ethanporcaro/eric-fulltext-meta huggingface dataset:
Interpreting Technologically Fluent Classrooms: Digital Natives&apos; Attitudes towards the Use of Technology in Primary Schools in Norway
Author: Neokleous, Georgios
Date: 2019-03-15
Type: Reports - Research
Subjects: Foreign Countries,Elementary School Students,Educational Technology,Technology Uses in Education,Student Attitudes,Cooperation,Active Learning,Authentic Learning,Thinking Skills,Technology Integration,Teaching Methods,Cognitive Style

This qualitative study provides baseline data on young learner attitudes towards the use of technology in primary schools. Through individual interviews, the students highlighted the importance of its application and acknowledged its potential in the education process. The benefits that they put forward are grouped into four categories: technology-infused classrooms promote (1) collaboration, (2) active learning, (3) authenticity, and (4) higher order thinking skills. The findings also reveal a general favourable consensus among the interviewees regarding their teachers' efforts to adopt technology in class. Yet, students cautioned that technology-integrated lessons should fulfil specific classroom purposes while stressing at the same time the importance of satisfactory preparation before their implementation. For the students, the use of technology should essentially serve two purposes: (1) provide an engaging and interactive alternative to the traditional approach to teaching, and (2) address different learning styles. Acknowledging the student voice, the study concludes, contributes effectively to the optimisation of the learning experience. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
Materials Design in CALL: A Case Study of Two Teachers of English as Creators of Digital Materials
Author: Kiliçkaya, Ferit
Date: 2019-03-15
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Technology Integration,Teaching Methods,Computer Assisted Instruction,Language Teachers,Teacher Attitudes,Case Studies,Workshops,Males,Material Development,Computer Software,Educational Technology,Faculty Development,Foreign Countries,English (Second Language),Teacher Developed Materials

The importance of providing pre-service and in-service teachers with sufficient training and practice in integrating technology into their classrooms has led several studies to investigate the possible effects of pre-determined training and practice provided to teachers. However, most of these studies seem to have focussed on teachers' beliefs and perceptions during the courses offered in the departments without considering their needs and requests. Noticing this gap, the current study aimed to investigate two in-service language teachers' views and experiences on the training which was designed and provided based on their needs and requests. This research was designed as a qualitative case study, focussing on the experience of two male teachers of English who were exposed to a series of workshops that focussed on creating digital materials using several web-based tools. The findings of the study indicated that, although the participants learned how to utilise the technological tools and were willing to infuse these tools into classrooms, their intentions, in some cases, were not realised in their classroom practices for various reasons, most of which were directly related to the context of teaching. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
Enhancing Literacy and Collaborative Skills through Blogging: The Teenage Language Learner
Author: Giannikas, Christina Nicole
Date: 2019-03-15
Type: Reports - Research
Subjects: Cooperative Learning,Feedback (Response),Second Language Learning,Second Language Instruction,Electronic Publishing,Intervention,English (Second Language),Private Schools,Adolescents,Teaching Methods,Literacy,Foreign Countries,Vocabulary Development,Spelling,Connected Discourse,Writing Skills,Student Attitudes,Grammar

Blogs are considered to have made an intervention in many English as a foreign language contexts. The architecture of the platform is thought to give authorship, a readership, and ownership of one's work, and encourage collaborative learning. The present chapter focusses on an exploratory research study which took place in a private language school setting in Greece. The study included 52 teenage learners who were introduced to Edublogs for the first time. The aim of the study was to (1) determine the frequency and form of peer feedback, (2) investigate the impact of blogs on students' collaborative skills, and (3) to investigate the progress made in students' literacy skills with the integration of blogs in the curriculum. Questionnaires were distributed to examine participants' impression of blogs and the effect it had on their learning. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
How Different Are European and American Foreign Language Teachers Regarding the Use of ICT in Task-Based Language Learning? Beliefs, Attitudes and Practices in the Classroom
Author: Lopes, António
Date: 2019-03-15
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Cultural Differences,Foreign Countries,Teacher Attitudes,Teaching Methods,Beliefs,Familiarity,Second Language Learning,Learning Activities,Second Language Instruction

