ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Development in the Digital Age
Author: Labbas, Rachida
Date: 2013-00-00
Type: Journal Articles
Subjects: Faculty Development,Technological Literacy,Elementary Secondary Education,Higher Education,Technology Education,Technology Integration,Teacher Attitudes,Attitude Change,Developing Nations,Foreign Countries

Within the rapid changes in communication techniques, culture, pedagogy, and developments in knowledge, it is vital that educators are familiar with new educational changes, mainly those changes which are connected to technology. Change can be accompanied by fear, and thus some teachers might resist changing (Fullan, 2006). In the digital age, some teachers might be reluctant to change because they feel they are immigrants in the digital world (Prensky, 2001). In developing countries, such as Algeria and Libya, teachers might feel more frustrated because of the digital gap in their countries and because of the digital gap with the students (Warschauer, 2003). This conceptual paper aims at exploring the main factors that inhibit teachers from change. This paper focuses on teachers from kindergarten to college teachers in general. The rationale behind dealing with teachers in general, and not teachers of a specific discipline is to explore the way teachers in low technology areas could see their development from a digital perspective. It is also assumed that digital education is needed in all fields of education as there are already policies about the integration of technology in education (Hamdy, 2007). In the context of this paper, change is defined as a switch from Mindset 1 to Mindset 2. Educators with Mindset 1 consider the digital age as an extension of the industrial world; whereas educators with Mindset 2 believe the digital age is a post-industrial era, and the changes that are happening should be approached as new.
Recycling Lesson Plan
Author: Okaz, Abeer Ali
Date: 2013-00-00
Type: Journal Articles
Subjects: Lesson Plans,Elementary School Teachers,Elementary School Students,Primary Education,Grade 2,Environmental Education,Recycling,Learning Activities

This lesson plan designed for grade 2 students has the goal of teaching students about the environmental practice of recycling. Children will learn language words related to recycling such as: &quot;we can recycle&quot;/&quot;we can't recycle&quot; and how to avoid littering with such words as: &quot;recycle paper&quot; and/or &quot;don't throw papers&quot;. Students will develop awareness skills by classifying the type of rubbish that &quot;can/can't be recycled&quot; and will create posters to promote saving the environment.
Practical User Experience Design for School Libraries: 5 Tips for Improving Day-to-Day Life for Your Users...and You!
Author: Sannwald, Suzanne
Date: 2017-00-00
Type: Journal Articles
Subjects: School Libraries,Users (Information),Librarians,Library Services,High School Students

Suzanne Sannwald is the school librarian at West Hills High School in the Grossmont Union High School District, in San Diego's East County region. While working for a couple of years in a corporate setting prior to her current position, Sannwald learned about everything from organizational development and leadership to marketing and customer satisfaction. One of the interests she carried forward into her current work as a school librarian is User Experience (UX) design. User experience in the context of the school library is how someone feels based on all of his or her interactions with the library program. UX design is all about making decisions that contribute to an improved experience. This article offers five practical tips for improving the user experience within a school library.
The Effects of Using Technology and the Internet on Some Iranian EFL Students' Perceptions of Their Communication Classroom Environment
Author: Ebrahimi, Nabi A.
Date: 2013-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Questionnaires,Student Attitudes,Foreign Countries,Communication (Thought Transfer),Teaching Methods,Statistical Analysis,Student Centered Learning,Educational Environment,Internet,Technology Integration,Instructional Effectiveness,Likert Scales,Pretests Posttests,Undergraduate Students

This study aims to explore the effects of implementing a CALL framework on the students' perceptions of their communication classroom environments. The What Is Happening In This Class? (WIHIC) questionnaire was distributed twice among 34 (F=14 and M=20) Iranian EFL students, the first time after a ten-session-long regular no-tech communication class and the other time after a ten-session-long communication class informed by a CALL framework. The data were analyzed using SPSS and the results showed that there was a significant difference (p&lt;0.05) between the participants' perceptions of each dimension (i.e, Student cohesiveness, Teacher support, Involvement, Task orientation, Cooperation, and Equity) of their communication classroom before and after introducing the CALL framework. The CALL-informed communication class led to a learning environment that was perceived by students as more efficient and learner-centered. The work uses the concept of learning environment, which is claimed to take into account many different aspects of a learning context and hence comprehensive, to explore practicality of CALL ideas for an EFL classroom.
Computer-Assisted Assessment: Highlights and Challenges
Author: Tahmasebi, Soheila
Date: 2013-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Language Tests,Language Skills,Second Language Instruction,English for Special Purposes,Computer Science Education,Majors (Students),College Students,Foreign Countries,Achievement Tests,Test Validity,Student Attitudes,Barriers,Alternative Assessment,Norm Referenced Tests,Scores,Comparative Analysis,Questionnaires,Interviews,Rating Scales,Correlation,Statistical Analysis

