ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Visual Selves&quot;: Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally
Author: McCuen, Tamera
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Visualization,Spatial Ability,Student Characteristics,Undergraduate Students,Construction (Process),Prior Learning,Student Experience,Problem Solving,Qualitative Research,Semi Structured Interviews

This proposal reports the findings from interviews with construction science students about their visualization of problems in a two-dimensional and a three-dimensional task. The specific research questions focused on the individual characteristics that students identify as influencing their spatial ability to generate internal and external representations. Thematic analysis was used to analyze interview data. The findings showed that the existing instructional model about generating representations internally and externally may need revisions to its sequence and more focus on integrating students' prior knowledge and experience. [For the full proceedings, see ED562107.]
Student-Driven Classroom Technologies: Transmedia Navigation and Tranformative Communications
Author: Mills, Leila A.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Technology Integration,Middle School Students,Student Attitudes,Instructional Design,Educational Innovation,Student Centered Learning,Learning Activities,Computer Mediated Communication,Questionnaires,Student Surveys,Likert Scales,Correlation

This research paper explores middle school student attitudes towards learning with technology and proposes a design-based approach to formulating instruction that includes innovative classroom technology use with computers and communications technologies placed in the hands of students. The intent of this research is to advance practice and theory on student-centered use of information and communications technology (ICT), going beyond the implementation of school technologies for delivery of lessons and data processing. The focus of the recommended design-based approach is teaching and learning that provides opportunities for student-driven ICT use in the classroom, including transmedia navigation for classroom activities that encourage students to think, interact with instructional content, and engage in transformative communications. [For the full proceedings, see ED562107.]
Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes
Author: Fowlin, Julaine
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Innovation,Creative Thinking,Thinking Skills,Large Group Instruction,Technology Uses in Education,Undergraduate Students,Engineering Education,Student Attitudes,Teacher Role,Learning Activities,Educational Environment,Teaching Methods,Focus Groups,Qualitative Research,Coding

Innovative thinking skills are among the top characteristics that employers look for when hiring engineers. Universities are therefore charged with investigating and providing the type of learning environments that will foster the development of innovative thinking especially in large classes. This involves considering multiple factors such as the technology, teacher support, and learning task or educational affordances that are needed. This qualitative study examines undergraduate engineering students enrolled in large classes and their perspectives on educational affordances (i.e., technology, teacher support, and learning tasks) that they think will help them develop innovative thinking skills. Preliminary findings suggest that there are key factors in the educational environment that facilitate development of innovative thinking. Discussion will focus on effective practices and tools as well as suggestions for future research toward designing a model that presents effective pedagogical approaches to impact the development of innovative thinking skills among engineering undergraduates enrolled in large lecture classes. [For the full proceedings, see ED562107.]
Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics?
Author: Bingham, Teri
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Technology Integration,Preservice Teachers,Educational Games,Common Core State Standards,Mathematics Education,Computer Oriented Programs,Alignment (Education),Internet,Rating Scales,Mathematics Curriculum,Mathematics Skills,Computer Mediated Communication

In an effort to keep up with the new generation of digital learners, educators are integrating multiple forms of technology into their teaching, including online learning game applications. The purpose of this study was to determine the degree to which internet-based learning game applications selected by preservice teachers were aligned with the Common Core Standards for Mathematics. Preservice teachers were trained using the SKATE Method and then chose online learning game apps that were easily accessible to school-age students. Using the Alignment Rating Scale, researchers determined how well the selected online learning game apps supported Common Core Standards for Mathematics. Findings indicated that only 66 percent of the online learning game apps supported the Common Core Standards for Mathematics, revealing a clear need for more curriculum alignment training for preservice teachers. [For the full proceedings, see ED562107.]
The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction
Author: Hao, Yungwei
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Technology Integration,Web 2.0 Technologies,Preservice Teachers,Foreign Countries,Questionnaires,Student Attitudes,Coding,Statistical Analysis

