practices. Various factors have been shown to be important including teachers’ beliefs, attitudes, comfort, knowledge and skills. This has proven to be a complex mix with the outcome of technology integration depending, in various ways, on all of these factors. A need has emerged for a way to look at this complex mix of variables that takes into account the reasons teachers use technology and the tasks which they complete using technology. This kind of research tool could be used in a variety of ways to analyze these variables. This paper describes the outcomes of a project to develop a multifaceted, domain based survey instrument that looks at the frequency of use and confidence in the use that educators have with various technology tasks, as well as the importance that they place on these tasks for personal and professional use. The instrument was then tested on a small group of teachers in a school board in Ontario, Canada and the data was analysed to determine if it could be used in broader studies to answer such questions as have been posed in the literature. The results show that the instrument will be valuable in showing how educators’ beliefs are connected to the frequency of use and confidence they have in certain technologies. It should also be able to determine if those beliefs change over time and if this translates into changes in technology use. It was less clear if the instrument would be useful in determining how educators’ personal and professional use of technology was related and further refinement for this purpose could be considered.
The motivational effects of using mobile devices in mathematics classrooms by students with exceptionalities
(2012-04-01) Wray, Lisa Anne-Marie; Desjardins, Francois
Low motivation levels experienced by students with exceptionalities in the area of mathematics are often cited as a major factor negatively affecting their potential for success (Baird & Scott, 2009; Reichrath, de Witte, & Winkens, 2010). In the wake of many ongoing experiments using new mobile technology and tablet devices in schools, this study examines the use of iPads from Apple in a secondary mathematics classroom and its potential effect on the motivation of students with exceptionalities. In addition, the study also takes an exploratory approach to documenting the factors impacting the planning, implementation and student use of mobile devices in the classroom. A total of 16 students, 1 teacher and 1 educational assistant participated in this study. A mixed methodology approach was taken which included collecting evidence from surveys and scales as well as from descriptive journals, interviews and observational field notes. In order to assess the students’ level of motivation, the four attributes from Keller’s 2006 ARCS Model were used as the basic analysis framework. These were: attention, relevance, confidence and satisfaction (Keller, ARCS Model, 2006). Preliminary analysis of the attributes indicates relative consistency over the course of the study, with some minor oddities explained further in the conclusions. An extensive list of exploratory findings regarding planning, implementation and student use of mobile devices in the mathematics classroom with students with exceptionalities indicated both positive and negative aspects regarding the integration of the devices. Some positive aspects include the ability to meet the needs of different levels, and types, of learners with a number of applications, as well as a noticed increase in the collaboration and healthy competition among students. Contrary to this, some negative aspects include the lack of availability of topic-specific applications and the level of frustration experienced by some student in the initial stages of learning a new application.
Teachers' views of their technology-focused preservice education program
(2012-04-01) Smith, Shirley Louise; Robertson, Lorayne
This study explores the effectiveness of a technology-focused preservice education program by interviewing practicing teachers who have graduated from the program. The views of the teachers are examined with reference to Darling-Hammond‟s (2006) theoretical framework for teacher education, and Mishra and Koehler‟s (2006) TPCK model. The findings indicate that the teachers who participated in this study value the aspects of their preservice program that they can use in their teaching practice. There is also evidence that a preservice program which is infused with technology enables preservice teachers to adopt new pedagogies using technology into their own teaching practice. The intent of this study is to identify areas where the preservice program may be strengthened and to promote further research into technology integration in preservice education.
Professors and instructors' experiences with transitions and policies for the online environment
(2012-08-01) Francis, Roger; Robertson, Lorayne
Professors develop policies and procedures for their courses that are relevant and applicable for their classroom or learning platform. In particular, professors transitioning from a traditional to an online (synchronous or asynchronous) course delivery platform may adjust and/or design policies in their course outlines to fit each respective learning platform in which they teach. This thesis is a qualitative study based on interviews of professors at a certain mid-sized university. The study investigates professors’ policy decisions centering on their transition to an online modality and the challenges they face identifying and resolving problems with the existence or lack of online policies for students. Six professors were interviewed about their policy evolution and development emerging out of their recent transitions from the traditional to the online setting. Data include the interviews and review of the course outlines provided. The project report presents the policy development issues encountered as professors moved into the online setting and concludes with some recommendations based on these data.
The effects of the use of iPads in secondary physical education
(2013-08-01) Jodoin, Tiffani; Robertson, Lorayne; Barber, Wendy
This study investigates finding ways to improve engagement of students in Physical Education classes to inspire students to make healthy lifestyle choices. It appears that the existing barriers to the adoption of technology are more commonly found around teacher pedagogy, as opposed to access and resources. Physical Education study participants in this project implemented the use of iPads in their teaching practice for one month, and the results revealed that there was some shifting of teacher beliefs, and there was success with the use of technology in terms of teaching and learning.
