Margaret L. Rice

The Influence of Gender on Attitudes, Perceptions, and Uses of Technology

Abstract This study investigates whether gender has an effect on students’ attitudes toward, and their uses of, technology. Data were collected from 59 sixth grade students to examine their attitudes toward and uses of technology by means of The Computer Survey (TCS), computer logs, interviews, classroom observations, field notes, and student work. One of the major findings of the study was that gender differences in attitudes, perceptions, and uses of computers were not found to be significant. The results of this study indicate that gender does affect students’ attitudes toward technology for the participants of this study. The majority of females do not perceive computers as being difficult for themselves, other females, or males. However, several males indicated they were better at using the computer than females.

Faculty Involvement in Planning for the Use and Integration of Instructional and Administrative Technologies

Abstract Colleges and universities increasingly rely on technology for both business and academic operations. Technology, in the form of hardware and software, has made higher education institutions more efficient and has expanded their reach and service areas to a global marketplace. The concern during this period of increasingly pervasive technology at higher education institutions is how to develop appropriate and adequate plans that maximize said technology in both administration and teaching. One method, used on a number of college campuses, involves the formation of faculty advisory groups and, at times, using faculty senate, forum, council, or similar organizations to provide opportunities for broad-based, inclusive decision making. The current study provides a report on a Delphi survey of 29 faculty senate leaders about how faculty should be involved in planning for the use of instructional and administrative technologies.

Turnitin Systems: A Deterrent to Plagiarism in College Classrooms.

Abstract Computer technology and the Internet now make plagiarism an easier enterprise. As a result, faculty must be more diligent in their efforts to mitigate the practice of academic integrity, and institutions of higher education must provide the leadership and support to ensure the context for it. This study explored the use of a plagiarism detection system to deter digital plagiarism. Findings suggest that when students were aware that their work would be run through a detection system, they were less inclined to plagiarize. These findings suggest that, regardless of class standing, gender, and college major, recognition by the instructor of the nature and extent of the plagiarism problem and acceptance of responsibility for deterring it are pivotal in reducing the problem.

Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

Abstract This study applied an Integrated Triadic Model (ITM) to a social studies methods course and measured the extent that preservice teachers’ TPACK changed. The study also gathered beliefs about the effectiveness of course activities for developing TPACK. Data collected and analyzed from self-assessment surveys and reflective writings indicated an increase in understanding of the relationships between technologies, instructional strategies, and social studies content. Performance-based data did not support similar growth because of contextual limitations. The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers’ TPACK. The ITM represents a new model for teacher education programs to evaluate and redesign learning experiences that prepare teachers to effectively and appropriately integrate technology.