Browsing by Author "LaPorte, James E."

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    Adaptation and validation of a technology attitude scale for use by American teachers at the middle school level
    Jeffrey, Thomas J. (Virginia Tech, 1993-11-05)
    The purpose of this study was to adapt and validate the Technology Attitude Scale (TAS) for use by American teachers at the middle school level. The study provided an instrument for American middle school teachers to determine students' attitudes toward technology and concepts of technology. The Technology Attitude Scale (TAS) , an adaptation of a Dutch instrument consisting of three sections, was used to collect descriptive information. The first section of the instrument obtained demographic information about the respondents including: (1) age (2) grade level (3) gender (4) school location (rural, urban) (5) respondents involvement with technology education. The second section obtained information about students' attitudes toward technology. There were 26 items divided over 6 subscales, (interest, role pattern, consequences, difficulty, curriculum, and career). Students responded by using a five choice Likert-type scale with 3 to 5 items per subscale. The third section obtained information about the students' concept of technology, measuring cognitive or knowledge aspects based on 5 generally accepted characteristics of the concept technology. There were 28 items divided over 4 subscales, (technology and society, technology and science, technology and skills, and technology and pillars). Content validity was determined through a Panel of Experts consisting of five individuals with expertise in middle school education. The study population included five middle schools in Virginia. It consisted of a Pilot Study (N = 48) and a Large Group Administration (N =185). Statistical analysis included reliability measures using Cronbach's homogeneity coefficient alpha (Attitude Scales) and KuderRichardson 20 (Concept Scales) with attention to demographic information. Both the Attitude Scales (overall correlation .81) and the Concept Scales (overall correlation .83) met the minimum criterion (.60). The Technology Attitude Scale (TAS) has been adapted and validated for use by American teachers at the middle school level.
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    Affect, Terminology, and a Bit of Tongue-in-Cheek
    LaPorte, James E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 2003)
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    An Analysis of Successful and Unsuccessful Example Solutions to Enhance Open-Ended Technological Problem-Solving Efficiency Among Middle School Students
    Sianez, David M. (Virginia Tech, 2003-05-02)
    This study investigated the usefulness of providing successful and unsuccessful example solutions in enhancing students' technological problem-solving efficiency. Prior research exploring worked example solutions indicated improved problem-solving efficiency when solutions were structured in a fashion that decreased the amount of extraneous cognitive load and increased the amount of germane cognitive load as specified by cognitive load theory. Fifty-one 7th and 8th grade students enrolled in technology education courses were selected from one school in the southwest region of Virginia. Participants completed three technological problem-solving tasks that included elevated load, cantilevered weight, and energy absorption using supply kits containing simple modeling materials. Problem-solving efficiency was determined by combining the amount of elapsed time across all three tasks. A 3 x 3 mixed factorial ANOVA was used to analyze the data. Data analysis revealed trends similar to worked example research in mathematics and science, but no significant difference among the three groups was found in this study.
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    Anomalies, Anachronisms, and Beliefs
    LaPorte, James E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 2006)
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    Are We There Yet?
    LaPorte, James E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 2002)
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    Branding the Horse We Are Going to Ride into the Green Pastures Ahead
    LaPorte, James E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 2008)
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    Building upon Our Melting Pot of Technological Diversity: A Lesson from Butte
    LaPorte, James E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 2007)
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    Changing Venues
    LaPorte, James E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 2004)
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    Comparing attitudes toward technology of third and fourth grade students in Virginia relative to their exposure to technology
    Dunlap, Duane D. (Virginia Tech, 1990-07-05)
    The purpose of this study was to compare student attitudes toward technology of third and fourth grade students in Virginia relative to their exposure Lo technology education. The instrument used to measure student attitudes towards technology was a modified version of the Pupil's Attitudes Toward Technology - USA instrument developed at Virginia Polytechnic Institute and State University. The research design was a quasi-experimental, nonequivalent groups posttest only design. The research methodology utilized was factorial analysis of variance. The four independent variables were Gender, Grade Level, Treatment/Control Group, and Geographic Area. The dependent variable was student attitudes toward technology. All hypotheses were tested at the .05 alpha level of significance. The NASA funded project, Mission 21, was used as the treatment on 459 third and fourth graders in Virginia over the period of five months. Students in the same schools and grade levels as Mission 21 students, but who were not exposed to Mission 21, served as the control group. The control group contained 399 students. The study reported a significant difference between boys and girls attitudes towards technology. There was a significant difference in student attitudes toward technology between the Mission 21 students and the control group. There was no difference found in student attitudes towards technology by grade level. There was a significant difference of student attitudes towards technology between geographic areas (urban, suburban, and rural areas). The most common definition of technology from the Mission 21 students (treatment group) was "technology solves problems". The most common definition of technology from the control group was "I don't know". The results of the study provided evidence that both boys and girls who participated in the third and fourth grade Mission 21 project, did in fact, have a substantially more positive attitude towards technology than those students who did not.
