ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of a Proposed Program Titled (Creativity Lamp) in Raising the Primary School Students&apos; Academic Achievement and Promoting Creativity among Them in Kuwait
Author: Fakhrou, Abdulnaser A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Enrichment Activities,Extracurricular Activities,Creative Thinking,Thinking Skills,Student Development,Academic Achievement,Elementary School Students,Grade 6,Males,Children,Developing Nations,Foreign Countries,Creativity Tests

The present study aimed to explore the effectiveness of a proposed program titled (creativity lamp) in improving students' thinking skills and academic achievement and promoting creativity among them in Kuwait. This program involves several enrichment activities. The experimental group consists from 26 students. The control group consists from 25 students. Those students were randomly selected from a school named Al-Ma'moun Primary School. The proposed program is based on extracurricular activities. The teacher was trained about the way of implementing the program. The program was implemented throughout the semester. Through using the Torrance test of creative thinking-figural, it was found that the proposed program has a statistically significant impact--at the statistical significance of (a=0.001)--on the students' academic achievement and creativity. The researchers recommend adding enrichment activities to the curricula of primary school students in Kuwait.
Cloud-Based M-Learning: A Pedagogical Tool to Manage Infrastructural Limitations and Enhance Learning
Author: Okai-Ugbaje, Safiya
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Software,Telecommunications,Handheld Devices,Blended Learning,Teaching Methods,Learning Processes,Undergraduate Students,Student Attitudes,Developing Nations,Foreign Countries,Constructivism (Learning),Student Centered Learning,Student Motivation,Cooperative Learning,Learner Engagement,Universities

The concept of blending mobile learning and cloud computing (cloud-based m-learning) is potentially a strong fit for higher education in developing countries with inadequate infrastructure. Notwithstanding the potential benefits, while a substantial number of theoretical studies exist, there are limited studies focusing on the practical implementation of such learning opportunities. Leveraging on the success of mobile technology in Nigeria, this study proposes a contextual cloud- based m-learning model. To explore the suitability of the proposed model in practice, a case study based trial was conducted using a blended approach, in which m-learning complemented the traditional teaching and learning in a Nigerian university. Applying the principles of social constructivism and the theory of optimal experience (Flow), learning was designed to be collaborative, motivating and engaging. Data were collected via questionnaire and observation of 208 undergraduate students. The outcome of the trial showed that cloud-based m-learning offered practical solutions to the limited IT infrastructure at the university and allowed for the merits of student-centered learning to be gradually introduced. This had a positive self-reported impact on students' learning. This study demonstrates how cloud-based m-learning exploiting local opportunities, can be effectively implemented to enhance learning in higher institutions with a paucity of resources.
Modeling and Scaffolding the Technology Integration Planning Cycle for Pre-Service Teachers: A Case Study
Author: Bergeson, Kristi
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Integration,Preservice Teacher Education,Preservice Teachers,Technological Literacy,Pedagogical Content Knowledge,Scaffolding (Teaching Technique),Lesson Plans,Field Instruction,Methods Courses,Educational Planning,Undergraduate Students

This case study explored pre-service teachers' (PSTs) efforts to consider the integration of digital technology as they learned to use their developing TPACK to plan literacy instruction. PSTs were introduced to the Technology Integration Planning Cycle (TIPC; Hutchison &amp; Woodward, 2014) to support their learning. They observed modeling of the TIPC in practice, participated in group work, and discussed meaningful technology integration. The findings suggest that PSTs: (a) used new knowledge of digital tools to plan instruction, (b) could align their pedagogy to their use of a digital tool, and (c) believed that integrating technology was important. Further, four of the PSTs were observed during their field experience. Each used digital tools to support literacy goals. However, based on reflections from the overall group of PSTs in their literacy methods course, PSTs also felt overwhelmed by the selection of a digital tool that would support a literacy goal, struggled to know how to overcome obstacles, and had a difficult time using technology in a way that enhanced their literacy goal. The current findings add to the existing literature on using the TIPC with PSTs by describing a process of providing PSTs with modeling, scaffolding, and opportunities for guided practice.
Applicability of E-Learning in Higher Learning Institutions in Tanzania
Author: Innocent, Willy A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Educational Technology,Higher Education,Technology Integration,Barriers,Technological Literacy,Access to Computers,Educational Resources,Negative Attitudes