Due to the unquestionable roles of technology in language classes, it might be necessary to use computers in assessing language knowledge. This study aimed to examine how computers may be used to assess language ability of [English for Specific Purposes] ESP students. Sixty computer-major university students at Abadan University are the participants of this study. They have taken an ESP course for a four-month academic term. To measure these participants' ESP knowledge, two types of tests were used: a final achievement test based on course content, and a computer-assisted test based on [target language use] TLU domain. The study used a computer-assisted test to highlight the validity of the final achievement test. This study also investigated ESP students' perception of computer-supported assessment and highlighted some obstacles that may hinder e-supported activities in an Iranian context. Regarding the findings, the study points to the possibility of using computer-assisted assessment as an alternative to the present a mainstream testing system.
One-Time Treatment for Incidental Vocabulary Learning: Call for Discontinuation. A Commentary on Ali Karakas and Arif Sariçoban's &quot;The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students&quot;
Author: Bogdanov, Stan
Date: 2013-00-00
Type: Journal Articles
Subjects: Incidental Learning,English (Second Language),Second Language Learning,Second Language Instruction,Vocabulary Development,Cartoons,Validity,Criticism,Misconceptions,Word Frequency,Educational Research,Learning Processes,Television,Programming (Broadcast),Research Problems

Incidental vocabulary learning has attracted a great deal of attention in ELT research. However, it is important that teacher and researcher exploitation of vocabulary developments be guided by more than replication of previous research designs. For conclusions based on empirical research to be valid, it is important to be clear about exactly what any data being gathered pertains to. While Karakas and Sariçoban (2012) claim to have presented a solid piece of research on the effects of subtitled cartoons on incidental vocabulary learning, in practice it is not so. It is argued that the research design validity resulted in questionable results having little relevance to genuine incidental vocabulary learning. [For &quot;The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students,&quot; see EJ1144953.]
&quot;Dropbox&quot; Brings Course Management Back to Teachers
Author: Niles, Thaddeus M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Management Systems,Teaching Methods,Computer Software,Professional Autonomy,Assignments,Blended Learning,Computer Simulation,Peer Relationship,Computer Mediated Communication,Instructional Materials,Educational Resources,Educational Technology,Web Sites,Information Security,Grades (Scholastic),Teacher Student Relationship,Course Content

Course management software (CMS) allows teachers to deliver content electronically and manage collaborative coursework, either blending with face-to-face interactions or as the core of an entirely virtual classroom environment. CMS often takes the form of an electronic storehouse of course materials with which students can interact, a virtual space where students can upload assignments and projects, or both. &quot;Dropbox&quot; software offers a nimble alternative to larger CMS products such as Blackboard along with greater autonomy for individual instructors. Teachers working in less-traditional settings may appreciate &quot;Dropbox's&quot; mobility and flexibility, while shrinking budgets and less-reliable institutional support in general may add to the appeal of leaner software options.
Selecting an E-(Text)Book: Evaluation Criteria
Author: Marczak, Mariusz
Date: 2013-00-00
Type: Journal Articles
Subjects: Textbook Selection,Textbook Evaluation,Evaluation Criteria,Electronic Publishing,Language Teachers,Educational Technology,Definitions,Textbook Content,Classification,Layout (Publications)

This paper aims to propose a repository of pre-use evaluation criteria for language teachers who wish to introduce e-books or e-textbooks to their own teaching practices. By selectively using a set of such criteria, they will be able to evaluate to what extent a given e-book/e-textbook lends itself to utilisation within their own teaching context. The paper briefly reviews the potential advantages of technology-enhanced language teaching. Then, it presents a range of manners in which e-books have been defined, outlines their most essential features, and demonstrates exemplary classifications of e-book types. The evaluation criteria proposed are informed by an analysis of three independent studies into the guidelines for e-book and e-textbook design, as well as the types and features of e-books presented within the paper. The outcome is a list of evaluation criteria pertaining to three aspects of an e-book: (i) layout and design; (ii) content and functionalities; and (iii) the reading device, file format and distribution.
Factors Associated with Accuracy in Prekindergarten Teacher Ratings of Students&apos; Mathematics Skills
Author: Furnari, Emily C.
Date: 2017-07-00
Type: Journal Articles
Subjects: Accuracy,Preschool Teachers,Preschool Children,Mathematics Skills,Student Evaluation,Alternative Assessment,Correlation,Student Characteristics,Teacher Characteristics,Race,Ethnicity,Interpersonal Competence,Self Efficacy,Influences,Teacher Student Relationship,Surveys,Teacher Effectiveness,Children,Longitudinal Studies