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    A comparison of microcomputer simulations and hands-on laboratory experimentation for the remediation of alternative conceptions in field-dependent vs. field-independent high school students
    Buckwalter, Dennis E. (Virginia Tech, 1992-09-10)
    Students come to science class with intuitive theories and ideas how the natural world works. These theories may conflict with accepted scientific concepts and can make subsequent learning in science very difficult. Since people differ in cognitive functioning, the nature of the remedial approach to these alternative conceptions is very important. In this study, high-school students used computer simulations or hands-on experimentation as a remedial approach to their alternative conceptions. It explored the effects of the remediation in the context of the learning style of field-dependence-independence. Also, the use of the instrument (the embedded figures test) for defining field-dependence-independence was explored as a diagnostic tool for determining students who possess alternative conceptions. An Analysis of Covariance was used to determine the main effects and interactions between the treatments (mode of remediation) and field-dependence-independence. The results of this study indicated that computer simulations and hands-on experimentation were both effective means for the remediation of the alternative conceptions of force and gravity. Also, the hands-on experimentation was shown to be more effective than the computer simulations. However, the study failed to show any evidence of the differential effects of field-dependence-independence on remediation of the alternative conceptions. There was also no indication of interactions between the independent variables. Although a relationship was shown to exist between the test for alternative conceptions and the instrument for determining field-dependence-independence, due to the low correlation and the expense of administration, the Group Embedded Figures Test was not recommended for the diagnosis of alternative conceptions in high school students.
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    A comparison of program goals emphasized in technology education among selected groups of professionals in the state of Virginia
    Yu, Kuang-Chao (Virginia Tech, 1991)
    The major focus of this study was to obtain information and to make comparisons of the importance of technology education program goals as determined by three professional groups in the State of Virginia: professional leaders/teacher educators, local supervisors, and technology education teachers. Two dimensions were investigated: actual program goals and ideal program goals. Furthermore, goal emphases at two school levels, middle school and senior high, were investigated separately. Two primary factors were investigated: (1) were there differences among the three professional groups relative to the assessed importance of program goals; (2) were there differences among the geographic locations (urban, suburban, and rural) relative to the assessed importance of program goals? Data were collected through a mailed questionnaire. Results of the study were based on responses received from 77.1 percent of professional leaders/teacher educators, 82.5 percent of local supervisors, and 73.9 percent of technology education teachers. The MANOVA, and ANOVA, and Hotelling paired T² tests were used to determine significant differences among the mean scores. Major conclusions reached as a result of the study were: 1. Professional leaders/teacher educators held different beliefs than did local supervisors and technology education teachers about the importance of program goals for technology education. 2. Local supervisors and teachers in the three geographic locations held similar beliefs about the importance of technology education program goals. 3. All three groups of respondents put greater importance in the ideal goals as compared to actual goals for most the 14 goal statements for technology education.
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    Comparison of Students' Product Creativity Using a Computer Simulation Activity versus a Hands-on Activity in Technology Education
    Michael, Kurt Y. (Virginia Tech, 2000-05-10)
    The purpose of this study was to compare the effect of a computer simulation activity versus a hands-on activity on students' product creativity, originality, and usefulness. Fifty-eight middle school technology education students from Northern Virginia participated in the study. Subjects were randomly assigned to either a computer simulation or hands-on treatment group. The computer simulation group used a Lego-type brick simulator to construct creative products on the computer; whereas, the hands-on treatment group used real LEGO® bricks to construct their creative products. The hands-on groups' products were collected by the researcher and copied into the computer simulation program. Both groups' products were printed using a color printer. The printed products were evaluated by expert judges using a creative product semantic differential scale. This study showed that there was no significant difference in product creativity scores among the computer simulation and the hands-on treatment group. The null hypothesis was accepted. Findings suggested that it was possible to use a computer simulation activity in place of a hands-on activity and still maintain product creativity, originality, and usefulness.
