Technology Policies and Practices in Higher Education

2018 ◽  
pp. 3954-3962
Author(s):  
Kelly McKenna
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Technology Policy ◽  
Rocky Mountain ◽  
Smart Devices ◽  
Technology Assimilation ◽  
Rocky Mountain Region ◽  
Digital Learners ◽  
Personal Technology ◽  
Technology Policies

This study investigated the personal technology policies practiced and modeled in teacher preparation courses at a teaching intensive university in the Rocky Mountain region. Both explicit and implicit classroom policies were revealed for teacher preparation classes to determine support for the allowance of technology by preservice teachers during their coursework. These teacher preparation classrooms are filled with digital learners who are mandated to integrate technology into their future teaching. But, how is personal technology assimilation being demonstrated to preservice teachers? Syllabi from all teacher preparation classes were reviewed, revealing that 45% contained an explicitly stated technology policy. Teacher education instructors were then surveyed with primarily open-ended questions to further investigate technology policies and use in the classroom. Overall integration of smart devices is not being modeled in teacher preparation classrooms at this teaching intensive university.

Technology Policies and Practices in Higher Education

2019 ◽  
pp. 691-700
Author(s):  
Kelly McKenna
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Technology Policy ◽  
Rocky Mountain ◽  
Smart Devices ◽  
Technology Assimilation ◽  
Rocky Mountain Region ◽  
Digital Learners ◽  
Personal Technology ◽  
Technology Policies

This chapter investigated the personal technology policies practiced and modeled in teacher preparation courses at a teaching-intensive university in the Rocky Mountain region. Both explicit and implicit classroom policies were revealed for teacher preparation classes to determine support for the allowance of technology by preservice teachers during their coursework. These teacher preparation classrooms are filled with digital learners who are mandated to integrate technology into their future teaching. But, how is personal technology assimilation being demonstrated to preservice teachers? Syllabi from all teacher preparation classes were reviewed, revealing that 45% contained an explicitly stated technology policy. Teacher education instructors were then surveyed with primarily open-ended questions to further investigate technology policies and use in the classroom. Overall integration of smart devices is not being modeled in teacher preparation classrooms at this teaching-intensive university.

scholarly journals Personal Technology in the Classroom

2022 ◽  
Vol 4 (3) ◽  
pp. 111-131
Author(s):  
Christina Long Iluzada ◽  
Robin L. Wakefield ◽  
Allison M. Alford
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Sustained Attention ◽  
Classroom Environment ◽  
Technology Use ◽  
Technology Policy ◽  
Cognitive Learning ◽  
Significant Difference ◽  
Personal Technology ◽  
Technology Policies

College instructors desiring classrooms free from learning distractions often enforce personal-technology-use policies to create what they think is an optimal learning environment, but students tend not to favor restrictive personal technology policies. Which type of personal technology classroom environment maximizes student satisfaction, learning, and attention? We surveyed 280 business communications students in two types of classrooms: a personal technology-restricted environment and a free-use environment. We evaluated student perceptions of cognitive learning, sustained attention, and satisfaction with the course as well as the technology policy governing their classrooms. Students believed they achieved greater cognitive learning in non-restricted personal technology classrooms and perceived no significant difference in sustained attention. Although students may be more satisfied with a free personal-technology-use policy in the classroom, overall satisfaction with the course did not significantly differ according to the classroom environment. We discuss the importance of sustained attention and policy satisfaction for enhancing student course satisfaction in classrooms with both technology policy types.

Options for the management of white pine blister rust in the Rocky Mountain Region

2008 ◽  
Author(s):  
Kelly S. Burns ◽  
Anna W. Schoettle ◽  
William R. Jacobi ◽  
Mary F. Mahalovich
Keyword(s):  
Rocky Mountain ◽  
Mountain Region ◽  
White Pine Blister Rust ◽  
White Pine ◽  
Blister Rust ◽  
Rocky Mountain Region

Geophysical studies of crustal structure in the Rocky Mountain region: A review

1998 ◽  
Vol 33 (2) ◽  
pp. 217-228 ◽  
Author(s):  
G. R. Keller ◽  
C. M. Snelson ◽  
A. F. Sheehan ◽  
K. G. Dueker
Keyword(s):  
Crustal Structure ◽  
Rocky Mountain ◽  
Mountain Region ◽  
Rocky Mountain Region

Tectonic controls on basement exhumation in the southern Rocky Mountains (United States): The power of combined zircon (U-Th)/He and K-feldspar 40Ar/39Ar thermochronology

Geology ◽  
2021 ◽  
Author(s):  
Jason W. Ricketts ◽  
Jacoup Roiz ◽  
Karl E. Karlstrom ◽  
Matthew T. Heizler ◽  
William R. Guenthner ◽  
...  
Keyword(s):  
Rocky Mountains ◽  
Rocky Mountain ◽  
Snowball Earth ◽  
Southern Rocky Mountains ◽  
Basement Rocks ◽  
Rocky Mountain Region ◽  
Multi Stage ◽  
Inverse Models ◽  
Multiple Pulses ◽  
Differential Uplift

The Great Unconformity of the Rocky Mountain region (western North America), where Precambrian crystalline basement is nonconformably overlain by Phanerozoic strata, represents the removal of as much as 1.5 b.y. of rock record during 10-km-scale basement exhumation. We evaluate the timing of exhumation of basement rocks at five locations by combining geologic data with multiple thermochronometers. 40Ar/39Ar K-feldspar multi-diffusion domain (MDD) modeling indicates regional multi-stage basement cooling from 275 to 150 °C occurred at 1250–1100 Ma and/or 1000–700 Ma. Zircon (U-Th)/He (ZHe) dates from the Rocky Mountains range from 20 to 864 Ma, and independent forward modeling of ZHe data is also most consistent with multi-stage cooling. ZHe inverse models at five locations, combined with K-feldspar MDD and sample-specific geochronologic and/or thermochronologic constraints, document multiple pulses of basement cooling from 250 °C to surface temperatures with a major regional basement exhumation event 1300–900 Ma, limited cooling in some samples during the 770–570 Ma breakup of Rodinia and/or the 717–635 Ma snowball Earth, and ca. 300 Ma Ancestral Rocky Mountains cooling. These data argue for a tectonic control on basement exhumation leading up to formation of the Precambrian-Cambrian Great Unconformity and document the formation of composite erosional surfaces developed by faulting and differential uplift.

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