The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers' ratings of student skills, as a substitute. However, prekindergarten teachers' ratings of students' mathematical knowledge and skills are only correlated with direct assessments at the 0.50 level. Little is known about factors that influence accuracy in teacher ratings. In this study, we examine the influence of student and teacher characteristics on prekindergarten teachers' ratings of students' mathematical skills, controlling for direct assessment of these skills. Results indicate that students' race/ethnicity and social competency, as well as teachers' self-efficacy, are significantly related to prekindergarten teachers' ratings of students' mathematical skills.
Are They All Language Learners?: Educational Labeling and Raciolinguistic Identifying in a California Middle School Dual Language Program
Author: Hernandez, Sera J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Middle School Students,Educational Policy,Educational Change,Equal Education,Bilingual Education Programs,Ethnography,Student Attitudes,Parent Attitudes,Administrator Attitudes,Teacher Attitudes,Race,Social Class,Mexican Americans,Immigrants,Political Attitudes,Second Language Learning,English (Second Language),Racial Attitudes,Disadvantaged,Hispanic American Students,Spanish Speaking,Educational Philosophy,Academic Ability,Self Concept,Family Environment,Educational Environment,Socialization,Labeling (of Persons),Semi Structured Interviews

This manuscript draws from a 2-year multiple-case ethnography on the educational experiences of Mexican immigrant families with California middle schools. The article explores the influence of the political landscape and raciolinguistic ideologies surrounding the nature and implementation of a middle school dual language bilingual program, and it shares ethnographic snapshots from both a school- and home-based perspective of (in)equity issues related to the program. Data sources include home and school observations, and interviews with students, parents, administrators, and teachers. Findings suggest that though all students are considered &quot;language learners,&quot; educational-reform policies and practices may be undermining the school's effort to implement an equitable bilingual program. Implications for practice include the interrogation of educational policies and practices that can further marginalize students across race and class in the process of becoming bilingual in the US.
English Language Learners in a Digital Classroom
Author: Prince, Johanna
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,English Language Learners,Case Studies,Grade 4,Handheld Devices,Telecommunications,Teaching Methods,International Schools,Foreign Countries,Males,Elementary School Students,Interviews,Documentation,Observation,Journal Writing,Learner Engagement,Student Attitudes

English language learners (ELLs) experience linguistic, cultural, and cognitive shifts that can be challenging and at times lead to isolation for ELLs. While education technology may be an instructional resource and engage learners, devices alone do not shift instructional practices or lead to student gains. This case study was performed at an international school in Europe to investigate the experiences of 4th-grade ELL students and their teaching in a 1-to-1 iPad device classroom. Three main findings emerged from the study: iPads have specific functionalities that can be used to support ELL students; ELL students were engaged with using the iPads in content lessons; and study participants, including teachers and students, perceived language and cognitive growth in ELL students when using the iPad. However, there were also challenges found in the study. To mitigate some of these challenges and build on the success of this study, the researcher suggests developing a common vision for technology integration, using collaborative models of ELL teaching and investing in professional development.
Beyond Professional Development: Factors Influencing Early Childhood Educators' Beliefs and Practices Working with Dual Language Learners
Author: Spies, Tracy Griffin
Date: 2017-00-00
Type: Journal Articles
Subjects: Faculty Development,Urban Areas,Educational Quality,Learning Processes,Empathy,Bilingualism,Teacher Expectations of Students,Teacher Attitudes,Educational Practices,Program Design,Teacher Student Relationship,Mixed Methods Research,Preschool Teachers,Focus Groups,Native Language,Language Role,Language Usage,Cultural Influences,Spanish,English (Second Language),Second Language Learning,Teacher Aides,Preschool Education,Parent Participation,Instructional Materials,Teacher Surveys,Likert Scales,Semi Structured Interviews

