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This Praxis develops a machine learning (ML) model to address ransomware threats in higher education institutions (HEIs). HEIs are vulnerable to cyberattacks due to their open-access environments, diverse user bases, and decentralized IT systems. These vulnerabilities are compounded by limited budgets, heightened risks from increased digital operations, and a lack of security awareness among its users. The research focuses on the critical role of user behavior in cybersecurity strategies and utilizes ML to proactively detect risky user behaviors that could lead to ransomware attacks. Utilizing the CERT r4.2 Insider Threat dataset, this Praxis evaluates five ML models: Random Forest, Gradient Boosting, XGBoost, Support Vector Classifier, and Convolutional Neural Networks, to analyze user behaviors across email, HTTP, file access, device use, and logon activities. The research employs a dual-layer method. It initially identifies malicious activities in Layer 1, and then aggregates these activities to determine user risk levels in Layer 2. It utilizes K-means clustering to categorize users into various risk categories and utilizes Explainable Artificial Intelligence techniques such as SHapley Additive exPlanations to enhance transparency and interpretability. Key outcomes indicate that behaviors linked to device usage and HTTP actions are significant predictors of risky behaviors. While email content is impactful, it does not play as central a role as device and HTTP activities. The Random Forest ML model is effective in detecting these behaviors. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The problem addressed in this study was whether real or perceived barriers exist among higher education finance professionals, which may influence their perceptions of risk and trustworthiness to adopt FinTech. The purpose of this study was to address whether or not perceptions of the risks and trustworthiness of software applications used in financial operations, known as FinTech, affected decisions to invest in and adopt the software tools. The target population was chief financial or chief business officers employed in permanent, full-time positions in the higher education finance and business units among Historically Black Colleges and Universities (HBCUs). The relationship of perceptions of risk and trustworthiness impacts transformation and innovation within the higher education finance units as well as budgetary and compliance related decision-making and activities for finance professionals. The study was grounded in the theory of planned behavior (TPB). The research methodology was qualitative phenomenological. The participants were invited by email and phone to complete a semi-structured interview with two research questions. The research questions focused on participants' perceptions of the risks and of the trustworthiness of FinTech tools. The results were analyzed using the qualitative research design framework of interpretive phenomenological analysis (IPA). Participants expressed concerns about the risks of FinTech tools in finance operations within the HBCUs. Causes of their hesitancy were associated with the changing landscape of technology and the HBCUs' abilities to provide budgetary support, overcome high turnover rates in staffing, and attract and retain qualified personnel to implement the desired systems. The associations between risk and trustworthiness were integrated since risk factors informed perceptions of trustworthiness. Future research will be needed to explore how to enhance training and exposure to FinTech tools to create a stronger culture of sustainable innovation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Secondary teachers use digital resources for teaching, yet little is known about how they find, evaluate, organize, and share these resources. This basic qualitative study was conducted to fill the gap and examine the experiences and practices of secondary educators in curating digital resources. Findings on how teachers manage digital information, strategies used, and necessary supports may aid in creating targeted professional development (PD) for teaching in face to face and blended environments. A conceptual framework based on Mishra's and Kohler's technological pedagogical content knowledge theory and Siemens' connectivism guided the research and informed the data analysis. The experiences of secondary educators when finding, evaluating, and using digital resources in the classroom, as well as the strategies used, and supports needed were investigated. Purposeful sample size of 15 educators currently teaching for at least 1 year participated in semistructured interviews. Data analysis involved the use of a priori codes from the framework categories. Teachers need collaboration time. Quality digital resources are critical to successful teaching and learning in blended and virtual environments and can lead to engaging and effective lessons when used correctly. PD on organization and curation is needed and beneficial. This study contributes to positive social change by informing future development of PD focused on digital resource management, curation strategies, and better ways of using and sharing resources with students. Better curation strategies and sharing could lead to quality digital resource repositories designed to meet blended learning needs in situations such as the recent COVID-19 crisis. These resources could be used to provide engaging content to students in a variety of learning situations who might not otherwise have access. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There has been an increase in the use of virtual reality (VR) technology in the education community since VR is emerging as a potent educational tool that offers students with a rich source of educational material and makes learning exciting and interactive. With a rise of popularity and market expansion in VR technology in the past few years, a variety of consumer VR electronics have boosted educators and researchers' interest in using these devices for practicing engineering and science laboratory experiments. However, little is known about how such devices may be well-suited for active learning in a laboratory environment. This research aims to address this gap by formulating a utility framework to help educators and decision-makers efficiently select a type of VR device that matches with their design and capability requirements for their virtual laboratory blueprint. Furthermore, a framework use case is demonstrated by not only surveying five types of VR devices ranging from low-immersive to full-immersive