Studies indicated Web 2.0 technologies can support learning. Then, integration of innovation may create concerns among teachers because of the innovative features. In this study, the innovation refers to Web 2.0 technology integration into instruction. To help pre-service teachers make the best use of the innovation in their future instruction, it is essential to examine the patterns of their concerns about integrating Web 2.0 technologies into their practice. About 350 future teachers participated in the study during the spring semester of 2012 in a northern university of Taiwan. The Stages of Concerns (SOC) Questionnaire was adopted to assess seven stages of concern: awareness, informational, personal, management, consequence, collaboration and refocusing. The findings of this study indicated the pre-service teachers' concerns as a whole were most intense respectively in the stages of informational, personal, and collaboration. A few implications were indicated for teacher education programs to alleviate the concerns. [For the full proceedings, see ED562107.]
Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy
Author: Schlindwein, Ana Flora
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Portuguese,Multiple Literacies,Teaching Methods,Second Language Instruction,Technology Uses in Education,Educational Technology,Novels,Cartoons,Literature,Spanish Speaking,Questionnaires,Computer Mediated Communication,Program Evaluation,Video Technology,Popular Culture

Adopting the multiliteracy concept and embracing the challenge of developing meaningful and captivating classes for Portuguese as Foreign Language in Brazil, this paper proposes an approach which includes the use of different technologies to learn and teach Portuguese, the reading of graphic novel adaptations of Brazilian literature classics and the creation of a multimedia product called book trailer based on those novels. The whole process aims to promote aware, committed and multiliterate students. [For the full proceedings, see ED562107.]
Technology and Cognition Merge with Challenge-Based Learning Cycles Online
Author: Cobbett, Shelley L.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Online Courses,Student Centered Learning,Learner Engagement,Discovery Learning,Constructivism (Learning),College Instruction,College Students,Learning Processes

Teaching and learning in Web-based courses has become a global phenomenon. Educators are grappling with merging cognition and technology to offer students quality, relevant online courses. The development of social presence in the online environment is of paramount importance and requires individuals to engage in meaningful interactions about, and with, the course content. It is the richness of examining various perspectives and dialogue that stimulates critical thinking, reflection, analysis and synthesis of theory that further enables students to apply the newly learned theory to practice. The purpose of this paper is to present an adapted version of the Challenge-Based Learning™ (CBL) method (Bransford, 2012) and its utility in an online emergency preparedness and disaster planning course. The six key sections of the CBL cycle will be discussed and examples of their practical application in an online environment will be presented. CBL Cycles in this course are learner-centered and maximize the use of learner-generated content thus enhancing the value of active participation and engagement, which is at the very core of successful online education. Student and faculty perspectives related to the CBL method of learning will be discussed and lessons learned from the use of this adapted teaching pedagogy within the online environment will be shared. [For the full proceedings, see ED562107.]
Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach
Author: Boudebza, Souâad
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Documentation,Semantics,Communities of Practice,Electronic Learning,Knowledge Management,Models

Knowledge capitalization is one of many problems facing online communities of practice (CoPs). Knowledge accumulated through the participation in the community must be capitalized for future reuse. Most of proposals are specific and focus on knowledge modeling disregarding the reuse of that knowledge. In this paper, we are particularly interested on CoPs of e-learning (CoPEs) and we propose a knowledge capitalization approach within the framework of a CoPE, based on contextual semantic annotations. The proposed knowledge capitalization process is organized as a five-step cycle: 1) Acquisition and modeling, 2) storage, 3) share and reuse, 4) evaluation and 5) update. To deal with this process we use a contextual semantic annotation model. The annotations aim to model both CoPEs members' tacit and explicit knowledge. The context represents the situation in which the members create or reuse the annotation. A prototype called &quot;CoPEAnnot&quot; has been developed to illustrate our knowledge capitalization process. Ontological and rule-based context reasoning have been used to improve knowledge reuse, by adapting CoPEAnnot features according to the current activity context of members. [For the full proceedings, see ED562107.]
Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use
Author: Lim, Jeff
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Vocabulary,Difficulty Level,Usability,Video Technology,Memorization,Technology Uses in Education,Educational Technology,Classification,Visual Aids,Student Attitudes

