ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study on Digital Game Addictions of Adolescents in the COVID-19 Pandemic
Author: Ciris, Vahit
Date: 2022-00-00
Type: Journal Articles
Subjects: Adolescents,Addictive Behavior,High School Students,COVID-19,Pandemics,Emotional Response,Student Characteristics,Socioeconomic Status,Parent Background,Educational Attainment,Computer Use,Video Games,Computer Games,Foreign Countries

The concept of digital game addiction has become an important issue that needs to be studied, depending on the increase in the time spent on the internet today, where technology and internet usage times are increasing rapidly. In this context, this study aimed to understand the antecedents of high school students' online game addiction risks. The survey method was used in the study. Within the scope of the research, 559 high school students randomly selected from this population formed the sample of the study. The &quot;Game Addiction Scale for Adolescents,&quot; adapted into Turkish by Ilgaz (2015), was used as a data collection tool in the study. The results showed that digital game addictions of high school students were formed at the highest level in the dimensions of mood modifications, tolerance, and salience, respectively. The lowest averages were in the withdrawal and conflict dimensions. These findings show that high school students experience many emotional states in the game at a high level. Besides, while digital game addiction of male students was higher, it was determined that games played via computer caused more digital addiction. While digital game addictions of high school students do not change according to their grade level and academic achievement, their digital game addictions change according to family income level, playing time, and parental education level.
Exploring Turkish Special Education Teachers&apos; Experiences of Emergency Remote Teaching during the COVID-19 Pandemic
Author: Kuzu Demir, Elif Bugra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education Teachers,Teaching Experience,Electronic Learning,Distance Education,Pandemics,COVID-19,Emergency Programs,Learning Processes,Instruction

Individuals with special needs are highly disadvantaged during the COVID-19 quarantine days, and families and children received limited support. Learning the experiences, problems and solution suggestions of teachers who are responsible for the education of children with special needs is of great importance in determining the plans to be made to provide the necessary support. The purpose of this study is to investigate in-service special education teachers' experiences of emergency remote teaching and to seek to understand the essence of their lived experiences during the COVID-19 pandemic. This qualitative study employs a phenomenological design. This current interpretative phenomenological study consists of 21 special education teachers that meet predetermined criteria. Semi-structured interviews were used to collect the data. Five key questions and one closing question which were created by the researchers aligned with the purpose of the study were asked to the participants. As a result of the data obtained within the scope of the study, themes emerged according to special education teachers' experiences such as technical infrastructure, ICT literacy, required technical support, transformations in performance tracking and assessment, learning resource, problem behaviors, goals and objectives, family engagement, person being supported, type of support provided and decision about sustainability.
Examining the Relationship between Teachers&apos; Lifelong Learning Tendencies and Digital Literacy Levels
Author: Demir, Okay
Date: 2022-00-00
Type: Journal Articles
Subjects: Teachers,Lifelong Learning,Computer Literacy,Pandemics,COVID-19,Knowledge Level

The purpose of the study is to reveal the relationship between teachers' lifelong learning tendencies and digital literacy levels. Both single and correlational survey designs from the quantitative research models were employed. To determine the study group, convenience case sampling was used by considering the Covid-19 pandemic and a total of 322 teachers on social media participated in the study. The data were collected in the second semester of the 2020-2021 academic year. In the current study, two scales, namely, &quot;Lifelong Learning Scale&quot; and &quot;Digital Literacy Self-efficacy Scale of Teacher Candidates&quot; were used for data collection tools. As a result of the study, it was determined that lifelong learning tendencies of teachers were at a high level. Besides, teachers find themselves sufficient in terms of digital literacy. It was observed that there was a positive and significant relationship between teachers' lifelong learning tendencies and digital literacy levels. Ultimately, it was among the obtained results that teachers' digital literacy levels also predicted their lifelong learning skills.
Evaluation of Prospective Teachers&apos; Digital Literacy Levels and Mobile Learning Attitudes
Author: Özcan, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Computer Literacy,Student Attitudes,Preservice Teachers,Gender Differences,Instructional Program Divisions,Departments,Computer Use,Foreign Countries

