Integration strategies for advanced construction technologies in the US AECO industry

Advanced Construction Technologies (ACTs) have fundamentally altered the way the US Architecture, Engineering, Construction, and Operations (AECO) industry operates. Over the past few decades, the US AECO industry has undergone a technological awakening, which promises to improve project quality and efficiency in a multitude of ways. The shift towards technology adoption began with Building Information Modeling (BIM), which for many years struggled to gain acceptance due to a largely ad-hoc integration strategy for organizations. As technologies continue to emerge and develop beyond, and in parallel with BIM, there are no tools available to help evaluate, plan and integrate such advancements in US AECO workflows. A series of semi-structured interviews were conducted with US AECO industry technology experts to establish a cursory list of the factors which impede or promote the successful integration of ACTs. These factors were evaluated, ranked and rated through a Delphi study, conducted with a panel of industry experts who at the time specialized or leveraged ACTs. A novel continuously iterative Delphi platform was deployed to gain the requisite expert input for the importance rating and impact ranking for each of the factors cited as influential in technology integration. The collected data was used to help bridge the identified gap between ACT development and successful integration of ACTs into US AECO industry workflows. Within the context of existing technology integration theories, this study identifies and evaluates factors which influence technological integration success within the US AECO industry. This study begins the process of establishing a foundation of understanding as it relates to meaningful ACT integration.

Disrupting the College Classroom Experience

This chapter provides readers an overview of the potential advantages and disadvantages of technology integration in higher education. As technological innovations continue to advance, faculty are provided ample opportunities to enrich their curriculum to further enhance student engagement and learning. Further, the inclusion of technology promotes student retention and provides them access to real-world content. Innovations in technology have resulted in a plethora of tools that can be incorporated into today's classrooms. However, faculty are often hesitant to integrate technological tools given security, accessibility, and access considerations. Further, faculty may perceive technology as disruptive to their classrooms resulting in distracted learners who experience lower academic gains.

Metadata Technology Integration in Libraries

This chapter explores metadata technology integration as a panacea for effective learning in the 21st century libraries. The high influx of information resources into libraries necessitated a shift from printed to digitally web-based form of preserving and describing information, which affected users' access to information. This implies direct involvement of librarians in the cycle of influencers of open educational resources. In the review, ontology of metadata and repositories of learning object have demonstrated how UNESCO's proclamation about open educational resources has stimulated visible accessibility to information globally. Various ways of including librarians in the push for inclusive access to education have been highlighted.

Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning

This study investigated the change in pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) self-efficacy beliefs in a technology integration course in a teacher education program. It assessed knowledge components that predicted TPACK self-efficacy beliefs. Pre and post-surveys were administered using Schmidt et al. (2009) instrument at the beginning and end of the course. The study revealed statistically significant change in all dimensions of TPACK self-efficacy beliefs. Cohen’s effect size revealed medium effect size on TPACK self-efficacy beliefs during the pre-service teacher education technology integration course. PCK and TPK were the significant predictors of TPACK in both pre and post-survey report. Content Knowledge (CK) was a significant predictor of TPACK in the post-survey. The result implies that instructional technology courses should pay attention to the factors affecting TPACK during curriculum design and course delivery. In the current research context CK, PCK and TPK predicted TPACK. TK and PK can be mediated by TPK and PCK respectively.

Technology Integration in the Post-Pandemic Secondary Classroom

This chapter examines the existing literature surrounding educational technology in secondary classrooms both before and during the ERT as a result of the novel coronavirus pandemic in 2019–2021. The researchers synthesize digital learning, 1:1 and BYOD initiatives, PLCs, and TPACK in order to both describe the current state of secondary classroom technology integration as well as to make informed recommendations about necessary future research. The researchers suggest that TPACK provides a useful framework for secondary teachers to use as they implement new technologies into their teaching and that PLCs can serve as worthwhile areas in which teacher professional development can occur.

The Effects of Technology Integration in the Classroom for Students With ADHD

This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.