&quot;A ubiquitous English vocabulary learning system: evidence of active/passive attitudes vs. usefulness/ease-of-use&quot; introduces and develops &quot;Ubiquitous English Vocabulary Learning&quot; (UEFL) system. It introduces to the memorization using the video clips. According to their paper the video clip gives a better chance for students to memorize vocabulary. There are few positive aspects on the paper. Firstly, how they brought entertainment with the learning was interesting. Secondly, the use of &quot;Near-Synonyms and Similar-Looking (NSSL)&quot; technology to help students memorizing was thoughtful and refreshing. However, the UEFL system could have been developed more efficiently and effectively, if it was approached differently. The developer/authors could have used the image instead of the video clip, and adding drawing pad for students to draw the image. Drawing the image is the blend of the visual memorization and the Bloom's taxonomy. Evaluation and creating are at the top of the learning process according to Bloom's taxonomy. By drawing the image, the evaluation and creating occurs which helps student to memorize vocabulary not only in the short-term memory system but also in the long-term memory system. The biggest potential that can be found in this program is how students can learn without realizing. Students can start the program because of the entertainment but the education occurs without students realizing their education. Therefore, the passive students can be also attracted to the education and turn into a active learner without knowing. [For the full proceedings, see ED562107.]
English Proficiency and Participation in Online Discussion for Learning
Author: Leung, Steve
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Technology Integration,Foreign Countries,Questionnaires,Student Attitudes,Statistical Analysis,English (Second Language),Language Proficiency,Computer Mediated Communication,Graduate Students,Online Courses,Discussion (Teaching Technique),Language Usage,Student Participation,Family Environment,Hypothesis Testing

Does English proficiency affect participation in online discussion? This study polled 14 students from a postgraduate online course that require online discussion. The students are divided into groups according to their home language spoken and self-assessed English proficiency, and measure against their participation level in the required discussion forums. It is found that students who speak English at home posts more and longer, and students who rate themselves proficient in English post more and longer. However, literature suggests that factors affecting participation are multifaceted. Although the current findings suggest a significant correlation between English proficiency and participation level, more work is required to understand the mechanism of the effects of language proficiency in online discussion participation. [For the full proceedings, see ED562107.]
Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving
Author: Ge, Xun
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Technology Integration,Student Attitudes,Statistical Analysis,Teacher Attitudes,Cooperative Learning,Problem Solving,Active Learning,Case Studies,Observation,Interviews,Pretests Posttests,Surveys,Self Efficacy,Self Esteem,College Students,College Faculty,Qualitative Research

This study explored students and instructors' perceptions and experience of technology affordances in an technology-enhanced Active Learning Classroom (ALC) to promote students' collaborative problem solving. Multiple case studies were conducted. Five classes of 92 students and five professors participated in this study. The data sources were class observations, interviews, and pre- and post-surveys. The study showed that students' self-efficacy and confidence in completing problem-solving tasks increased over time. Additionally, it was found that some professors used the ALC to its potentials while others used it minimally. While both students and professors agreed about numerous benefits of ALCs for learning and instruction, how technology was used depended on the perceived purpose, needs and meaningfulness of the instructors. [For the full proceedings, see ED562107.]
Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage
Author: Meyer, Bente
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Technology Integration,Foreign Countries,Handheld Devices,Change Agents,Elementary Education,Telecommunications,Educational Change,Change Strategies,Grade 7,Secondary Education,Inclusion,Disabilities,Creativity,Observation,Interviews

This paper focuses on the multiple agents of educational change associated with the implementation of ICTs in elementary schooling. The focus of the paper is on emergent patterns of change, i.e. the way technologies are adapted over time in different configurations that involve both pupils, teachers, activities and the different resources used in the classroom. The paper focuses on the concept of socio-material bricolage (Johri 2011) as an approach to understanding how digital devices contribute to constructing both relevant and innovative practices in teaching and learning in schools. The concept of bricolage is based on the idea that teachers and learners develop their practices through the ad hoc use of available artifacts--i.e. through improvisations where digital devices participate in shifting relationships with available resources and relevant actors. The paper is a theoretical exploration of the use of iPads amongst teachers and learners and builds on data from a school development project in Denmark where five classes of seventh graders were given iPads on a one pupil one device basis for the school year of 2012-13. [For the full proceedings, see ED562107.]
iPads in Inclusive Classrooms: Ecologies of Learning
Author: Meyer, Bente
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Technology Uses in Education,Handheld Devices,Secondary Education,Inclusion,Teaching Methods,Educational Technology,Telecommunications,Ecology,Observation,Technology Integration,Bulletin Boards,Disabilities