This research aims to examine prospective teachers' digital literacy levels and mobile learning attitudes. A correlational survey method was used to design the research. In addition, whether the digital literacy levels and mobile learning attitudes of prospective teachers differed significantly according to the variables of gender, grade level, department and mobile application usage time was examined. The research was carried out with 443 prospective teachers studying at the education faculty of a state university. The prospective teachers in the research were studying at the 1st, 2nd, 3rd and 4th grade levels and in 10 different departments. The research data were collected in the digital environment and the participants were determined by the maximum variation sampling method. The research data were collected by using a digital literacy scale and mobile learning attitude scale. In addition, gender, grade level, department and mobile application usage time variables were used. According to the research results, prospective teachers' digital literacy levels and mobile learning attitudes are at a moderate level and there is a positive and significant relationship between them. In addition, the digital literacy levels of prospective teachers explains 35% of their mobile learning attitudes. The digital literacy levels of prospective teachers significantly differ according to the gender, grade level and department variables and mobile learning attitudes significantly differ according to the department variable.
Causes, Consequences and Solutions to Environmental Problems from the Eyes of Preschool Children
Author: Erdas-Kartal, Eda
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Pollution,Natural Resources,Ecology,Prevention,Conservation (Environment),Foreign Countries,Preschool Education,Student Attitudes,Age Differences,Sanitation

This study is a case study that investigates the perceptions of preschool children about the causes, consequences, and solutions to environmental problems. A total of 41 children participated in the study. The data were obtained by using the draw and explain the technique, which included 3 different drawings and telling the children about the causes, consequences, and solutions of environmental problems. In the analysis of the data, the content analysis method was used. As a result of the research, it was found that the preschool children's perceptions were limited; however, as the age group grows, it has been determined that the icons used in the pictures related to the causes, consequences, and solutions of the environmental problems vary. It was revealed that the children associate the causes and consequences of environmental problems with pollution and the ways of solving environmental problems with the prevention/elimination of this pollution. It has been observed that the number of children related to the destruction of nature and irresponsible consumption of natural resources with environmental problems is very limited. In order to improve children's perceptions of environmental problems, it is suggested that teachers and parents should give more space to activities and games related to the environment in daily flow.
An Examination of Teachers&apos; Language Policing in EFL Young Learner Classrooms in Turkey
Author: Yataganbaba, Esra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,English (Second Language),Language Planning,Code Switching (Language),Private Schools,Secondary School Students,Bilingualism,Turkish,Language of Instruction

This study explores the instances when teachers employ language policing (Amir, 2013) in the Turkish EFL young learners' context. Language policing studies are scarce in EFL young learners' classrooms. Hence, this study is an attempt to address the gap in the literature concerning EFL young learners' contexts from the expanding circle and contribute to the code switching literature. Data consists of 270-minute video recordings from three different classes in two private schools in Turkey and it was analysed using Conversation Analysis. Results show the presence of Turkish, English, as well as a bilingual medium before and after the policing was initiated through formulaic expressions. Unlike some secondary school contexts where the English-only policy is enforced with a strict rewards and punishment policy (Amir &amp; Musk, 2013), speaking Turkish and the bilingual medium for the most part of the lessons was not corrected by the teachers in the current study. These findings have implications for teaching EFL to young learners, language policing and code switching in secondary contexts.
Using Classroom Observations in the Evaluation of Special Education Teachers
Author: Jones, Nathan D.
Date: 2022-09-00
Type: Journal Articles
Subjects: Classroom Observation Techniques,Teacher Evaluation,Special Education Teachers,Teaching Skills,Teacher Effectiveness,Scores,Psychometrics,Human Capital,Validity,Reliability,Accuracy,Factor Analysis

We examine whether one of the most popular observation systems in teacher evaluation--the Framework for Teaching (FFT)--captures the range of instructional skills teachers need to be effective. We focus on the case of special educators, who are likely to use instructional approaches that, although supported by research, are de-emphasized in common observation systems. Drawing on 206 lessons from 51 teachers, we compare FFT scores to an observation system from special education. We find that FFT's psychometric properties are consistent with previous studies, but the system is limited in assessing the quality of instructional practices used in special education. We discuss implications of these findings for two practical uses of observations--supporting teacher development and informing human capital decisions.
What Do Teachers Say about Inclusion of Epidemic Diseases in the Science Curriculum?
Author: Cevik, Aynur
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Teacher Attitudes,Communicable Diseases,Science Curriculum,Course Content,COVID-19,Pandemics,Teacher Role,School Role,Student Role,Knowledge Level,Barriers,Teaching Methods,Foreign Countries