along with their capabilities (i.e., hardware specifications, cost, and availability) but also considering the interaction techniques in each VR device based on the desired laboratory task. To validate the framework, a research study is carried out to compare these five VR devices and investigate which device can provide an overall best-fit for a 3D virtual laboratory content that we implemented based on the interaction level, usability and performance effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A group of 20 students in a self-contained kindergarten classroom was selected to receive enrichment using computer software. Of those 20, 10 were randomly selected to use "Bailey's Book House" on a Macintosh computer. "Bailey's Book House" and the Macintosh computer were considered to be the newer models. The other 10 students used "First Letter Fun" on a Laser 128 EX computer, both considered to be the older models. Students were given a pretest before beginning each enrichment. The same test was given as a posttest after eight weeks of enrichment. Every student received 10 minutes of letter instruction every day, along with 15 minutes of computer enrichment. All of the students showed progress after receiving instruction and enrichment as shown by an increase in posttest scores. The Macintosh group did not show a significant different from the Laser 128 EX group when statistical comparisons were made. Results of the research indicate that the older computers and software are just as effective as newer computers and software. (Contains 20 references.) (AEF)

This dissertation details a plan for integrating multimedia technology into the learning environment at Northern Maine Technical College (NMTC), considering available hardware and software, the implications for campus-based and distance education, and needs for instructional, organizational, and human resource development. A literature review uncovered a wide range of available hardware and software, success stories of multimedia integration at other institutions, and the need for major changes in NMTC's current educational system. Data collection involved both internal and external environmental assessment, and the study included seeking expert feedback at many points in the process and incorporating it into the final plan. Research suggested that multimedia technologies applied to the teacher-centered model of education will achieve only marginal gains in effectiveness and efficiency; the focus of the new educational paradigm is on learning, not teaching. Among other things, a plan for multimedia integration must: allow for regular human resource development programs and secure necessary funds; focus on the knowledge-database, communications, and learning management capabilities of the institution as well as the development of alternative methods of teaching, student assessment, and scheduling of services; explore distance delivery methods; promote regular use of electronic communications; institute a faculty resource center for training; and counter technological obsolescence with a plan for regular equipment amortization and replacement. Appendices provide institution-specific information such as mission statements, vision statements, maps, and lists of consortium members. They also include an equipment and software use inventory, a questionnaire, planning lists, and copies of correspondence. (Contains 8 tables, 4 figures, and 169 references.) (BEW)

A survey instrument was designed and administered to obtain a broad base of information concerning the presence of computers and computer literacy classes in public libraries in Ohio, Indiana, Illinois, and Minnesota. The results indicate that 50.8% of the 100 libraries that responded to the survey (80.6% of the original random sample) have public access microcomputers while only 9.8% offer computer literacy training. Ohio leads in both the number of public access computers and in the number of computer literacy training classes. The scope of the literacy classes varies widely. Classes are frequently taught by staff members. Software is usually selected by the director or assistant director. Patron recommendation is the primary consideration in software selection. Most of the software used by children is educational, whereas word processing, resume preparation, and Print Shop type programs are typically employed by adults. Funding comes primarily from the libraries' line item budgets, but other sources, in order of their frequency, include individual donations, LSCA (Library Services and Construction Act) grants, Friends of the Library, and foundations. The cover letter and questionnaire are appended. (Contains 102 references.) (Author/ALF)

Many reference librarians still rely on manual searches to access vertical files, ready reference files, and other information stored in card files, drawers, and notebooks scattered around the reference department. Automated access to these materials via microcomputers using database management software may speed up the process. This study focuses on how two divisions of the Main Library of the Akron-Summit County Public Library--Science and Technology, and Philosophy, Religion, and Education--acquire, store, distribute, and use reference information, and examines four software products to determine which one would best meet these needs. Thirteen criteria were established for ranking the software, the most important of which were low-cost, user friendliness, IBM-compatibility, full-text capability, and searching ease. Such a system should be easy to use and low in cost. Four software products were selected and tested: askSam 5.0, Info Select 2.0, FoxPro 2.0, and Q&A 4.0. Test results favored askSam, although automation can be achieved with a number of different products and methods. It is concluded that automating reference files could be a worthwhile project. (Contains 105 references.) (KRN)