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    Competencies Needed by Business Teachers to Work with Students with Disabilities
    Scott, Clara James (Virginia Tech, 2002-04-10)
    The purpose of this study was to determine the perceptions of an expert group of secondary school business teachers regarding whether previously identified competencies for working with students who have disabilities are important for secondary business teachers. The research questions used as a guide to conduct the study were: 1. From a list of identified competencies compiled from course objectives and literature, to what extent did the members of the expert panel of secondary school business teachers in Virginia and agree on competencies that are essential for business teachers related to working with students who have disabilities? 2. What comparisons can be made among the ratings of competencies by the members of the expert panel? The data were collected using a modified, two-round Delphi technique. The initial instrument used in Round I was developed by the researcher based on a literature review and authenticated by a validation panel. The 28 competencies were grouped in eight topical categories to assist in the review by the validation panel. The 16 members of a nominated Delphi panel were business education teachers from Virginia. The Delphi panel responded to the competencies using a five point Likert-type scale in which 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly Agree. The Round II instrument consisted of four competencies that did not meet consensus in Round I by having a standard deviation equal to or less than 1, and consensus was achieved on all four competencies in Round II. Of the original 28 competencies, 27 achieved the predetermined minimum mean score of 3.5 to be considered as important. The category of classroom management had the highest mean rating of 4.61 on the 5.0 scale. Also, the mean ratings were high for the categories of inclusion (4.31) and individual education programs (4.29). The two categories that had the lowest mean ratings (3.88) were characteristics of learners and transition services. Recommendations based on the results were made for improved policy and practice and for further research.
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    Construction as a Curriculum Organizer for Technology Education
    Clucas, Scott Richard (Virginia Tech, 1997-07-29)
    This dissertation was the result of an investigation into the relative importance of construction as a curriculum organizer for the field of technology education. In particular, it concentrated on the relationship between construction technology and the principles of general education and technological literacy. The review of literature focused on the historic roles and meanings of this curriculum organizer and these principles as the discipline evolved from the industrial arts into technology education. Operational definitions were synthesized and the linkages between them was clearly identified. To address technology education's contribution to general education, or the full development of the human personality, the spheres of human/technology interaction model was developed. The model is based on the idea that people interact with technology and evaluate those interactions from three fundamental perspectives. Those perspectives were identified as the civic-life sphere, the personal-life sphere, and the work-life sphere. One hundred and forty-eight faculty members of technology teacher education programs in colleges and universities throughout the United States were surveyed. A 77% return rate was obtained. The survey included four major sections in addition to requesting limited information about the respondents and their programs. The four major sections asked the respondents to: 1) Evaluate potential goals for a K-12 technology education program. 2) Determine the relative importance of 10 study areas or curriculum organizers as they related to each of the three spheres of interaction. 3) Determine the percentage of the technology education curriculum that should be allocated to each of the three spheres of human/technology interaction. 4) Provide selected information about the way construction is offered and taught in technology teacher education programs. Medoid cluster analysis was used to evaluate the data derived from the goals of technology education portion of the survey. Using this information, three clusters were formed and initial respondent membership for each cluster was established. Subsequently, discriminant analysis was used to accomplish three goals: 1) Refine the initial assignment of respondents to the clusters. 2) Identify those variables that offered a significant level of discrimination between clusters. 3) Determine the accuracy of assignment to the clusters or groups. The canonical correlation 2, calculated by the discriminant analysis program, indicated that 66.3% of the variance was explained by the variables that were significant at a .05 level. After comparing the mean scores of the discriminating variables across the three clusters, one cluster was identified as favoring technological literacy, one favored industrial technology education, and one was ambivalent. T-tests were used to determine if any significant difference existed between clusters or groups. It was of particular interest to this research that no significant difference was found related to the relative importance of construction. All groups concluded that construction should comprise approximately 10% of the technology education curriculum. Finally, a schedule was established which allocated various percentages of the curriculum to each of the 10 study areas or curriculum organizers as they relate to the three spheres of human/technology interaction. This schedule was based on the relative importance assigned by the technological literacy cluster. The technological literacy cluster offered the most balanced allocation of the technology education curriculum across the three spheres of human/technology interaction.
