Competency level of technological pedagogical contents knowledge (TPCK) framework amongst graduate teachers

This article propose a framework for educational technology based on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the integration of technology into it. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching. Briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). The TPCK framework has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological as well as the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology

Avionics systems integration technology

A very dramatic and continuing explosion in digital electronics technology has been taking place in the last decade. The prudent and timely application of this technology will provide Army aviation the capability to prevail against a numerically superior enemy threat. The Army and NASA have exploited this technology explosion in the development and application of avionics systems integration technology for new and future aviation systems. A few selected Army avionics integration technology base efforts are discussed. Also discussed is the Avionics Integration Research Laboratory (AIRLAB) that NASA has established at Langley for research into the integration and validation of avionics systems, and evaluation of advanced technology in a total systems context

Teacher education for effective technology integration

About a decade ago, several researchers used Shulman's (1986) framework about Pedagogical Content Knowledge (PCK) - a body of knowledge that constitutes a special amalgam of content, pedagogy, learners, and context - as a theoretical basis for developing TPCK or TPACK: a framework for guiding teachers' cognition about technology integration in teaching and learning (Angeli, Valanides, & Christodoulou, 2016). Different models of TPCK/TPACK are proposed in the literature, each with a different focus (on practice, instructional design, context, etc.) and with a different theoretical interpretation about the nature and development of the knowledge that teachers need to have to be able to teach with technology (e.g., Angeli & Valanides, 2005, 2009, 2013; Koehler & Mishra, 2008; Niess, 2005).In this direction, research is being carried out to identify TPCK design procedures for initial teacher education. In teaching, when transferring TPCK to design and methodological practices, there is a need to consider a number of factors, especially: the different modes of adopting technologies; the integration of tool affordances, content and pedagogy; the implementation of learning environments; the operationalization of knowledge; and detailed analysis of teaching models and approache

The integration approach: Integrating technology strategy with business strategy in the airline industry

Technology has emerged as a key component in solving complex strategic issues. Much of the relevant literature recognises technology as the driving force behind the fast rate of change in many markets. Consequently, organisations are becoming increasingly dependent on advanced technology to improve their performance. At the same time organisations need to be extremely flexible in order to meet the demands of customers quickly, accurately and cost-effectively. To benefit from the potential of technology in highly dynamic environments, there is a need to integrate technology strategy with business strategy. This research explores the integration between technology strategy and business strategy in the airline industry. The literature on technology, technology strategy, corporate strategy, business strategy, competitive advantage and the integration of technology strategy with business strategy is critically evaluated and shortcomings of the literature are identified. The literature review was evaluated and identifies gaps and possible future directions. This indicated a need for a systematic way of linking technology and business strategies. Thus an Integration Model is proposed consisting of three stages involving business strategy, competitive strategy and technology strategy. The literature review and the Integration Model identified the importance of technology assessment in formulating a technology strategy and the need for a supportive tool to aid this process

Teachers enacting a technology-rich curriculum for emergent literacy

PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils’ engagement and teachers’ technology integration within PictoPal. Interviews were used to examine teachers’ perceptions. Pupils’ emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergartener

Faculty and Student Perceptions of Technology Integration in Teaching

This journal article discusses a study examining the perceptions of faculty and students on the topic of technology integration in the teaching of courses at a Midwestern College of Education. The purposes of this study are to collect baseline data to identify the current extent of technology integration, to inform the strategic planning process, and for accreditation purposes. The article from "The Journal of Interactive Online Learning," describes faculty comfort levels and proficiency with technology, faculty perceptions and frequency with which they use technology, and student perceptions of technology use and impact on their learning. Educational levels: Graduate or professional

The Doctrine of Exhaustion of Union Remedies

High-k/metal gate stacks have been introduced in CMOS technology during the last decade in order to sustain continued device scaling and ever-improving circuit performance. Starting from the 45 nm technology node, the stringent requirements in terms of equivalent oxide thickness and gate current density have rendered the replacement of the conventional SiON/poly-Si stack unavoidable. Although Hf-based technology has become the de facto industry standard for high-k/metal gate MOSFETs, problematic long-term scalability has motivated the research of novel materials and solutions to fulfill the target performances expected of gate stacks in future technology nodes. In this work, integration of a high-k interfacial layer has been identified as the most promising approach to improve gate dielectric scalability, since this technology presents the advantage of potential compatibility with both current Hf-based and plausible future higher-k materials. Thulium silicate has been selected as candidate material for integration as interfacial layer, thanks to its unique properties which enabled the development of a straightforward integration process achieving well-controlled and repeatable growth in the sub-nm thickness regime, a contribution of 0.25+-0.15 nm to the total EOT, and high quality of the interface with Si. Compatibility with industry-standard CMOS integration flows has been kept as a top priority in the development of the new technology. To this aim, a novel ALD process has been developed and characterized, and a manufacturable process flow for integration of thulium silicate in a generic gate stack has been designed. The thulium silicate interfacial layer technology has been verified to be compatible with standard integration flows, and fabrication of high-k/metal gate MOSFETs with excellent electrical characteristics has been demonstrated. The possibility to achieve high performance devices by integration of thulium silicate in current Hf-based technology has been specifically demonstrated, and the TmSiO/HfO2 dielectric stack has been shown to be compatible with the industrial requirements of operation in the sub-nm EOT range (down to 0.6 nm), reliable device operation over a 10 year expected lifetime, and compatibility with common threshold voltage control techniques. The thulium silicate interfacial layer technology has been especially demonstrated to be superior to conventional chemical oxidation in terms of channel mobility at sub-nm EOT, since the TmSiO/HfO2 dielectric stack achieved ~20% higher electron and hole mobility compared to state-of-the-art SiOx/HfO2 devices at the same EOT. Such performance enhancement can provide a strong advantage in the EOT-mobility trade-off which is commonly observed in scaled gate stacks, and has been linked by temperature and stress analyses to the higher physical thickness of the high-k interfacial layer, which results in attenuated remote phonon scattering compared to a SiOx interfacial layer achieving the same EOT.QC 20140512</p

Enabling learning through technology: Some institutional imperatives

This paper considers the importance of the institution as the dynamic interpretative element on which will depend the successful integration of the learning technology developed through our national initiatives into the academic curricula of Higher‐Education institutions. Based on our experience of working on teaching technology programmes, within the framework of national and institutional initiatives, it is evident that the establishment of an institutional strategy, and its implementation in a supporting university‐wide programme of staff development and training, together with strong commitment at the senior managerial level, are imperatives which determine the successful integration of learning technology within academic institutions