The results of a transatlantic survey on technology-mediated Task-Based Language Learning (TBLL) are presented and discussed. The study was conducted within the scope of the European-funded Pan-European Task Activities for Language Learning (PETALL) project. The aim was to determine the teachers' acquaintance with TBLL and with the potential of Information and Communications Technology (ICT) for enhancing that approach. The survey also allowed us to characterise the teaching practices used in the language classroom in terms of this approach. As it was also possible to compare the responses from several countries, including the US, this chapter looks into the differences in beliefs, attitudes, and practices that exist between EU and US practitioners. The analysis of the data (by frequency) shows that there is a difference between the US and the EU in relation to TBLL in terms of familiarity, conceptualisation, and forms of implementation in the classroom. There are also differences in defining the benefits of technology-mediated tasks, as the EU respondents put emphasis on the teacher's creativity and responsiveness to new challenges, whereas the US respondents underlie the importance of it providing communication contexts closer to real life, as well as the opportunity for collaboration and mutual assistance. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
Revisiting the Cloud: Reintegrating the G Suite for Education in English for Specific Purposes Teaching
Author: Kakoulli Constantinou, Ellis
Date: 2019-03-15
Type: Reports - Research
Subjects: English for Academic Purposes,Second Language Learning,Second Language Instruction,Computer Software,Information Technology,Blended Learning,College Freshmen,Technology Integration,Computer Assisted Instruction,Teaching Methods,Action Research,Learning Processes,Delivery Systems,Familiarity,Technological Literacy,Student Attitudes,Barriers,Usability,Efficiency,Educational Experience

In an era of continuous technological advancement and severe financial crisis, the cloud computing paradigm has become one of the most prominent and influential developments in information technology since the emergence of the Internet. This chapter describes the second phase of an action research study, which aimed at addressing the problem of lack of appropriate technology tools for the delivery of two blended English for Academic Purposes (EAP) courses for first-year students of the Departments of (1) Agricultural Sciences, Biotechnology, and Food Science and (2) Commerce, Finance, and Shipping, at the Cyprus University of Technology. The solution suggested involved the integration of the G Suite for Education in the teaching and learning process. The suite was firstly introduced in the academic year 2016-2017 (Kakoulli Constantinou, 2018), and the feedback obtained then was valuable for its reintegration the following year. The present chapter focusses on the second attempt to integrate the suite in the context of which data was elicited in order to improve the use of the suite for the delivery of the two EAP courses in the future. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
Do EFL Teachers Transform Their Teaching with iPads? A TPACK-SAMR Approach
Author: Tseng, Jun-Jie
Date: 2019-03-15
Type: Reports - Research
Subjects: English (Second Language),Language Teachers,Teaching Methods,Handheld Devices,Technological Literacy,Technology Integration,Models,Foreign Countries,Access to Computers,Context Effect,Second Language Instruction,Teacher Collaboration,Video Technology,Art Activities,Teacher Competencies,Pedagogical Content Knowledge,Telecommunications,Instructional Innovation

Over the past decade, there has been an increasing interest in research on teacher knowledge about technology integration, namely Technological Pedagogical Content Knowledge (TPACK). However, few studies have investigated how teachers transform their teaching with technology. To fill this gap, the present study adopted the Substitution, Augmentation, Modification, and Redefinition (SAMR) model to investigate the degree to which four Taiwanese English as a Foreign Language (EFL) teachers enacted their TPACK in the context of teaching English with iPads, as well as identified contextual factors that might influence the levels of their TPACK enactments. Results suggested that, although some of the teachers' iPad-based teaching indicated their competency in transforming their teaching, their teaching was predominantly enhanced by the tablets as a substitute to deliver linguistic input to their students in conventional teacher-centred classrooms. In addition, students' access to iPads and a wireless network was considered essential. This technological problem might constrain the teachers from enacting TPACK towards the higher levels of the SAMR scale. This study contributes to the literature on TPACK by providing empirical evidence on investigating the levels of TPACK enactments using the SAMR model. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
Exploring the Influence of Teachers&apos; Education and Professional Development in Cypriot Higher Education CALL Practices
Author: Soulé, María Victoria
Date: 2019-03-15
Type: Reports - Research
Subjects: Teacher Education,Faculty Development,Computer Assisted Instruction,Private Colleges,State Universities,Language Teachers,Masters Programs,Doctoral Programs,Seminars,Conferences (Gatherings),Teaching Methods,Foreign Countries,Technology Integration,Second Language Learning,Second Language Instruction,Teacher Attitudes,College Faculty,Management Systems,Educational Technology,Instructional Materials,Computer Software,Technology Uses in Education