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    The Deer or the Driver?
    LaPorte, James E. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 2002)
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    Determining effects of text-to-speech synthesis in a multimedia learning environment on science achievement for students with learning disabilities in reading
    Scholz, Joseph T. (Virginia Tech, 1995)
    The purpose of this study was to explore the effect of text-to-speech in a multimedia learning environment on science achievement for students with learning disabilities in reading. The researcher examined how student achievement on unit tests was related to their participation with the experimental treatment. A secondary purpose of the study was to determine whether students prefer the combination of digitized audio and text, or text alone. The researcher used a quasi-experimental, counter-balanced, post-test only design for the study. Qualitative information was collected using post experiment individual and small group interviewing techniques. The sample used in this study was selected from students enrolled at The Forman School, a private school specializing in the education of students with learning disabilities. Specifically, the sample consisted of students with dyslexic reading problems. This independent school is located in Connecticut and currently uses multimedia in daily instruction. The sample consisted of 22 students enrolled in life science classes. The students' ages ranged from 13-19 years and the grade levels ranged from 9-12. Intact, pre-grouped students were randomly assigned to the experimental groups. The main thrust of the study was to examine the effect on achievement of the type of instruction (with and without text-to-speech synthesis) applied. The experimental group consisted of students who received modified multimedia instruction (treatment), including the text-to-speech synthesis. The control group consisted of students who received standard multimedia instruction; a series of texts and graphics without text-to-speech synthesis. Both lessons were identical in content and appearance, with the exception of the text-to-speech synthesis modification.
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    Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science
    Brusic, Sharon (Virginia Tech, 1991-07-05)
    The purpose of the study was to explore the effect of integrating technological activities with science instruction. The researcher examined whether fifth-grade students' achievement and curiosity relative to the science unit were related to their participation in classes where the experimental treatment was employed. A secondary focus of the study was to determine whether students' curiosity about the unit prior to studying it was related to their achievement. The researcher used a quasi-experimental,pretest/post test design for the study. The researcher developed and field tested two instruments for use in the study: a measure of curiosity and a measure of students' science knowledge and comprehension relative to the unit studied on changing forms of energy. The sample (n=l23) was drawn from a population of fifth-grade students in Staunton and Augusta County, Virginia. Classrooms were randomly assigned as treatment and control. Treatment group teachers taught the unit by having students participate in two technological activities that corresponded with the science unit. Control group teachers used traditional science methods (i.e., primarily teacher demonstrations of science experiments) to teach the unit. Pretest and posttest data were analyzed using correlation analysis and analysis of covariance procedures. The researcher reported a significant difference between treatment group students' and control group students' curiosity, favoring the treatment group. No significant differences were found between groups in science achievement and no significant relationship between students' curiosity and achievement was reported. The researcher concluded that the integration of technological activities with science instruction may positively affect fifth-grade students' curiosity but may not enhance or deter from their science achievement. Hence, the science-technology linkage shows promise as a useful method of promoting greater student curiosity without negatively affecting their achievement.