This study was carried out to determine the views of science teachers about the inclusion of epidemic diseases in science curriculum. Phenomenology, one of the qualitative research designs, was used as the research design in the study. The study group consists of six science teachers who have at least five years of experience and have participated in the development of science curriculum in previous years. A semi-structured interview form consisting of five questions, whose content validity was provided by taking expert opinion, was used as a data collection tool. Code, category and themes were created by analyzing the content of the teachers' opinions. As a result of the study, inclusion of epidemic diseases, which has become a current topic all around the world, into the science curriculum; reasons, advantages and disadvantages, class level, achievements that can be included in the program were evaluated according to the views of science teachers in terms of teaching methods-techniques and materials also it was emphasized that the subject of epidemic diseases should be included in the science course curriculum. Suggestions that in line with the findings of the research were made to the developers of the science course curriculum and researchers.
Do Vocational College Students Ready for Online Learning in Post-COVID Instruction?
Author: Cigdem, Harun
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,College Students,Readiness,Online Courses,Computer Mediated Communication,Self Efficacy,Internet,Student Characteristics,COVID-19,Pandemics,Integrated Learning Systems,Student Attitudes

The purpose of this research is to examine the readiness level of vocational college students for online learning according to various variables. The sample of the study included 334 (231 freshmen and 103 sophomore) students studying at a vocational college of a state university in Turkiye. Data collection tool used in the research consisted of Student Demographics Form and Online Learning Readiness Scale. Quantitative data obtained from the study were statistically analyzed with Three Factor MANOVA for independent groups. The findings showed that the average level of readiness for online learning of participants was at good extent, the dimension with the highest average was online communication self-efficacy, and with the lowest average was computer/internet self-efficacy. It was determined that the level of readiness for online learning of participants did not differ significantly according to the graduated high school, department and grade level. Readiness for online learning needs to be considered in detail to help all students use online tools for learning in order to get the most out of their post-COVID education. It is recommended that students be provided with opportunities to improve their readiness for online learning, which is necessary for them to continue their lifelong learning.
Language Teachers&apos; Perceptions of Using Google Keyboard in L2 Writing
Author: Valizadeh, Mohammadreza
Date: 2022-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Second Language Learning,Electronic Equipment,Technology Uses in Education,English (Second Language),Handheld Devices,Foreign Countries,Writing Skills,Error Analysis (Language)

Despite the growth of research on mobile technologies in educational contexts, research on language teachers' perceptions of mobile technologies -- particularly in the English as a Foreign Language (EFL) -- remains sparse. Hence, the present study explored EFL teachers' perceptions of using Google keyboard (Gboard) for L2 writing instruction. The participants were two teachers who taught 47 intermediate Turkish EFL learners. Data were collected from the teachers. They were asked to keep a teaching journal and report their perceptions of Gboard implementation as well as the most distinctive lexical errors they deemed to emerge in the learners' writing. Data analyses indicated that the teachers perceived the integration of Gboard into instruction as an effective intervention that assisted with enhancing the spelling accuracy of the learners. The implications of the study have been discussed.
Students&apos; Use of Online Learning Platforms to Support Blended Learning at Cameroonian University
Author: Haji, Shaibou Abdoulai
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Foreign Countries,College Students,Technology Uses in Education,Student Attitudes

Cameroonian Higher Education Institutions (HEIs), in the surge of the COVID-19 pandemic, have taken aggressive action to provide effective teaching and learning experiences to address the needs of learners. Teachers have widely adopted web 2.0 technologies in Cameroonian Universities. This research provides insight into Cameroonian students' perceptions and attitudes toward participating in learning through an online learning platform. Also, the author discusses the implications of and potential uses for an online learning platform. Three hundred and eighty students from a public university in Cameroon participated in this study. A twenty-item quantitative questionnaire using a 5-point Likert scale was used in this study. The results showed that Students have a high perception of using online learning platforms for blended Learning in Cameroonian Universities.
Project-Based EFL Learning at the Tertiary Level: Research, Translation, Creativity and Interaction
Author: Kemaloglu-Er, Elif
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Postsecondary Education,Second Language Learning,English (Second Language),Foreign Countries,Instructional Effectiveness,Language Fluency,Speech Skills,Self Concept,Creativity,Writing Skills,Time Management,Translation