The present study examines Computer Assisted Language Learning (CALL) practices in the Cypriot Higher Education (HE) system and their relation to teachers' education in CALL and professional development. It involves 28 second language instructors from public and private universities in the Republic of Cyprus. A survey was designed to assess CALL training, CALL training for technology integration, and CALL practices. The analysis of the data reveals a considerable variety in instructors' training, which ranged from in-service training, seminars, conferences, and lectures on CALL or CALL training as part of Master of Arts (MA) or Philosophical Doctorate (PhD) programmes. Despite this variety, the perception of instructors towards the training received for technology integration was generally positive, particularly in terms of its usefulness for the evaluation, selection, and use of computer-based instructional material. However, we found significant differences in their perception towards effectiveness of training, leading to the creation of computerbased instructional materials. Similarly, differences were found in the frequency of usage of mobile devices, website creators, wikis, and photo-graphic programmes. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
Personal Learning Environments and Personal Learning Networks for Language Teachers&apos; Professional Development
Author: Goria, Cecilia
Date: 2019-03-15
Type: Reports - Research
Subjects: Language Teachers,Faculty Development,Web 2.0 Technologies,Online Courses,Teaching Methods,Second Language Learning,Second Language Instruction,Case Studies,Graduate Students,Program Descriptions,Networks,Distance Education,Masters Programs,Foreign Countries

The emergence of Web 2.0 has created diverse opportunities for continuing professional development in the area of language teaching. This article begins by presenting how the pedagogical model implemented in an online postgraduate programme integrates the Personal Learning Environment and Personal Learning Network (PLE and PLN) concept and practice to support students' learning. Furthermore, it provides two case studies from the students of the programme on the integration of the PLE and PLN concept in their own settings as well as its effects on their professional development. The first case study describes how the PLE and PLN concept has become part of the instructional strategy of the teacher and discusses the outcomes of its implementation. The second case study deals with how the PLE and PLN concept facilitated the professional networking activities of the teacher and how this has affected teaching practices. The two case studies demonstrate diverse ways as to how teachers can use PLEs and PLNs for supporting their own as well as their students' learning, and for creating professional development opportunities within their own teaching and educational contexts. The two case studies also demonstrate the potential of PLEs and PLNs for supporting teachers' professional development beyond a formal training programme. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
#SLA: The Impact of Study Abroad on Negotiation of Identity on Social Networking Sites
Author: Kitano, Chika
Date: 2019-03-15
Type: Reports - Research
Subjects: Study Abroad,Social Networks,College Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Intercultural Communication,Barriers,Language Usage,Social Media,Preferences,Student Behavior,Cultural Influences,Student Attitudes,Self Concept,Cultural Differences,Language Proficiency,Privacy,Self Esteem

This chapter describes an inquiry into how Japanese university students who have participated in study-abroad negotiate their identity on Social Networking Sites (SNSs) when interacting informally in English with non-Japanese interlocutors. SNSs provide a unique opportunity for English language learners to practise their skills in an informal environment, and to maintain and develop social connections with non-Japanese partners. However, maintaining one's unique identity in these intercultural exchanges can prove difficult. The results of this research showed that a study abroad experience had an influence on students' usage of SNSs in English. This was evident in participants' selecting SNSs that were more commonly used in the country where they studied and adopting non-Japanese behaviours on these platforms. Participants expressed that a fear of flaunting their English ability acted as a barrier to usage, but the effects of this factor was reduced after their time abroad. Finally, participants found that cultural differences in the usage of SNSs caused some tensions, and forced them to evaluate their own cultural preferences and decide what behaviours to adopt from the target culture. While several studies have investigated SNSs for language learning (Ottoson, 2014; Waragai et al., 2014), few have explored identity negotiation in this context (Harrison &amp; Thomas, 2009). Therefore, the following inquiry fills a critical gap in the research literature regarding this topic. [For the complete volume, &quot;Professional Development in CALL: A Selection of Papers,&quot; see ED593926.]
2017 NMC Technology Outlook: Chinese Higher Education. A Horizon Project Regional Report
Author: New Media Consortium
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,Technology Uses in Education,Technological Advancement,Educational Trends,Educational Technology

This report was produced to explore emerging developments in technology and forecast their potential impact expressly in a Chinese higher education context. In the effort that took place from July through September 2016, a selected panel of esteemed experts was asked to consider a host of relevant articles, news, blog posts, research, and project examples and ultimately pinpointed the most notable technology topics, trends, and challenges for Chinese universities over the next five years. Nine key trends, nine significant challenges, and twelve important developments in technology were identified by the expert panel. The trends and challenges are intended to frame technology adoption in terms of the positive paradigm shifts advancing it and the obstacles impeding it. These influential discussions acknowledge that technology by itself is not a sufficient solution but instead an enabler of more effective teaching and learning approaches. Technology use must be grounded in progressive pedagogies and models that foster greater student engagement and performance. Both the trends and the challenges are placed into horizons; the trends range from long- to short-term while the challenges are classified by scope of difficulty. [This report was produced in collaboration with Smart Learning Institute of Beijing Normal University.]
2017 NMC Technology Outlook: Nordic Schools. A Horizon Project Regional Report
Author: Adams Becker, S.
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Technology Uses in Education,Technological Advancement,Educational Trends,Educational Technology,Elementary Secondary Education

