ethanporcaro/eric-fulltext-meta huggingface dataset:
What Do Turkish Prospective Primary Teachers Promise for Inclusion?
Author: Kocbeker-Eid, Beyhan Nazli
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Self Efficacy,Beliefs,Readiness,Inclusion,Teacher Role,Teacher Responsibility,Educational Practices,Trainees,Qualitative Research,Case Studies,Data Collection,Questionnaires,Content Analysis,Special Needs Students,Teacher Student Relationship,Expectation,Knowledge Base for Teaching,Knowledge Level,Socialization,Classroom Techniques,Special Education Teachers,Help Seeking,Professional Development,Program Implementation,Teaching Experience

The purpose of this study was to examine Turkish prospective primary teachers' self-efficacy beliefs and readiness for their future roles and responsibilities as inclusive classroom teachers. Therefore, this study aimed to investigate how these roles and responsibilities relate to future teaching practices. In addition, this study examined prospective teachers' problems, worries, and expectations about implementing inclusive strategies in their classrooms. It investigated whether they are confident in their existing skills and knowledge and explored how these factors could affect the success of inclusion in Turkey. Study participants included 159 fourth year primary education teacher trainees at Necmettin Erbakan University in central Turkey. A qualitative case study design was used to gain the perspectives of teacher candidates. The data were collected through an open-ended questionnaire and were analyzed using the content analysis technique. The findings of the study have revealed that Turkish prospective primary teachers believe that they have an important role and a significant responsibility as teachers, not only for all students but also for students with special needs in particular. The respondents expressed a number of concerns, however, and indicated that they expect to encounter a variety of problems when inclusion is put into practice in their future inclusive classrooms. The prospective teachers were also found to have expectations of the school administration, special education services, and experts who might assist them in more effectively implementing inclusive strategies. The respondents expressed confidence in their own basic knowledge and skills, but reported that they still need more experience with special needs students in real classrooms. The study concludes that the way in which prospective teachers perceive inclusion and how they see their teaching practice align with the general education system will play a significant role in the success of inclusion.
Evaluation Study of Early Childhood Education in Pakistan
Author: Shakeel, Muhammad
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Program Evaluation,Correlation,Scores,Curriculum,Parent Attitudes,Oral Language,Tests,Statistical Analysis,Knowledge Level,Satisfaction,Language Usage,Coaching (Performance),Parent Child Relationship,Parents as Teachers,Educational Benefits,Questionnaires,Interviews

Early Childhood Education (ECE) was globally and locally an innovation, particularly in third world. The objective of this study was to investigate an impact evaluation of ECE initiated recently in Pakistan. The data of impact evaluation were drawn from three ECE Centers of Islamabad Capital Territory (ICT), Pakistan. Total samples of 65 individuals were drawn randomly from three sets of population: including pupils (30) and parents (30). The instruments were consisted of oral test, observational scale and interviews. Using graphic and statistical procedure, the empirical data was analyzed. The findings revealed that there has been significant correlation among the mean score of pupils.
Ubiquitous Learning (U-Learning) Awareness among the Tuticorin District B.Ed., Trainees
Author: Thiyagu, K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Online Courses,Electronic Learning,Preservice Teachers,Bachelors Degrees,Age Differences,Marital Status,Place of Residence,Family Income,Familiarity,Cohort Analysis,Student Surveys,Statistical Significance,Hypothesis Testing,Student Teacher Attitudes,Foreign Countries

The rapid development of information and communication technologies during the past two decades has had many points of contact with education and training. The use of technology in colleges and schools is not new. Teacher training often includes computer-assisted learning along with other multimedia presentation techniques. The power of ICT over other technologies lies in the &quot;information&quot; and delivery capabilities (Peak, Berge &amp; Zane, 2006). The global network brings learning outside the classroom at any time, any place. Interactive communication without time constraint between and among students and teachers--from local to global level--allows sharing of ideas and experience more easily. Wireless connectivity, notebooks, PDAs and their design and use, a transition from electronic learning (e-learning) to mobile learning (m-learning) is one of the challenges being faced by educational institutions. The recent trend of e-education is called as ubiquitous learning. That is, we learn everywhere and every time. So the investigator decided to take the study &quot;A study on u-learning awareness among the B.Ed., trainees of Tuticorin District&quot;. The objectives of the study were to find out whether there is any significant difference in the mean scores of u-learning awareness among the B.Ed. trainees with respect to their age, marital status, group and residence of home and to find out whether there is any significant association between parents' income and their children's u-learning awareness level. This paper explores the level of ubiquitous awareness among the B.Ed., trainees.
Creating New Mathematical Applications Utilizing SMART Table
Author: Seals, Cheryl D.
Date: 2011-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Interaction,Computer Interfaces,Mathematics Education,Elementary School Mathematics,Primary Education,Mathematical Concepts,Computer Software,Teaching Methods,Educational Technology