Purpose: The purpose of this study was to examine the key considerations of community, scalability, supportability, security, and functionality for selecting open-source software in California universities as perceived by technology leaders. Methods: After a review of the cogent literature, the key conceptual framework categories were identified as community, scalability, supportability, security, and functionality. To identify the key strategies, university technology leaders responded to a series of questions using the dynamic narrative approach, which allows for individual as well as group participation. The participants were the top executives in California universities. Validity was established through an expert panel of researchers, and data analysis included interrater reliability. Findings: The study identified key considerations in open-source software procurement as perceived by technology leaders for each category outlined in the conceptual framework: community, scalability, supportability, security, and functionality. The research resulted in 15 overarching key considerations: 3 for community, 3 for scalability, 3 for supportability, 3 for security, and 3 for functionality. Conclusions: The results of the study indicate the importance of the key considerations in open-source software procurement. These key considerations represent an overarching approach that technology leaders can apply when making software procurement decisions. The study revealed that it is important for technology leaders to collaborate with university stakeholders to foster trust. Higher levels of trust between technology leaders and university stakeholders promote increased time and focus by technology leaders on more strategic goals and objectives. Recommendations: Technology leaders can increase successful software procurement practices by implementing key strategies identified herein. Further research could examine characteristics of additional considerations that technology leaders could apply to ensure that they are able to address and anticipate both the stakeholder and larger organizational needs. The findings in this study offer technology leaders key strategies in software procurement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and individual study. The central research question of this study is: What aspects define the lived experience of CALL professionals as they select CALL solutions for language resource centers or language labs? A subset of related research questions focuses on how CALL professionals consider pedagogical aspects of CALL solutions in making selections, the other aspects that CALL professionals consider in adoption or non-adoption decisions, and how CALL professionals experience satisfaction with the solutions available to them, taking into account these pedagogical and other aspects. This study explores the selection of applications from a phenomenological approach based upon Moustakas's modification of Van Kaam's method. Twenty-five language lab and language resource center directors, members of the International Association for Language Learning Technology (IALLT), were interviewed to ascertain aspects of their lived experience in the selection and use of CALL applications in their educational institutions. Areas of inquiry included the alignment of instructional technologies used for language learning to pedagogical and andragogical approaches; the importance of other factors such as cost, technical support, and provider reputation; and the extent of user satisfaction with each of these elements. The majority of the interviewees indicated that pedagogical alignment between CALL solutions and the pedagogical orientation of the programs they support is a critical factor in their decision-making process. Cost is a factor in the majority of cases, while provider reputation and technical support vary as criteria for adoption. Interviewees also identified varying levels of satisfaction with the CALL solutions available with regard to these factors. They proposed a number of additional user requirements and adoption criteria to be integrated into the development lifecycle of CALL software solutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study analyzed experiences of twenty software developers. The research showed that all software development methodologies are distinct from each other. While some, such as waterfall, focus on traditional, plan-driven approaches that allow software requirements and design to evolve; others facilitate ambiguity and uncertainty by accommodating and encouraging change, such as agile methods. This study disclosed each end of the methodology spectrum as having distinct characteristics. After reviewing this investigation, it should be plausible to make a software development selection based on factors that would aptly predict success. A major conclusion derived from this study revealed that there are appropriate times in which specific methodology should be used in application development. Unfortunately, many businesses do not evaluate certain factors, such as; organizational culture, the experience of the software team, and type of development project executed before indoctrinating a methodology into their software environment. This phenomenological study is significant because it addresses a gap in the scholarly literature on how software development methodology is selected. The results of this study can be used as a benchmark for those making determinations as to which methodologies should be used in relation to successful application development projects. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examines the factors that influence the creation, purchase, and selection of free instructional technology. Specifically, this study uses the RIPPLES Model to examine the perceptions and reflections of instructional technology directors and staff members with regard to the Resources, Infrastructure, People, Policies, Learning, Evaluation, and Support available to instructional technology creation, purchasing, selection, and implementation at their institutions. Thirteen participants at seven small, residential liberal arts colleges and universities in the United States were located using peer nomination technique. The higher education instructional technology community was asked to nominate instructional technology staff members at institutions that were exemplars of building home grown instructional technology tools, purchasing instructional technology tools, implementing open source instructional technology tools, or utilizing free web-based instructional technology tools. The findings are based on interviews of approximately one hour with each of the thirteen participants. An interview protocol based on a previous interview protocol developed by Dr. Daniel Surry, the creator of the RIPPLES Model, was utilized. Creswell's three-step data analysis process was utilized to find categories of responses related to decision-making regarding instructional technology from the perspective of instructional technology directors and staff members are discussed. The Resources, People, Policies, and Evaluation dimensions of the RIPPLES Model provided the most salient findings about organizational decision making regarding instructional technology. The findings of the study provide small, residential liberal arts institutions with very useful comparison cases as they are considering