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    The effect of exaggeration of cartoons on the performance of field dependent learners
    Qadiri, Mohammad Abdul-Qader (Virginia Tech, 1999-06-11)
    The purpose of this study was to investigate the assumptions of Hunter, Moore, and Sewell in their 1990 study, in which field dependent learners could use the exaggeration of salient cues that are presented in cartoons to improve their learning. In general, the literature indicated that cartoons could affect the performance of students when they are used as supplemental education devices. Moreover, cartoons can facilitate learning when they are enjoyed and attracted by teachers and students alike. Literature revealed that field dependent learners are affected by their level of cognitive style when they perceive a stimulus. Field dependent learners accept the information as presented, and they need help from outside to analyze this information. The more salient or noticeable cues affect the performance of field dependent learners despite the relevancy of these cues to the subject matter. A review of the literature indicated that only the Hunter, Moore, & Sewell (1990) explored the relationship between cartoons and field-dependence. Their study suggested that field dependent learners would benefit from the exaggeration of salient cues in the cartoons; this suggestion framed the hypothesis of the current study. The present study assumed that exaggeration in the cartoons would maximize the performance of field dependent learners. Moreover, this study examined the suggestion of Hunter, Moore, and Sewell (1990), and if their suggestion was true, then the field dependent students who learned through the exaggeration treatment would outscore field dependents learned with no exaggeration. Participants in this study were 66 freshmen students who attended English classes in the Writing Center at Virginia Polytechnic Institute and State University. The students were randomly distributed into two groups. The teaching group studied English grammar with the exaggeration of cartoons employed as a teaching strategy. The control group studied the same materials, with no cartoon exaggeration. The Group Embedded Figure Test (GEFT) was employed to classify students as having a field dependent, field neutral, or field independent cognitive style. The purpose for the examination of cognitive style's was to assist in determining if the exaggeration of cartoons would positively affect the performance of field dependent students. The dependent variable was a written immediate test of 30 problems. The data were analyzed using two-way Analysis of Variance. All hypotheses of this study were rejected, and no significant differences in the main effects and no interaction between the independent variables were indicated. The study did not support the suggestion of Hunter, Moore, and Sewell (1990), and the results indicated that field dependence did not benefit from exaggeration in the cartoons to be used as salient cues to maximize their learning.
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    The effect of training in computer-aided design on the spatial visualization ability in selected gifted adolescents
    Mack, Warren E. (Virginia Tech, 1992-03-01)
    This research was undertaken to determine the effect that computer aided design (CAD) had on the spatial visualization abilities of selected gifted adolescents. The following hypotheses was tested: Subjects receiving instruction in CAD will show improvement in spatial visualization ability, as measured by the Revised Minnesota Paper Form Board (RMPFB) test. when compared to the subjects not receiving CAD instruction. The experimental group consisted of 20 students enrolled in the CAD course offered in the 1991 Virginia Governor's School of Technology. The control group consisted of 20 Governor's School students not enrolled in the CAD course. Both groups were pretested using the RMPFB test Form AA to measure entry level spatial visualization. A treatment consisting of three weeks of CAD instruction using CADKEY 3.5 was given to the experimental group. Following the treatment both groups were post tested using the RMPFB test Form BB to determine their existing level of spatial visualization ability. The nonequivalent control group design was used in this study since the experimental group was an intact group and therefore not randomly assigned. ANCOVA statistical analysis was used to determine if there was statistical significance of the post test scores.
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    The Effects of a Technological Problem Solving Activity on FIRST LEGO League Participants' Problem Solving Style and Performance
    Varnado, Terri E. (Virginia Tech, 2005-04-08)
    This study investigated the effects of a technological problem solving activity, specifically the 2004 No Limits FIRST™ LEGO™ League Robotics Challenge, on student participants' problem solving styles and performances. Previous research suggested that problem solving styles and performances could be influenced in children who are developing cognitively. Thirty-six 9-14 year old males and females were selected from officially registered FLL teams in the Virginia Department of Education Regions 6 & 7 of Southwest Virginia. Student participants self-assessed their technological problem solving confidence, approach/avoidance styles, and personal control during said activity three times over an eight week period. Two raters directly observed four dimensions of technological problem solving (problem clarification, developing a design, modeling/prototyping, and evaluating the design solution) at four points during the same eight-week time frame. Simple ANOVA, Repeated Measures ANOVA, MANOVA, Regression Analyses, and Qualitative Analyses were used to analyze the data. Female FLL student participants aged 9-14 perceived their overall technological problem solving style no differently than did 9-14 year old males. Gender alone showed no significant differences in performance; however, without any formal training or coursework, 9-14 year old FLL student participants showed significant increases in confidence, overall technological problem solving styles, problem clarification, developing a design, evaluating a design solution, and overall technological problem solving performance in only eight weeks.