SMART Technologies is leading the way for interactive learning, through their many different tools. The SMART Table is a multi-user, multi-touch interactive interface that not only teaches children different concepts in fun ways (Steurer P., 2003), but it also inspires cooperative competition. In Alabama, the state curriculum for kindergarten through second grade in mathematics education instructs students in the rudimentary manipulation of the base numbers zero through ten (Education 2003). Teachers will greatly benefit from a fun mathematical interactive educational system that involves base numbers. During this project, the authors implemented an educational tool utilizing the SMART Table SDK and Visual Studios 2008 to teach K-2 inequalities and the number line through educational software.
Maximizing the Online Learning Experience: Suggestions for Educators and Students
Author: Cicco, Gina
Date: 2011-00-00
Type: Journal Articles
Subjects: Teachers,Students,Electronic Learning,Learning Experience,Online Courses,Educational Technology,Counselor Teacher Cooperation,Technology Integration,Virtual Classrooms,Learner Engagement,Educational Strategies,Teaching Methods,Academic Achievement,Individualized Instruction,Distance Education,Cognitive Style,School Counselors,Technological Literacy

This article will discuss ways of maximizing the online course experience for teachers- and counselors-in-training. The widespread popularity of online instruction makes it a necessary learning experience for future teachers and counselors (Ash, 2011). New teachers and counselors take on the responsibility of preparing their students for real-life academic and professional experiences that will rely on communication through the Internet, social media, and virtual classrooms. To better prepare for these demands, they must be technologically literate and prepared to integrate technology, media, and differentiated pedagogies to deliver engaging lessons for students of various ages (Kelly, 2008). This article will examine the setup of the typical virtual classroom, and the ways that it can be modified to enhance student engagement, encourage collaboration among students, and provide diversified lessons to meet the needs of students with varied learning-style preferences. An example of a learning-style model will be presented to identify learning-style domains and profiles that may benefit from matching instructional strategies in online courses (Cicco, 2009; Rundle, 2006). The model will be discussed in connection with recent research studies indicating that specific pedagogical techniques utilized within the context of an online course can better accommodate individual learning needs and preferences while optimizing academic performance and overall student and faculty satisfaction. Suggestions for online educators include simple and clear presentation of course requirements, incorporating visual and auditory enhancements in lessons, using interactive course tools, and allowing for various assignment options (Cicco, 2009; Trepal, Haberstroh, Duffey, &amp; Evans, 2007).
Dynamic Learning in Virtual Spaces: Producers and Consumers of Meaning
Author: Abrams, Sandra Schamroth
Date: 2011-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Longitudinal Studies,Adolescents,Critical Literacy,Video Games,Educational Technology,Web Sites,Media Literacy,Teaching Methods,Integrated Learning Systems

Twenty-first century education includes dynamic learning that is complicated by interactions in both fixed and protean virtual spaces, and it is important to consider the degree of power, agency, and awareness students have as producers and consumers of interactive technology. Outside of school, students engage in meaning making practices, and media, such as video games and websites, embrace certain &quot;technologies of power&quot;--space, surveillance, and documentation (Foucault, 1977)--to shape consumers' thinking and behavior. This article calls attention to the role of students and media executives in the development and maintenance of power structures, presenting new understandings of students' interactions with virtual texts and the producers'/designers' critical influence in shaping literacy experiences. Data from a three-year longitudinal study of thirty media producers of sites, such as Club Penguin and MyPopStudio, and an eight-month study of four adolescent gamers and their video game playing both reveal regulatory measures that promote and constrain student-navigated literacies. Understanding the dynamics of these virtual spaces and how they regulate and create a learning culture that hinges on collaboration and communication, educators can capitalize on the cooperative skills students develop and help students hone a critical sensitivity and understanding of their digital literacies.
The Effect of Laboratory Training Model of Teaching and Traditional Method on Knowledge, Comprehension, Application, Skills-Components of Achievement, Total Achievement and Retention Level in Chemistry
Author: Badeleh, Alireza
Date: 2011-00-00
Type: Journal Articles
Subjects: Chemistry,Laboratory Training,Teaching Methods,Comparative Analysis,Homogeneous Grouping,Experimental Groups,Control Groups,Pretests Posttests,Achievement Tests,Conventional Instruction,Research Design,Elementary School Students,Foreign Countries,Laboratory Experiments,Item Analysis,Multiple Choice Tests,Correlation,Scores,Statistical Analysis