The &quot;2017 NMC Technology Outlook for Nordic Schools: A Horizon Project Regional Report&quot; reflects a collaborative research effort between the New Media Consortium (NMC) and the Norwegian Centre for ICT in Education to inform Nordic school leaders and decision-makers about significant developments in technologies supporting teaching, learning, and creative inquiry in primary and secondary education across Denmark, Finland, Norway, and Sweden. Nine key trends, nine significant challenges, and twelve important developments in technology were identified by the expert panel. The trends and challenges are intended to frame technology adoption in terms of the positive paradigm shifts advancing it and the obstacles impeding it. [This report was written in collaboration with The Norwegian Centre for ICT in Education.]
Trust and Respect at Work: Justice Antecedents and the Role of Coworker Dynamics
Author: Nelson, Jennifer L.
Date: 2019-03-14
Type: Reports - Research
Subjects: Employees,Employee Attitudes,Peer Relationship,Trust (Psychology),Group Dynamics,Justice,Human Dignity,High School Teachers,Collegiality

The authors address three overlooked issues regarding the well-established organizational justice and trust relationship: how an authority's enactment of fair outcomes, procedures, and interactions &quot;trickles down&quot; to the development of coworker trust; how trust and respect represent distinct interpersonal outcomes; and whether coworker dynamics mediate these relationships. Using original survey data collected at two time points from 354 high school teachers, the authors investigate justice antecedents and the mediating role of coworker dynamics using structural equation modeling. The authors find that the effects of the authority's (i.e., principal's) distributive and procedural justice actions on coworker trust and respect do &quot;trickle down&quot; and are mediated through coworkers' collective responsibility and work communication. In contrast, principal's interpersonal justice has no effect on coworker dynamics or interpersonal outcomes, but coworker interpersonal justice enhances these outcomes. The results of this study also provide empirical support for the conceptual distinctiveness of trust and respect in the workplace. [This article was published in &quot;Work and Occupations,&quot; Mar 2019.]
Student Views with Regard to ProbSol Learning Environments
Author: Yazlik, Derya Ozlem
Date: 2015-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Problem Solving,Student Attitudes,Secondary School Students,Grade 9,Equations (Mathematics),Secondary School Mathematics,Electronic Learning,Learning Strategies,Educational Technology,Teaching Methods,Instructional Effectiveness,Attitude Change

The aim of this study is to assess learner views with regard to ProbSol learning environment prepared according to problem solving steps for the teaching of &quot;applications related to equations and inequalities&quot;. In line with this aim, the study was carried out with 15 volunteered 9th graders who are taught with ProbSol. The study is a case study, which is one of the qualitative research paradigms, and a semi-structured interview form with 8 open-ended questions developed by the researchers was used. Data obtained from semi-structured interview form were analyzed with content analysis method. In general, the views of the participants with regard to ProbSol environment were mostly positive. [Paper presented at the World Conference on Educational Sciences (WCES) (7th, Athens, Greece, Feb 5-7, 2015).]
Assessment Practices in Higher Education: Myths and Realities
Author: Areekkuzhiyil, Santhosh
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Evaluation Methods,Validity,Reliability,Higher Education,Misconceptions,Educational Assessment,Scoring Rubrics

Assessment is an integral part of any teaching learning process. Assessment practices have a large number of functions to perform in the context of the teaching learning process. Do contemporary assessment practices perform these function is a critical question to be analysed. In this paper, an attempt has been made to analyse the myths and realities of the assessment practice in the higher education sector. [This paper was published in &quot;University News&quot; v57 n11 p18-20 2019.]
A Research on Students&apos; Information Security Awareness
Author: Tekerek, Mehmet
Date: 2013-07-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,High School Students,Knowledge Level,Information Security,Computer Security,Ethics,Computer Science Education,Internet

In this study, elementary and high school students' information and computer security awareness levels were investigated. Information and Computer Security Awareness Scale was developed by the researcher and it was applied to 2447 students in the schools in center of Kahramanmaras City, towns, small towns and villages of Kahramanmaras province. For data analysis the statistical analysis program was used. Consequently it was found that students have sufficient awareness level in terms of ethical issues. However, they have low awareness levels in terms of issues that require knowledge about rules. It can be deduced that information and computer security awareness education and related activities are insufficient. If these courses' hours can be increased, students' information and computer security awareness can be enhanced and negative effects of internet can be controlled.