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dc.contributor.advisorFarley, Frank
dc.creatorFremont, Kimberly Miller
dc.date.accessioned2020-10-26T18:25:59Z
dc.date.available2020-10-26T18:25:59Z
dc.date.issued2013
dc.identifier.other864885929
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1241
dc.description.abstractCollege students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and type of technology use, individual instructor demographics, and ratings of instructor effectiveness were measured using formal student evaluations of teaching (SETs). The findings suggest that significant differences in technology use exist between instructors of varying rank and experience. Additionally, the results suggest that students identify technology as a tool that contributes to their learning, but that technology is not sufficient in and of itself to impact ratings of instructor effectiveness and self-reported student learning. Rather, students identify instructor variables and instructional approach more frequently as important contributors to their learning. Future research should expand on these results by exploring the specific types of technology that students attend to in the classroom and by investigating how best to incorporate technology while maintaining strong pedagogical approaches.
dc.format.extent116 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Psychology
dc.subjectEducational Technology
dc.subjectCourse Evaluations
dc.subjectEducation
dc.subjectLearning
dc.subjectTeaching
dc.subjectTechnology
dc.titleTechnology, Learning, and College Teaching Evaluations
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberRotheram-Fuller, Erin
dc.contributor.committeememberSchifter, Catherine
dc.contributor.committeememberDegnan, James W.
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1223
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-26T18:25:59Z


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