The present study aimed at finding the effectiveness of the Laboratory Training Model of Teaching (LTM) and comparing it with the traditional methods of teaching chemistry to seventh standard students. It strived to determine whether the (LTM) method in chemistry would be significantly more effective than the Traditional method in respect to the male and female students' overall as well as component-based achievement and retention in chemistry. Four homogenous groups of seventh standard students from two English medium primary schools in Mysore in India were selected adopting purposive sampling technique. Thirty students were selected from each class and hence 60 male and female students from school A and 60 from school B formed the sample of the study. Test of Higher Mental Ability in Science (THMAS) was used to determine the homogeneity of the participants. The 120 students of all the experimental and control groups were given the post-test at the end of the experimental work to both the experimental and control groups to measure their terminal behavior. The researcher-constructed and validated achievement test of chemistry was administered to the subjects in experimental and control groups at the end of the instruction to measure their achievement in chemistry. After a gap of one month, the delayed post-test for achievement in chemistry was administered to the experimental and the control groups to determine the retention level of the students. The statistical technique used to analyze the obtained research data was the independent sample t-test. The findings of the study indicated that as far as the overall achievement and retention in chemistry is concerned, the (LTM) method of teaching chemistry were much more effective than the traditional method. As for the components of achievement and retention: comprehension, application, and skills in chemistry, the (LTM) method was more effective than the Traditional method except knowledge component. But the component of knowledge in achievement and retention in Traditional method was more effective than (LTM) method in chemistry.
Developmentally Appropriate Technology Practice: Exploring Myths and Perceptions of Early Childhood and Instructional Technology Professionals
Author: Blake, Sally
Date: 2011-00-00
Type: Journal Articles
Subjects: Developmentally Appropriate Practices,Technology Integration,Misconceptions,Early Childhood Education,Educational Technology,Young Children,Surveys,Teacher Attitudes,Web 2.0 Technologies,Instructional Design,Information Technology,School Personnel

The integration of technology in early childhood classrooms has become a controversial issue among professionals in this field. One issue which may influence technology in these classrooms may be perceptions of what is developmentally appropriate practice (DAP). This article explores perceptions about technology and age appropriate recommendations for young children based on results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals. This article provides a starting point to counteract the many misconceptions these teachers have about what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms and discusses some of the contradictions between professionals.
Reflective Teaching in EFL Classes: An Overview
Author: Salmani Nodoushan, Mohammad Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: Reflective Teaching,English (Second Language),Teaching Methods,Second Language Learning,Second Language Instruction,Language Teachers,Self Evaluation (Individuals),Metacognition,Teacher Behavior,Behavior Change

Since the beginning of the 20th century, professionals in language teaching have strived for ways that could guarantee better outcomes in language teaching classes. Different methods were used mostly in the first half of that century. Then some language teaching professionals moved beyond methods with the hope of gaining greater results. In one case, some language teachers moved towards what is now called reflective teaching (RT). RT requires teachers' self-observation as well self-evaluation which should go on in a cyclical manner to ensure teachers' understanding of their own classroom actions so that refinements can be introduced where necessary. RT is a process whereby teachers' reflect on their own classroom actions to collect and analyze descriptive data which can show where a change for batter ca be made. RT results in teacher and material flexibility and teacher professionalism. This paper provides a descriptive account of RT in language classrooms.
Measuring Effectiveness of Information, Communication and Technology (ICT) Tools in Teaching School Children: A Case Study from Chattisgarh State, India
Author: Rao, J. Durga Prasad
Date: 2011-00-00
Type: Journal Articles
Subjects: Case Studies,Foreign Countries,Information Technology,Educational Media,Comparative Analysis,Elementary School Students,Secondary School Students,Quasiexperimental Design,Pretests Posttests,Research Design,Experimental Groups,Computers,Laptop Computers,Teaching Methods,Distance Education,Technology Uses in Education,Technological Advancement,Instructional Materials,Educational Strategies,Achievement Tests,Scores,Control Groups,Multiple Choice Tests,Statistical Analysis,Children