E-learning is considered as an important component of enhancing teaching and learning processes by Higher Learning Institutions in Tanzania. In the context of teaching and learning, e-learning encompasses the use of information, computers and technology to enhance communication in distance learning. This paper discusses the applicability of e-learning in Higher Learning Institutions (HLIs) in Tanzania using three selected universities in the Morogoro Region. Data were collected using questionnaires and interviews among a sample 90 respondents, who were selected using simple random and purposive sampling techniques. Data were analysed through descriptive statistics and results presented using frequency and mean statistics. The results revealed that there is limited applicability of e-learning in the three HLIs studied. The inadequate applicability of e learning is attributed to poor attitude, lack of skills among the users and insufficient ICT infrastructure. The study therefore recommends that the government allocate funds to ensure that universities are well equipped with ICT facilities and also ensure an ICT curriculum is taught from primary school to higher education levels so as to enhance students' attitude towards e-learning.
Place-Based Critical Art Education: An Action Research
Author: Sesigür, Ayça
Date: 2020-08-28
Type: Journal Articles
Subjects: Place Based Education,Critical Theory,Art Education,Art Teachers,Preservice Teachers,Foreign Countries,Environment,Cultural Influences,Art Activities,Social Justice,Critical Thinking,Student Attitudes

Place-based critical art education (PBCAE) blends an emphasis on place-based education and ecology with the cultural focus of critical pedagogy, the intention being to provide education that takes the ecological, cultural, social and political issues of a place into account. With this goal in mind, visual arts teachers are expected to utilize places as resources. It is thus important for visual arts teacher candidates to experience PBCAE, as this will allow them to discover and interpret the role of their place of residence in the creation of art, and to learn how to integrate place into the teaching process. This study shows how PBCAE can help candidate teachers to develop their artistic expression skills and to connect their experiences in this process with art education. The study adopts a qualitative research approach and an action research design, and was conducted with the participation of candidate teachers in six focus groups as part of the Main Art Workshop-III course in the 2015-2016 academic year. Data for the study was collected through observations, semistructured interviews, participant and researcher diaries, and the participants' art works. This data was analyzed using an inductive analysis technique. It was found that the individual and collective relationships formed with a place were experienced in an integrated manner in natural, cultural, aesthetic and critical terms, and that these experiences were associated with daily life and subsequently reflected in the art making practices. In conclusion, dialogue-based communication involving discussions, interactions and cooperative efforts was found to contribute to the development of the critical thinking skills and place awareness of candidate teachers, and encouraged the making of associations between place, art and education.
Revisiting the Online versus Face to Face Teaching Evaluations
Author: Baldo, Carlos M.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Student Evaluation of Teacher Performance,Business Administration Education,Evaluation Methods,Computer Assisted Testing,Technology Uses in Education

Although most literature in relation to student teaching evaluations argue that when the administrative format is switched from paper based to online, the impact on professors' teaching scores is minimal, but faculty may still resist change from one format to another. This article describes a pilot study at a medium sized, western university whose primary mission is teaching, and which is transitioning the student teaching evaluations from a paper based to an online format. To gain faculty support and proceed with the format change, a comparative study was carried out in the business department, one of the larger departments in the university. Statistical differences between 24 (paper) and 22 (online) teaching evaluations from 21 professors were compared using inferential statistics (t-test). While the main finding (no difference between the two administrative formats) follows the literature, some additional evidence argues that students teaching evaluations tend to be lower on business courses that develop quantitative skills. In spite of limitations related to sample size and teaching score used for the comparative analysis, the findings offer positive support to the university administration in switching formats. However, when analyzing these differences individually, substantial implications for faculty and their performance evaluations may arise.
Assessing the Attitudes of Dominican Primary School Teachers toward the Integration of ICT in the Classroom
Author: Rolle-Greenidge, Gail
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Attitudes,Educational Technology,Technology Integration,Teaching Methods,Computer Attitudes,Barriers,Age Differences,Technological Literacy

Many teachers in developed countries have integrated the use of computers into their classrooms; however, the digital divide has limited this integration in developing countries such as those in the Caribbean. Through a combination of questionnaires and interviews, Dominican primary school teachers' attitudes toward computers; their computer-based activities; and the challenges that reduced the frequency of computer use in their classrooms; were queried. Significant differences in computer enjoyment and computer anxiety between young and mature teachers were reported. Although teachers were willing to use computers in their classrooms, challenges such as a lack of resources, limited support and insufficient training prevented more extensive use. Nevertheless, teachers were able to create tests and presentations using word processing and presentation software. This research improves the understanding of teachers' attitudes toward technology in developing countries and recommends strategies to overcome barriers to classroom technology integration.
Reflection on E-Learning System of the Mzumbe University in Tanzania: Successes, Challenges and Way Forward
Author: Ghasia, Mohamed
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Integration,Higher Education,Technology Uses in Education,Technological Literacy,Teaching Skills,College Faculty,College Students,Integrated Learning Systems,Barriers