The National Association for the Education of Young Children and Head Start have clearly articulated their position on the provision of high-quality instruction for the 4 million dual language learners (DLLs) enrolled in early childhood (EC) programs nationwide. Professional development (PD) provides a way for educators to increase their knowledge and skills; however, teacher practices in the classroom are strongly influenced by implicit beliefs about how children learn. This study examined the influence of 6 PD sessions related to high-quality instruction for DLLs and examined other influential factors related to beliefs and practices. Participants were 98 early childhood educators serving 3- and 4-year-old DLLs in an urban area in the Southwest US. Quantitative findings indicate educators' beliefs and practices shifted after PD. Qualitative findings suggest that educators' empathy, expectations, and external factors also influenced their beliefs and practices. Implications for PD and program design are discussed.
Resisting the Coloniality of English: A Research Review of Strategies
Author: Hsu, Funie
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Foreign Policy,Second Language Instruction,Teaching Methods,Educational History,Language Variation,Curriculum Development,Educational Change,Educational Philosophy,Native Speakers,Literature Reviews,Educational Strategies

The colonial legacy of English instruction has become especially relevant within the field of TESOL. While it is promising that increasing attention is being paid to the issue of colonialism and its historical and contemporary impact on the teaching of English, educators might be left without a clear sense of how to traverse the precarious path of English teaching given the realities of the colonial context. The purpose of this article is to present a brief overview of the different proposed strategies for addressing the enduring influence of colonialism in English language teaching. Specifically, it provides a research review of the various methods and pedagogical applications for addressing colonialism in English instruction. This article is intended as a resource to aid practitioners in working reflectively with the continuing effects of colonial English while moving toward decolonial options for English language teaching.
Imperialist Desires in English-Only Language Policy
Author: Macedo, Donaldo
Date: 2017-00-00
Type: Journal Articles
Subjects: English Only Movement,Language of Instruction,Second Language Learning,English (Second Language),Racial Discrimination,Foreign Policy,Language Attitudes,Social Bias,Teaching Methods,Spanish,Language Usage,Power Structure,Elementary Secondary Education,Educational Policy,English Language Learners,Bilingual Education

This article tackles the questions around the efficacy of the English language in educational contexts. The author argues that the answer to these questions has nothing to do with whether English is a more viable language of instruction or whether it promises non-English-speaking students full participation both in school and the society at large. This position, in the author's view, would point to an assumption that English is, in fact, a superior language and that we live in a classless, race-blind society. He proposes, instead, that the attempt to institute proper and effective methods of educating non-English-speaking students rests on a full understanding of the ideological elements that generate and sustain linguistic, cultural, and racial discrimination, which represent vestiges of a colonial legacy in our democracy.
Anxiety in English Language Learning: A Case Study of English Language Learners in Saudi Arabia
Author: Sadiq, Jamilah Mohammed
Date: 2017-00-00
Type: Journal Articles
Subjects: Anxiety,English (Second Language),Second Language Instruction,College Students,Foreign Countries,Questionnaires,Statistical Analysis,Instructional Program Divisions,Case Studies

Language anxiety as a specific aspect of language acquisition has occupied a great body of research for the past few decades. In this study, the level of foreign language anxiety among English language learners was investigated. This study was carried out with a quantitative research design using a survey methodology to collect data about the participants' language anxiety. The sample of the study included 100 university students from the college of Education at Princess Nora University in the Kingdom of Saudi Arabia. The participants were randomly selected. For this research study, Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope (1986) was used to collect the research data. Based on the findings of the study, several implications are highlighted.
College English Writing Instruction for Non-English Majors in Mainland China: The &quot;Output-Driven, Input-Enabled&quot; Hypothesis Perspective
Author: Ren, Junhong
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Instruction,Nonmajors,English (Second Language),College Second Language Programs,Hypothesis Testing,Second Language Instruction,Teaching Methods,Linguistic Input,Teaching Models,Reading,Learning Experience,Sentence Structure,Course Organization,Educational Strategies,Educational Practices

College English writing instruction has been a prominent research area in EFL field in mainland China. This paper has continued the focus by exploring a seemingly effective way for college English writing instruction in China--teaching writing based on reading on the basis of the &quot;output-driven, input-enabled&quot; hypothesis. This hypothesis places emphasis on the important role that language output plays in second language acquisition. Under this hypothesis, language output is both the driving power and objective of EFL teaching; language input provides with the language learners the language forms and content essential for output tasks. This hypothesis meets language learners' psychological needs, our social needs and current educational needs. In essence, theoretical considerations on carrying out writing instruction based on this hypothesis are discussed. To construct writing instruction, teachers may teach writing based on reading since reading could provide the learners with meaningful language input, which language learners could take advantage of to accomplish the writing tasks. Requirements for writing instructions in reading classes are then identified and illustrations on how to conduct writing are provided under this new hypothesis.