This paper builds on data from a project where iPads were used in a lower secondary school in Denmark to support school development and inclusive learning environments. The paper explores how iPads enter into and work as part of an ecology of learning in five classes in lower secondary school. The paper argues that we should disengage approaches to the iPad in education from ideas of what the properties of these technologies are, and see the device as a more relational and situated actor, avoiding the definition of properties of technologies outside the contexts specific to their use. [For the full proceedings, see ED562107.]
Some Considerations on Digital Reading
Author: de Lima-Lopes, Rodrigo Esteves
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Electronic Publishing,Reading,Web Sites,Foreign Countries,Reading Strategies,Books,Handheld Devices,Educational Technology,Technology Uses in Education

This paper discusses some changes in the context of reading brought about by new forms of text publishing and reading, such as PDF files, websites and eBooks. In order to do so, the paper starts with some discussion on the importance of such devices. Then explores some of the main their characteristics, as well as some consequences it might bring to the behaviour of readers. It ends with some observations on how this new perspectives of regarding have been dealt with in the Brazilian educational system. [For the full proceedings, see ED562107.]
Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand
Author: Thongteeraparp, Ampai
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Social Media,Computer Uses in Education,Public Colleges,Private Colleges,Case Studies,Differences,Questionnaires,Undergraduate Students,Multivariate Analysis,Communication (Thought Transfer),Cooperation,Comparative Analysis

The objective of this research was to examine how Thai university students used Facebook for academic purposes and how public university students differed from private university students in this regard. This was an exploratory research where a questionnaire was used to collect data from 460 undergraduate students in Bangkok, Thailand. The data were then analyzed using Multivariate Analysis of Variance. The study found that Thai students used Facebook more to communicate and to share than to collaborate. This communication or sharing of information was more among the students than with their professors. It also found that private university students used Facebook to collaborate more than their counterparts at public universities. [For the full proceedings, see ED562107.]
Transforming Education in a Primary School: A Case Study
Author: Norris, Cathleen A.
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Elementary Schools,Educational Change,Handheld Devices,Telecommunications,Case Studies,Grade 3,Elementary School Students,Inquiry,Active Learning,Instructional Effectiveness,Electronic Learning,Scores,Academic Achievement,Elementary School Curriculum,Foreign Countries

In this project report, we describe the role that a 1:1 smartphone deployment played in transforming the education of P3 (primary 3/grade 3) students (350+) from a didactic/direction instruction pedagogy to an inquiry pedagogy. Based on the students' test scores--Not only did the students learn the prescribed content, but they also developed 21st century skills. This project builds on a small-scale pilot--and is leading towards a multi-grade/multi-school fully scaled up project. [For the full proceedings, see ED562107.]
Spanning Knowledge Barriers in E-Learning Content Design
Author: Chu, Tsai-Hsin
Date: 2013-10-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Barriers,Knowledge Level,Case Studies,Expertise,Documentation,Interviews,Puppetry,Design,Interdisciplinary Approach,Cooperative Planning,Foreign Countries

E-learning content development can be regarded as an example of knowledge delivery process because the developers have to receive knowledge transferred from subject-matter experts (SMEs), to translate the received knowledge with appropriate instructional design, and to transform the project outcomes to fulfill learner's learning needs. As developers and SMEs may come from different disciplines, using distinct terminologies, having inconsistent interpretations, and holding different values, however, problems of knowledge boundaries may arise and prohibit a successful knowledge delivery process. This study conducts a case study to explore the problems caused by knowledge boundaries between developers and SME in e-learning content development. Our findings illustrated how the syntactic, semantic, and pragmatic knowledge boundaries caused the misunderstanding problems which inhibited the effective knowledge delivery. Our findings also concluded the activities and boundary objects that the developers used to bridge the knowledge boundaries. [For the full proceedings, see ED562107.]