the types of instructional technologies to explore and implement. The study also provides valuable information about how instructional technology staff groups are structured and the effects of staffing models on interactions with faculty members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Although software has been studied with technology adoption and training research, the study of specific software features for professional groups has been limited. To address this gap, I researched the impact of software features of varying complexity on internal audit (IA) professionals. Two studies along with the development of training materials were conducted to investigate the effect of software features on adoption and training in the IA profession. The first study emphasizes the development of a model for internal auditors, extended from the Technology Acceptance Model (TAM). This model was tested with a sample of 185 internal auditors. I found that organizational and individual factors affected the technology acceptance of internal auditors in the same ways as general users, but social factors did not have any influence on the technology acceptance of internal auditors differently from general users. I also tested system usage, perceived usefulness, and perceived ease of use with feature complexity and found that as feature complexity increases, perceived ease of use decreased so that system usage decreased. The results also indicated that perceived usefulness had more influence on technology acceptance when feature complexity was low, and perceived ease of use had more impact on feature acceptance when feature complexity was high. The second study is experimental research to test the effect of software training at the feature level. Training materials were developed for Benford's Law, an advanced software feature of generalized audit software (GAS). A training group, given Benford's Law training, was compared to a control group without training on beliefs, use, and performance. Through the analysis of 56 audit professionals, I found that software feature training increased the belief of using software features and the use of software features, but did not have an immediate effect on performance. Rather, auditors spent more time on practicing a newly trained software feature and extended the use of Benford's Law to other audit tasks. The additional analysis disclosed that the use of advanced software features had no effect on performance score yet increased performance time. In addition, feature beliefs were positively associated with software beliefs as expected. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Network externalities or alternatively termed network effects are pervasive in computer software markets. While software vendors consider pricing strategies, they must also take into account the impact of network externalities on their sales. My main interest in this research is to describe a firm's strategies and behaviors in the presence of network externalities and I look into three software strategy problems specifically--the free trial strategy problem, pricing strategy problem and compatibility strategy problem. In Chapter 2, I investigate the influence of network effects on the free trial strategies of a software firm under a monopoly scheme. I build an analytical model to examine the tradeoff between the effects of reduced uncertainty and demand cannibalization, and aim to uncover conditions under which software firms should introduce a time-locked free trial. I find that timelocked free trial outperforms the limited version free trial by bringing more profit to the software firm when consumers' prior belief is low and the network effect intensity of the software is modest. In Chapter 3, I discuss a software firm's optimal pricing strategies under the coalescing effect of piracy and word-of-mouth. I extend an empirical software diffusion model and find the optimal prices of a software product throughout its life cycle. In the settings of only one price change permitted, I show that a market penetration strategy dominates a skimming strategy when the demand of innovators is low, but loses ground and is replaced by the skimming pricing strategy as the demand of innovators increases. In Chapter 4, I examine the impact of network externalities on the competition between open source software (OSS) and proprietary software. I find that when the market is fully covered, the installed base and the profit of proprietary software increase at the expense of decreasing user base for OSS in the presence of network externalities. This competitive imbalance becomes more pronounced when a third product, commercially supported OSS, joins the competition. Furthermore, I find that OSS vendors always have the most incentive to make its product compatible with proprietary software. (Full text of this dissertation may be available via the University of Florida Libraries web site. Please check http://www.uflib.ufl.edu/etd.html) [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This practicum report describes an instructional program designed to increase teacher awareness of the technological applications of musical instrument digital interface (MIDI) in the classroom. The primary goal of the study was to assist music teachers in becoming more informed about MIDI, and to enable them to effectively select the appropriate computer hardware and software for their instructional settings. After the acquisition of the current versions of MIDI compatible software, five training sessions were designed in which teachers could develop skills while previewing the software programs. The training session topics included an overview of MIDI, an introduction to MIDI compatible music sequencing software, an introduction to MIDI compatible music notation software, an introduction to MIDI compatible music instructional software, and a discussion of amplification and sound reinforcement. Results of a questionnaire completed by participating music teachers indicated that they had accomplished the following: (1) gained knowledge of the components used in a MIDI network system; (2) gained proficiency in the operations of MIDI compatible music sequencing, notation, and instructional software; and (3) gained knowledge about current music software programs. In addition, participants requested more in-depth training on MIDI programs. It is recommended that continuing staff development efforts for music teachers be offered using MIDI compatible software. Appendices contain the questionnaire used in the study, workshop planning forms, a list of software producers, and other documentation. (56 references) (Author/DB)