Exploring views on learner orientations and their impact on support and community in online synchronous undergraduate programs
(2013-09-01) Dakri, Safia; Robertson, Lorayne; Childs, Elizabeth
The goal of this research project is to assist in filling the void that currently exists around orientation initiatives for online learners in two fully synchronous online programs. This study investigates the view of participants in these programs to determine a sense of learners' and faculty members' opinions and insights on how to meet the needs of learners at the onset of their learning journey. Understanding possible delivery methods, content and structure of an orientation program for these online programs may assist incoming learners in building a foundation for academic success and to understand how this will build and facilitate a stronger online community and network of learners.
Developing a framework for understanding information literacy in the 21st century: a review of literature
(2014) Ahmadpour, Kamran; Kay, Robin
An analysis of 101 peer-reviewed articles reveals that information literacy is taking new directions and entails more dimensions than has been envisaged before. First, a new model, called "5Ps", was proposed to analyze the new directions of information literacy. The 5Ps model reveals that information literacy is moving from an information seeking approach to an information producing approach, which calls for higher-order thinking skills. Then, a framework, called "the multidimensional framework", was developed to present the key themes and elements that are essential to gain an understanding of information literacy in the 21st century.
iPad Implementation in the Middle School Classroom: The Teachers' Perspectives
(2014-03) Wood, Lauren; Hughes, Janette
This project explores the implementation of iPads in a middle school by surveying and interviewing teachers to examine their • Levels of Use, Stages of Concern, and the First- and Second-Order Barriers they encounter. The results are examined in a framework that adopts the Concerns Based Adoption Model (CBAM), incorporating aspects of First- and Second-Order Barriers, and First- and Second-Order Barriers and Strategies _ The intent of this study is to suggest improvements of iPad use at this school, propose 'best practices' for other schools implementing iPads into their school's technology programs, and promote further research into iPad integration in elementary classrooms.
iBlog: Empowering adult learners through blogging with iPads and iPods.
(2014-03-27) Rodrigues, Anna; Eamer, Allyson Dr.
This research project examined whether adult learners with literacy challenges would feel empowered as a result of creating content for a blog through the use of digital technology. The researcher attempted to understand the impact that blogging and using different types of technology could have on an individual's self-esteem and whether those feelings of empowerment would encourage an adult learner to pursue further education. Although this research project only ran for a period of six days at a literacy program, there was a noticeable difference in how the participants viewed themselves after they created digital content. Further findings from this project also indicated that there is a gap in research dealing with the impact of digital technology on adult literacy.
Everybody's got a story: examining the building of empathy and understanding for the bully, the bullied, and the bystander through digital storytelling
(2014-04-01) Thompson, Stephanie; Hughes, Janette
Digital storytelling as a pedagogical practice has been extensively explored as a means of increasing engagement, developing 21st century skills such as creativity, critical thinking, collaboration and communication, and refining digital literacies in students. However, there is a lack of data on how the use of multimodal digital tools can be used to explore pervasive social issues such as bullying in adolescents. In this study, a group of grade seven students provided their views and self-assessed their levels of empathy and understanding for victims of bullying, bullies and bystanders prior to and after the completion of a digital storytelling project. Using Likert scale data, along with an in-depth content analysis of the stories and presentations the students produced, the study explored whether participation in this digital storytelling project led to a noticeable and measurable impact on their understanding of and empathy for victims of bullying, bullies and bystanders.
Investigating the development of a functional curriculum
(2014-06-03) Ellis, Heather; Robertson, Lorayne Dr.; DiGiuseppe, Maurice Dr.
This retrospective case study explores how one region responded to Ontario Ministry of Education's initiative regarding provincial assessment practices for students with developmental disabilities. The findings are based on data collected from seven members of a regional writing team, document analysis of the functional curriculum resource and documents used during the design process. Key findings: the development team employed common-sense and practical approaches when developing the resource; the resource's print version contained useful learning outcomes but proved difficult to use; and the participant's supported the use of technology but their vision of using technology with their students was limited.
Technology supported formative peer assessment: an examination of student perceptions in the development of employability skills
(2014-07-01) Stewart, Kathleen; Hunter, Bill
With the growing need for post-secondary education to develop students’ employability skills, authentic learning environments require authentic assessments. Peer assessment has been used successfully in a variety of contexts and disciplines and has proven to positively impact learning, particularly when used in a formative fashion. It does, however, present administrative challenges for instructors. This research project examined student perceptions of the use of formative peer assessment in the development of employability skills and investigated the use of a discussion forum in Desire2Learn to facilitate the process. Students viewed peer assessment as a positive learning experience and there was a high level of acceptance of peer assessment being a fair way to grade an individual’s contribution to a group project. In addition, there was a noticeable increase in student confidence levels in both their ability and their peers’ ability to provide feedback. Students preferred using an online tool to submit and access peer feedback, and there was a substantial savings of time with respect to managing the process.
Understanding factors that influence college faculty in deciding to adopt digital technologies in their practice.
