The Relationship Between Technology Readiness and Online Professional Development

The purpose of this quantitative, correlational study is to determine if there is a relationship between technology readiness and grades, the number of attempts taken, or the time it took to complete an online professional development. Because of the pandemic, much educator professional development has shifted online. When this occurred, many teachers were unprepared to make this shift. To study the relationship, the researcher surveyed 73 staff members of an LEA in central Pennsylvania using the Technology Readiness Index 2.0 instrument. Then, the researcher computed a correlation coefficient between each participant’s Technology Readiness Index score and their grades, number of attempts, and how long it took them to complete the online professional development. The results indicate no significant relationship between technology readiness and grades or the number of attempts. However, the correlation between technology readiness and days to completion yielded a small to moderate negative correlation. These findings support the use of online professional development and indicate that people will perform the same regardless of their technology readiness level. The only difference is that those with lower technology readiness might take longer to complete the online professional development. Expanding this study to include more variables regarding technology readiness and online professional development in the future would be beneficial

Hybrid Teacher Professional Development Experiences: A Qualitative Phenomenological Study

The purpose of this qualitative transcendental phenomenological study is to describe the lived experiences of teachers’ hybrid professional development in a Northern California Title I school district. The conceptual framework guiding this study is Desimone’s professional development framework, as it synthesizes research into five core features that change teachers’ beliefs and practices: content focus, active learning, coherence, duration, and collective participation. A transcendental study was used to capture the essence of the hybrid professional development experiences of ten teachers from six schools in a Title 1 district in the second year of an equity hybrid teacher professional development (TPD). Data were collected through interviews, artifact analysis, and focus groups. Data were analyzed through epoché, phenomenological reduction, and imaginative variation to answer the question, “What are the lived experiences of teachers in a Northern California Title I school district during hybrid teacher professional development?” Six themes were derived from the data analysis a) feedback, b) lifelong learner, c) guidance, d) safety, e) time, and f) frustration. The data revealed that asynchronous active learning activities are beneficial for frontloading and holding teachers accountable to prepare for collective participation activities. Additionally, the data indicated hybrid TPD settings require different considerations to set up safety before collective participation can occur, especially for controversial topics like equity. Furthermore, practitioners should consider how facilitators and administrators collaborate to provide feedback and engagement in all collective participation settings

Κατηγοριοποίηση και περιληπτικές αποδόσεις εργασιών συνεδρίων της ACM SIGCSE

Η παρούσα εργασία αφορά στη μελέτη εργασιών οι οποίες παρουσιάστηκαν στο συνέδριο ACM SIGCSE τις χρονιές 2016, 2017 και 2018. Αρχικά, γίνεται μια κατηγοριοποίηση, με βάση τον κύριο τομέα της Εκπαίδευσης της Πληροφορικής τον οποίο αφορά η κάθε εργασία που παρουσιάστηκε στα προαναφερθέντα συνέδρια. Οι κατηγορίες στις οποίες κατατάχθηκαν τα άρθρα είναι οι εξής: • Αξιολόγηση σπουδαστών • Ασφάλεια και προστασία της ιδιωτικής ζωής • Διαδραστικά περιβάλλοντα μάθησης • Διαφορετικότητα των φύλων/ Πολυπολιτισμικότητα • Εκπαίδευση της Μηχανικής Λογισμικού • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Ενσωμάτωση Πληροφορίας • Ηλεκτρονική μάθηση • Οπτικοποίηση • Πρότυπα αναλυτικά προγράμματα • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Συστήματα διαχείρισης μάθησης • Υπολογιστική Σκέψη • Υπολογιστικός Αλφαβητισμός Στη συνέχεια, δίνονται περιληπτικές αποδόσεις των εργασιών της χρονιάς 2017 που εμπίπτουν στις παρακάτω επιλεγμένες κατηγορίες: • Αξιολόγηση φοιτητών/μαθητών • Εισαγωγή στην Πληροφορική • Εκπαίδευση της Πληροφορικής • Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση • Συνεργατική Μάθηση • Υπολογιστική ΣκέψηThis thesis focuses on the study of papers presented at the ACM SIGCSE conference in the years 2016, 2017 and 2018. Initially, a categorization is defined, based on the main areas of IT education that are included in the aforementioned conferences. The categories in which the articles were classified are: • Student evaluation • Security and Privacy • Interactive learning environments • Gender Diversity / Multiculturalism • Software engineering education • CS1 • Computer Science Education • Integration of Information • E-learning • Visualization • Model curricula • K-12 • Collaborative learning • Computational Thinking • Computing Literacy Afterwards, reviews of the papers of the year 2017 are presented concerning the following categories: • Student evaluation • CS1 • Computer Science Education • K-12 • Collaborative learning • Computational Thinkin

What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors

Organisations today are investing significant amounts of time, money, and resources on workplace self-paced e-learning, yet employees seem to be having problems even getting these e-learning courses completed, bringing into question the true value of workplace self-paced e-learning. In an attempt to improve understanding of factors contributing to success in workplace self-paced e-learning, this study investigated how employee learners’ motivation, self-regulated learning, and organisational contextual factors affected outcomes in workplace self-paced e-learning. A quantitative study was conducted to investigate the research questions. Participants of the study were 119 employees enrolled in workplace self-paced e-learning courses provided by Hong Kong organisations. Data were collected using online questionnaires and analysed using the partial least squares structural equation modelling technique. Findings revealed significant relationships between learners’ motivation, self-regulated learning, organisational contextual factors, and training outcomes in workplace self-paced e-learning. Motivation to learn, time management, metacognitive self-regulation, perceived choice, workload, and organisational support were found to positively correlate with training outcomes as expressed in terms of course completion rate, learner satisfaction, and perceived learning performance in workplace self-paced e-learning. Findings also revealed learners’ autonomy in learning participation, level of workload (negative), and supervisor support (negative) moderate the relationship between learners’ time management strategy use and completion rate of workplace self-paced e-learning courses. Unfortunately, the results failed to support the expected relationship between supervisor support and training outcomes. The significance of the findings is discussed, along with implications for researchers and practitioners, limitations of the current study, and opportunities for future research

What predicts workplace self-paced e-learning outcomes?: an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors

Organisations today are investing significant amounts of time, money, and resources on workplace self-paced e-learning, yet employees seem to be having problems even getting these e-learning courses completed, bringing into question the true value of workplace self-paced e-learning. In an attempt to improve understanding of factors contributing to success in workplace self-paced e-learning, this study investigated how employee learners’ motivation, self-regulated learning, and organisational contextual factors affected outcomes in workplace self-paced e-learning. A quantitative study was conducted to investigate the research questions. Participants of the study were 119 employees enrolled in workplace self-paced e-learning courses provided by Hong Kong organisations. Data were collected using online questionnaires and analysed using the partial least squares structural equation modelling technique. Findings revealed significant relationships between learners’ motivation, self-regulated learning, organisational contextual factors, and training outcomes in workplace self-paced e-learning. Motivation to learn, time management, metacognitive self-regulation, perceived choice, workload, and organisational support were found to positively correlate with training outcomes as expressed in terms of course completion rate, learner satisfaction, and perceived learning performance in workplace self-paced e-learning. Findings also revealed learners’ autonomy in learning participation, level of workload (negative), and supervisor support (negative) moderate the relationship between learners’ time management strategy use and completion rate of workplace self-paced e-learning courses. Unfortunately, the results failed to support the expected relationship between supervisor support and training outcomes. The significance of the findings is discussed, along with implications for researchers and practitioners, limitations of the current study, and opportunities for future research