The study was conducted to determine the effectiveness of Information Communication and Technology tools viz DLP (Distance Learning Projector) and Computer/Laptop in comparison with selected instructional media for teaching primary and secondary school pupils. It examined the effect of grade on the performance of the pupils taught with four instructional media. 100 pupils from 3 schools in Durg, Raipur and Rajnandgoan districts respectively from Chhatisgarh state, India, were taught three topics drawn from syllabus. The non-randomized quasi-pretest-posttest experimental design was used in finding out which of the pupils in the four experimental groups--DLP, Computer/laptop, Chart and Chalk Talk Method--performed best. The study revealed that the pupils taught with the DLP performed equally as well as those taught with Computer/laptop. The study concludes that ICT Tools were more effective than conventional methodologies in teaching school children learning issues. This confirms the claim of many researchers of the prospective of using ICT Tool as an instructional medium in teaching varying subjects to adults, youths and children in the formal school system. The advantages far overshadow the disadvantages. The four methods that can be used by the teacher were recommended. An organisational structure in each state and ICT equipment needed for effective take off of the ICT programme in schools in Chhatisgarh were suggested.
Impact of Simulations on the Mental Models of Students in the Online Learning of Science Concepts
Author: Laxman, Kumar
Date: 2011-00-00
Type: Journal Articles
Subjects: Simulation,Electronic Learning,Scientific Concepts,Scaffolding (Teaching Technique),Misconceptions,Educational Media,Pretests Posttests,Science Education,Educational Technology,Computer Simulation,Science Process Skills,Thinking Skills,Inservice Education,Preservice Teachers

Numerous flash or java applet based simulations have been developed to improve students' comprehension of Science concepts, particularly the more complex or &quot;dry&quot; ones. Simulations have been reported to be effective as instructional aids in scaffolding scientific learning by students since simulations support the explication of implicit understandings. Simulations are usually designed to allow students to actively manipulate variables to experimentally explore the relationships between these variables and their scientific applications. Rich associative thinking skills can also be infused in students by encouraging them to actively manipulate the simulations and learn on their own new science concepts without being prescriptively taught to by teachers as it often happens in Science classrooms. Misconceptions in the learning of Science concepts can more easily be identified and corrected in a timely manner. This paper examines in-depth research studies that have been conducted on the effectiveness of integrating simulations in the teaching and learning of Science and the effects of simulations in developing sound understanding of Science precepts. Studies done by one of the author of this paper have also been described in explaining the performance of a group of in-service teachers in the applied use of simulations in the delivery of Science education.
Trends and Challenges of Integrating ICT in Indian Education: A Paradigm Shift in 21st Century
Author: Vijaykumar, R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Educational Trends,Trend Analysis,Information Technology,Technology Integration,Access to Information,Educational Change,Teaching Methods,Foreign Countries,Educational Quality,Standards,Employment Opportunities,Learning Processes,Multimedia Instruction,Instructional Design,Access to Computers,Technical Support,Technological Literacy

Information and communication technologies are today playing a very important role in transforming the mode of imparting education. The trend in educational system has seen a leaning towards upgrading and updating knowledge and ideas to face increasingly demanding in order to meet the rapid expansion of knowledge. Technology enabled teaching have helped in taking forward the level of education by preparing teacher community in improving their professional competencies and skills in order to meet the competitive classrooms. The increase in the number of job opportunities in the current global economy has witnessed an enhanced demand for skilled and qualified teacher community. The synchronous learning environment proves to be advantageous to the workforce, as it brings to them a quality and standard of education that would otherwise not be available to them at all. ICT brought considerable change in capacity and globality for accessing and using information as well as communicating both of which have impacted on education. The digital era brought revolutionary changes in teaching and learning process by bringing multimedia approach in which multifaceted instructional pedagogies have been incorporated in order to simplify classroom instruction to the fullest extent. There are lots of ICT applications designed for children in the classroom teaching and a lot of imagination has gone into these designs especially educational applications and it is evidenced that technologies have changed the way of teaching and learning is conducted in different parts of the world by developing some effective and interesting education tools. It is evidenced that integration of ICT in Education and changing role of imparting instruction has fully influenced modern classroom practices and it is right time to address the present ICT application in the 21st Century that is the paradigm shift in Indian class room. This paper addresses the modern Trend and Challenges in Integrating the ICT in Indian education system.
K-12 Student Use of Web 2.0 Tools: A Global Study
Author: Toledo, Cheri
Date: 2011-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Elementary Secondary Education,Mass Media Use,Online Surveys,Social Networks,Global Approach,Grouping (Instructional Purposes),Cohort Analysis,Incidence,Educational Technology,Technology Uses in Education,Demography

Over the past decade, Internet use has increased 445% worldwide. This boom has enabled widespread access to online tools and digital spaces for educational practices. The results of this study of Web 2.0 tool use in kindergarten through high school (K-12) classrooms around the world will be presented. A web-based survey was sent out through online social networks (e.g., Twitter, Nings, and blogs). From a list of 25 types of digital tools, 189 participants chose the online tools that their K-12 students used in educational settings. The data analysis identified tool-use across grade levels and trends based on teacher demographics. At all four levels students most frequently used wikis, blogs, and multimedia presentation tools. Further analysis revealed six categories that described how teachers were designing instruction for students to use online tools.