This paper explores the historical background of the Mzumbe University (MU)'s approach to elearning since its inception in 2009. It reflects on the successes and challenges, lessons learnt from the MU experience and recommends a way forward. The paper is based on case study research, making the use of observation and secondary data generated from previous e-learning utilisation reports. It discusses trends in e-learning system adoption, deployment, implementation and utilisation at the MU. Findings indicate that awareness of the e-learning system, adoption rate and use have been increasing, leading to significant results such as receiving extensive coverage in the university agenda such that campaigns on its utilisation have been evident. Moreover, the results show the existence of some critical challenges including limited Information Communication Technologies (ICTs) infrastructure, inadequate ICTs didactical skills among students and teachers, lack of technical expertise in digital content design and production, as well as over-reliance on the traditional philosophy of teaching and learning. Based on the findings, it is recommended to encourage continuous user support, going beyond uploading and downloading the University's strategic policies. Despite the observed e-learning successes, the MU is still in need of an adequate, advanced and quality range of 21st century teaching and learning skills among teachers and students.
Prediction of Problematic Internet Usage of University Students by Their Attachment Styles
Author: Akturk, Ahmet Oguz
Date: 2020-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Internet,College Students,Attachment Behavior,Foreign Countries,Gender Differences,Predictor Variables

The purpose of this study is to predict university students' problematic Internet use levels by their attachment styles. The participants of the study are the university students at a large university in Turkey. While the Problematic Internet Usage Scale is used to measure university students' problematic Internet usage levels, the Relationship Scales Questionnaire is used to determine their attachment styles. The Problematic Internet Usage Scale has the following sub-dimensions: excessive usage, social benefit/social comfort and negative consequences of the Internet. The sub-dimensions of the Relationship Scales Questionnaire involve secure, fearful, preoccupied and dismissing. Descriptive statistics, correlation analysis and regression analysis were conducted to analyze the data obtained from the study. Also, correlation and stepwise regression analysis technique are used to investigate the relationship between the problematic Internet usage and the sub-dimensions of the attachment styles. The findings show that the participants have a medium-level of problematic Internet usage. The male university students are more inclined to exhibit problematic Internet usage behaviors than the female students. In addition, the preoccupied, secure and dismissing attachment styles are found to be the significant predictors of problematic Internet usage.
The Utility of the UTAUT: An Application to Mobile Learning Adoption in the Caribbean
Author: Thomas, Troy
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Integration,Intention,Electronic Learning,Universities,Adoption (Ideas),Predictor Variables,College Students,Measurement

This paper focuses on the usefulness of the UTAUT model in explaining behavioural intention to adopt mobile learning in the Caribbean. It employs confirmatory factor analysis with robust maximum likelihood estimation, to evaluate the measures, comparability of the measures and to compare the means of the factors between five university-territory combinations. It estimates a full structural equations model to evaluate the UTAUT relationships with an added effect of facilitating conditions on behavioural intention and it finds little support for effects of effort expectancy and social factors on behavioural intention in the region. However, the impacts of performance expectancy and effort expectancy on behavioural intention are similar across the region. With the UTAUT model underperforming in the region, there is a need for further research to strengthen measurement of the factors and to improve the explained variance by determining measures that are relevant to the regions and which can be included in a modified model.
Use of Listening Strategies in Advertising: The Case of Middle School Students
Author: Maden, Asli
Date: 2020-00-00
Type: Journal Articles
Subjects: Listening Comprehension,Listening Skills,Advertising,Middle School Students,Gender Differences,Media Literacy,Individual Differences,Instructional Program Divisions,Academic Achievement,Student Participation,Video Technology

