Using Simulations to Prepare for College and Careers in Information Technology

While simulators can be used in place of hands-on hardware, there was not a significant body of quantitative research supporting the use of simulators for college and career success at the secondary level in information technology (IT). The purpose of this quantitative, nonexperimental study was to determine if there was a significant difference in college and career readiness of New York state high school students in approved IT content cluster high school programs, between those who use simulations and those who use hands-on hardware. Kolb\u27s theory of experiential learning was the theoretical foundation for this research. The research questions examined whether there was a significant difference in the written exam grades, the hands-on exam grades, and the certification pass rates of students, based on the percentage of simulation used in their coursework. A survey was used to collect data on 60 students. A one-way Welch ANOVA indicated no significant difference in written grades between groups. A Kruskal-Wallis ANOVA showed statistical significance between groups using all simulated labs and less than 50% simulated labs, as well as between all simulated labs and 50% or greater simulated labs for hands-on grades. Fisher\u27s Exact Test indicated that the proportion of students in the less than 50% simulated labs group who earned industry-level certifications was statistically significantly higher than the 50% or greater simulated labs group or the all simulated labs group. Implications for social change are that workers with entry-level IT skills can fill jobs in the growing IT field that offers well-paying jobs with more promising futures

2018-2019

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1030/thumbnail.jp

2013-2014

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1025/thumbnail.jp

2020-2021

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1032/thumbnail.jp

2017-2018

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1029/thumbnail.jp

2014-2015

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1026/thumbnail.jp

Investigation and development of a tangible technology framework for highly complex and abstract concepts

The ubiquitous integration of computer-supported learning tools within the educational domain has led educators to continuously seek effective technological platforms for teaching and learning. Overcoming the inherent limitations of traditional educational approaches, interactive and tangible computing platforms have consequently garnered increased interest in the pursuit of embedding active learning pedagogies within curricula. However, whilst Tangible User Interface (TUI) systems have been successfully developed to edutain children in various research contexts, TUI architectures have seen limited deployment towards more advanced educational pursuits. Thus, in contrast to current domain research, this study investigates the effectiveness and suitability of adopting TUI systems for enhancing the learning experience of abstract and complex computational science and technology-based concepts within higher educational institutions (HEI)s. Based on the proposal of a contextually apt TUI architecture, the research describes the design and development of eight distinct TUI frameworks embodying innovate interactive paradigms through tabletop peripherals, graphical design factors, and active tangible manipulatives. These computationally coupled design elements are evaluated through summative and formative experimental methodologies for their ability to aid in the effective teaching and learning of diverse threshold concepts experienced in computational science. In addition, through the design and adoption of a technology acceptance model for educational technology (TAM4Edu), the suitability of TUI frameworks in HEI education is empirically evaluated across a myriad of determinants for modelling students’ behavioural intention. In light of the statistically significant results obtained in both academic knowledge gain (μ = 25.8%) and student satisfaction (μ = 12.7%), the study outlines the affordances provided through TUI design for various constituents of active learning theories and modalities. Thus, based on an empirical and pedagogical analyses, a set of design guidelines is defined within this research to direct the effective development of TUI design elements for teaching and learning abstract threshold concepts in HEI adaptations

2010-2011

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1022/thumbnail.jp

2016-2017

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1028/thumbnail.jp

2015-2016

Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1027/thumbnail.jp