Kurt Becker

High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules

The purpose of this research was to investigate high school students’ computer self-efficacy (CSE) and learning behavior in a selfregulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. Two research questions guided this research: (1) how is students’ CSE while engaged in interactive learning modules? and (2) how do high and low CSE groups plan and monitor their cognitive action, and regulate their monitoring strategies based on their CSE level? The research used a mixedmethods approach to answer the research questions. This study utilized a SRL framework that covered self-efficacy, cognitive actions, and metacognitive components. While self-efficacy was represented by CSE, metacognitive component was represented by planning, monitoring, and regulating strategies. Cognitive actions represent contextual activities while using interactive learning modules. One hundred students from two high schools, InTech Collegiate and Logan High Schools, completed activities in this study. Each student worked on three modules, namely Boolean Logic, Minimum Spanning Tree, and Modeling Using Graphs. Three different forms of data were gathered for analysis. These data included questionnaires, screen captured videos, and audio recordings of interviews. The findings of this study revealed that the students achieved the highest average score on beginning skills compared to advanced skills and file and software skills for their CSE. Furthermore, screen-captured video analysis showed that there were different profiles of cognitive actions and metacognitive strategies between high and low CSE groups in terms of the strategy changes and duration of their strategies. Issues gathered from interview analysis between these two groups were also elaborated.

Work in Progress – National Center for Engineering and Technology Education: Supporting Teacher Professional Development and Renewing K-12 Schooling

The National Center for Engineering and Technology Education (NCETE) links technology educators with engineering educators in a symbiotic alliance to build capacity for research, nurture a cadre of talented, diverse leaders in engineering and technology education and infuse engineering design and analytical skills into K-12 schools. The NSF-funded center (ESI-0426421) links four research universities with five technology teacher education institutions, fifteen K-12 school districts and three education-related societies. In 2005, the Center has been involved in on-going delivery of professional development for technology teachers in the partner K-12 schools. Professional development focuses on assessment-driven open-ended problem solving applied to engineering design utilizing mathematics and science concepts. Evaluation survey instruments are used to collect data from students and teachers to determine if the project met the objectives and if the content was effective for technology education students

Work in progress - national center for engineering and technology education

The National Center for Engineering and Technology Education (NCETE) links technology educators with engineering educators in a symbiotic alliance to build capacity for research, nurture a cadre of talented, diverse leaders in engineering and technology education and infuses engineering design and analytical skills into K-12 schools. NCETE recently received funding from National Science Foundation as one of the 17 Centers for Teaching and Learning in the country. NCETE addresses an important niche in the overall portfolio for the NSF-funded Centers for learning and teaching program as the only center addressing technology and engineering education. This powerful combination of research, graduate education, and professional development could be applied to many levels. We have chosen to focus on grades 9 to 12.

Work in progress: Investigating the engineering design process: Novices vs. experts

This study investigates the engineering design process. It compares expert and novice engineers during the processes of decomposition of a problem and the recomposition of subproblems when working in teams. The paper describes the research questions, research design, and method of collecting data and analyzing data of the study.

Work in Progress: Supporting K-12 Teacher Professional Development through the National Center for Engineering and Technology Education

The National Center for Engineering and Technology Education (NCETE) links technology educators with engineering educators to build capacity for research, nurture a cadre of talented, diverse leaders in engineering and technology education and infuse engineering design and analytical skills into K-12 schools. The NSF-funded center (ESI-0426421) links four research universities with five technology teacher education institutions, fifteen K-12 school districts and three education-related societies. In 2005 and 2006 the Center has been involved in on-going delivery of professional development for technology teachers in the partner K-12 schools. Professional development focuses on assessment-driven open-ended problem solving applied to engineering design utilizing mathematics and science concepts. Data is collected from students and teachers to determine if project objectives are met and if the content is effective for technology education students. At the time of the 2006 FIE conference, the project will have collected data from 50 technology teachers designed to assess the value and focus of the professional development workshops. Evaluation survey instruments, designed by the Centers external evaluator in collaboration with the Centers leadership, are used to collect data from students and teachers to assess the extent to which the project met the objectives and whether the content and delivery mechanisms were effective for technology education students