Project-based learning (PBL) involves real-life-based use of investigative, interactive and creative tasks that extend beyond the classroom and culminate in authentic products. PBL can be used as a means to promote tertiary-level EFL learning, yet there is little research on the issue in Turkish higher education contexts. This study develops a PBL model with research, translation, creativity and interaction components for tertiary-level EFL preparatory class students and investigates its perceived effectiveness. The data were collected by questionnaires and interviews and analyzed through statistical and thematic analyses. The findings showed that there were significant differences in the students' perceived competence in oral presentation skills, speaking fluency, speaking confidence, creativity in writing, creativity in visual or audiovisual output production, and time management before and after the treatment. Besides, thanks to PBL, the students were stated to experience research writing and translation. However, the PBL process was also found to be challenging due to the heavy workload. It is suggested the model be used in all kinds of EFL contexts including tertiary-level classes.
Remote Learning Behavioral Study: An Observational Study among Students in the Pre-K, Elementary and Middle School Age Groups
Author: Clemente, Dale F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preschool Children,Elementary School Students,Middle School Students,Distance Education,Electronic Learning,Pandemics,COVID-19,Observation,Student Behavior,Adjustment (to Environment)

Researchers wanted to identify possible concerns and trends arising during COVID-19 remote learning. The problem is, many schools, students, and students' families were thrown into remote learning without much preparation for the sudden change in education made necessary by a pandemic. We sought to investigate non-academic areas in which the pandemic impacted the lives of children such as nutrition, socialization, and physical activity. Hopefully, this article raises questions about the phenomenon of remote learning. It is intended to be a tool of observation to ask questions, not answer them.
Student Teachers&apos; Pedagogical Knowledge on the Inclusion of Students with Disabilities in Practical Physical Education Lessons in Ghana
Author: Darko, Regina Akuffo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pedagogical Content Knowledge,Preservice Teachers,Inclusion,Physical Education,Students with Disabilities,Knowledge Level,Teaching Skills,Adapted Physical Education,Physical Education Teachers,Teacher Education Programs,Program Effectiveness

Research has identified pedagogical skills as the main skills that student-teachers need for self-efficacy and on-going development in teaching. Pedagogical skills help teachers to reflect on their ability to attain the desired professional standards for teaching. Any failure of teacher preparation programme to equip student-teachers with pedagogical knowledge effectively questions the validity of the programme. This study evaluated the pedagogical knowledge (instructional and adaptation skill knowledge) of 152 university PE student-teachers for inclusion of students with disabilities in practical physical education (PE) lessons in Ghana. The results indicated that the majority of the student-teachers expressed that they have acquired the prerequisite pedagogical knowledge of instructional and adaptation skills to include SWDs in their practical lessons yet 56(36.8%) were not able to state any adaptation skill learnt. However, a significant difference was found to exist between student-teachers' pedagogical knowledge from the two universities t(- 6.010) at df (30) p&lt;0.05. The study revealed that the teacher preparatory programme in the universities does not expose student-teachers to teaching and instructional strategies applicable to inclusive practical settings. In conclusion, a pedagogical knowledge aspect of instructional skills was adequate but that of adaptation skills was inadequate. It is recommended that practical course lecturers in the two departments should equip student-teachers with a well-rounded arsenal of effective teaching and instructional skills applicable in inclusive practical settings. Further studies should compare student-teachers' perceived pedagogical knowledge and actual pedagogical knowledge for inclusive practical PE teaching.
Practical Steps towards Developing Successful Inclusive Education Supports in the Middle East
Author: Alharbi, Hind
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Inclusion,Students with Disabilities,Regular and Special Education Relationship,Equal Education,Access to Education,Barriers,Teacher Attitudes,Educational Resources,Social Bias,Educational History,Educational Legislation,Cultural Influences,Educational Change,Change Strategies,Teacher Education Programs,Individualized Education Programs,Assistive Technology

Inclusive education is a learning system where learners with various disabilities learn in an environment with equitable educational opportunities alongside non-disabled peers. The theoretical framework forming the foundation of this paper is disability studies which include the social model of disability, which pushes back against the medical model of disability. Inclusive education is important because it promotes friendship among learners, develops individual strengths, and promotes equity in access to educational opportunities. The need for equity in Middle Eastern schools began in the late 1950s. Several laws have been enacted to increase the access of children with disabilities to education. Inclusive education practices are hampered by teachers' attitudes, shortage of resources, and social stigma. For any development in promoting inclusive education, individuals, families, community groups, businesses, and non-governmental organizations (NGOs) must create a supportive environment. Inclusive education paves the way for equity in access to education. Lastly, the practical strategies towards developing successful inclusive education supports in the Middle East include incorporating universal design for learning, redesigning teacher education programs, implementing IEPs, and using assistive technology.