(2014-08-01) Dougherty, Kevin; Desjardins, Francois
College faculty in Ontario are using a variety of digital technologies, at differing levels, in their teaching and learning practices. College administrators are looking to faculty to help meet the challenges associated with increasing enrollment and the need to deliver curriculum to a diverse student population with a range of learning needs who have unlimited access to information and communication channels through the World Wide Web. This research provides some understanding of specific motivating factors that have led many in community college faculty to adopt digital and Web technologies into their teaching and learning practices as well as those factors that may lead other college faculty to adopt similar technologies into their practices. A modified decomposed theory of planned behaviour (DTPB) was implemented as a theoretical framework for this study and data collection was undertaken using a mixed-method approach using both quantitative and qualitative methods in an effort to fully realize and categorize the factors necessary in a faculty decision to adopt digital technologies into their teaching practice. Findings indicate that digital technologies are employed by faculty in some cases only to achieve efficiency in communication and administrative tasks favouring traditional teaching methods in their classrooms. Others are exploring and experimenting in exciting new ways with digital technologies in an effort to enhance the learning experience for their students in and out of their classrooms. In addition to the varying teaching and learning beliefs held by faculty there are other factors that should be considered by college administrators when attempting to motivate faculty to adopt digital technologies into their practices. There are also many challenges facing college administrators and faculty who should revisit traditional approaches to assigning workload, providing support and training, and the overall approach to teaching and learning, all of which carry with them financial and cultural implications.
Technology use in early childhood education: a review of the literature
(2014-12-01) Zomer, R. Nancy; Barber, Wendy; Kay, Robin
An overview of research into the impact of technology use on learning and engagement for children aged 3-6 in early childhood education settings from 2004-2014 is presented. Previous efforts to synopsize the literature have not been undertaken since 2009, and thus there was a clear need for a current review of the research. Thirty peer-reviewed articles, selected from an extensive search of the literature, are organized and discussed by topic. Methodological concerns include sample sizes, reliability and validity of data collection tools, pedagogy and basic design issues. Key findings indicate that 94% of results reported in the studies show a positive impact of technology use.
Vines of oppression: a review of the literature, educational criticism and narrative analysis of social media research in public education
(2015) Roberts, Amy; Barber, Wendy
This arts-based educational inquiry paper is divided into three main sections; a review of the literature, an educational criticism discussing themes arising from the review of the literature, and a narrative analysis describing a proposed research project that did not receive district school board approval. The author applies Eisner’s (1998b) structure of educational criticism and the paper exemplifies Barone and Eisner’s (1997) seven features of arts-based educational inquiry. The research outlined is rooted in ideas stemming from the review of the literature, focused on the use of social media and Boal’s Theatre of the Oppressed (1985) to democratize theatre creation and consumption for high school students in a publicly funded board of education. Key themes, recurring through all three sections of the paper, are grounded in the review of the literature and include audience, creation, technology and theatre pedagogy. Throughout the paper, a kaleidoscope metaphor is applied to the themes; as one element shifts, the others simultaneously change. Subsequent related themes of re-conceptualized storytelling, audience-performer interactivity, liveness, and aesthetic literacy are also explored. The final outcome is an argument for changed theatre pedagogy.
Measuring Web 2.0 interaction: a meta-synthesis of literature on using transactional distance and social presence
(2015) Quan, Pauline; van Oostveen, Roland
In this study, the researcher created an instrument, based on a meta-synthesis of relevant literature, to measure the presence of the variables associated with Transactional Distance and Social Presence when used as a discussion tool in formal post-secondary education. Seven variables were identified (Sense of Community, Affective Connectedness, Open Communication, Mutual Attention and Support, Dialogue, Learner Autonomy, and Structure) and three indicators were used for each variable in the instrument. Twenty empirical research articles were found on Google Scholar and were used as textual data for the newly created instrument. A Transactional “Closeness” score, a Social Presence score and a combined “Effectiveness of Interaction” score was calculated for each application presented in the research articles. The researcher listed the Web 2.0 applications that were found to be most effective for interaction, which included Ning, Adobe Connect, Elgg, Facebook and Twitter. The components common to effective Web 2.0 technologies are presented.
Engaging adult literacy learners: investigating problem based learning object (PBLO) use as a possibility for implementing problem based learning (PBL) online
(2015-01-01) Amesbury, Judith; vanOostveen, Roland; Desjardins, Francois
Anecdotal evidence revealed that learners in an adult literacy program at a large school board in Ontario were disengaged - unable to identify opportunities to act in response to traditional pedagogy used to prepare them for science PLAR assessments. Given the evidence that Problem Based Learning Objects (PBLOs) engage adult learners in science, a similar approach was adopted. A PBLO was designed and introduced to four learners with the intent of fostering engagement in the form of “social practice.” The “Flow” framework was used to measure learner emotion, the means through which activity during PBLO use was investigated. In response to the online experience, learners were able to identify opportunities to engage; however, a longitudinal study is warranted to understand the engagement in terms of "social practice."

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