The study aimed to determine the use of listening comprehension strategies by middle school (grades 5-8) students, using an ICT application to the classroom, while listening to commercials from media products, and the correlation between various variables and their listening comprehension strategies. The relational survey model was used in the present study. The study sample included 415 students attending a middle school. The data were collected using the listening strategies scale and achievement test. Based on the data collected, the arithmetical mean was used to analyze the listening strategy averages, independent samples t-test was used to determine the impact of the gender variable, and one-way analysis of variance was used to determine the impact of listening achievement and grade level variables. The study findings demonstrated that middle school students generally utilized listening comprehension strategies before, during, and after listening to the commercials, and there was a positive correlation between the listening strategies and listening achievements of the students. Analysis by gender indicated that female students utilized listening strategies more when compared to male students, when watching commercials. Furthermore, as the grade level increased, the utilization of listening strategies decreased when watching commercials.
Predicting the Future Competence Needs in Working Life: Didactical Implications for VET in Norway
Author: Sylte, Ann Lisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Relevance (Education),Education Work Relationship,Vocational High Schools,Educational Needs,Teacher Education,Vocational Education Teachers,College Faculty,Teaching Methods

Context: Two major challenges in professional and vocational education (VET) are low levels of relevance and coherence between the content of the educational program and developing competence in working life. This article is based on an action research project, conducted as a series of experiments at vocational upper secondary schools and during the basic course for postgraduate certificate teaching in professional education for professional educators in Norway. It was carried out with a focus on job-related professional education to meet these challenges. The project is based on a pragmatic theoretical perspective in professional didactical teaching. Methods: The action research included experiments, observations, evaluations, qualitative questionnaires and interviews. Findings: The results show empirical examples of didactical principles in job-related professional education; the core of these being the analysis of work tasks and work practice as a basis for curricula analysis and planning of teaching and assessing. This includes job-related planning of content, teaching and assessment according to comprehensive professional competence. The results also show challenges linked to job-related professional education. Conclusions: The overall results show a need for the development of professional didactical teaching competencies that focus on job-related professional education, to meet the future needs for competence in work life.
Learning with Understanding the Continuity Concept: A Teaching Experiment with Brazilian Pre-Service Mathematics Teachers
Author: da Fonseca, Vilmar Gomes
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Preservice Teachers,Mathematics Instruction,Mathematical Concepts,Concept Formation,Problem Solving,Calculus,College Freshmen,Graphs

The literature emphasizes the interest and need to learn the concept of continuity with understanding, although this meaning it is not consensual nor specified how it may emerge and be developed in the learning process. In this paper we report the results of a study aiming to analyse Brazilian preservice mathematics teachers' understanding of the continuity of a function concept, in a context of a teaching experiment which design is based on a theoretical model for learning with understanding that consider three dimensions: the meanings of continuity concept, the use of its different representations and their application in problem solving that involves it. Data collection includes participant observation with audio and video recording of the lessons, students' written and digital work on the tasks proposed during the teaching experiment, and interviews applied to the students. The qualitative and interpretative data analysis showed that students, in general, assigned different meanings to the continuity, which emerged from their &quot;concept image.&quot; At the end of the teaching experiment, they show an adequate conception of this concept, being able to articulate different representations and perform &quot;treatments&quot; and &quot;conversions&quot; to interpret and represent the (dis)continuity of a function, and to correctly apply the criteria of existence of the concept of continuity and the intermediate value theorem in the analysis of errors and in the proving of mathematical propositions, and in solving problems that call for mathematical modelling. Thus, as they revealed a learning with understanding of the continuity concept, the study also provides information to propose innovative mathematics teaching and learning methodologies aimed at improving that learning.
Relationship between Computational Estimation and Problem Solving
Author: Desli, Despina
Date: 2020-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Mathematics Skills,Problem Solving,Word Problems (Mathematics),Age Differences,Elementary School Students,Adults,Geometry,Arithmetic,Elementary School Mathematics

The present study attempted to explore the relationship between computational estimation and problem solving in a sample of Year 6 children and adults (N=72). For this purpose, participants were presented with two tasks which asked them to estimate the computational result in eight arithmetic operations (Computational Estimation Task) as well as to provide solution to eight mathematical word problems, all coming from four different areas of mathematics (Problem Solving Task). The analysis of the results showed that adult participants accomplished more successful estimations compared to children, mostly with the use of rounding and algorithm strategies in both age groups. Age differences were also found in the Problem Solving Task with geometry and arithmetic problems being the most difficult for children and adults, respectively. Last, a significant positive correlation was revealed between estimation computational ability and problem solving ability: participants who had great success in computational estimation tended to indicate high success rates in problem solving. Educational implications are further discussed in terms of the role of computational estimation and problem solving in mathematics learning.