ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Animation Film Use on Earthquake Knowledge Level of 4th Grade Students
Author: Dikmenli, Yurdal
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Animation,Teaching Methods,Films,Natural Disasters,Grade 4,Elementary School Students,Educational Technology,Technology Uses in Education,Program Effectiveness,Social Sciences

Today, use of different teaching models, materials, and tools in education and teaching process have increased. The main reason for such increase is the search to make education more quality, easier, more entertaining, and more permanent. In this sense, animation films are technological products that contribute learners in visual and audial terms. In this study, what effect does animation film use has on earthquake knowledge level of 4th grade students was analysed. The pattern of this study was selected as pre-test/post-test control group trial model among experimental research models. Participants of this study were selected among 4th grade students in Fatih Elementary School in Bünyan District, Kayseri in 2017-2018 academic year. Total of 62 students was included in the study where 31 students were included in experiment group and 31 students were included in control group. The duration of this study was four weeks. Pretest was applied on first week, post-test was applied on last week, and application was conducted on remaining two weeks. Traditional methods were applied on the control group and animation films selected by researchers based on content and subject of class were applied on experiment group. In this study, &quot;Academic Success Test&quot; developed by researchers was adopted to test the effects of animation film use on earthquake knowledge level of 4th grade students. As a result, it was determined that experiment group was more successful than control group in terms of academic success, and animation film use in earthquake knowledge level of 4th grade students had positive effects.
One-to-One iPad Technology in the Middle School Mathematics and Science Classrooms
Author: Bixler, Sharon Grace
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Technology Integration,Handheld Devices,Middle School Mathematics,Secondary School Science,Private Schools,Mathematics Achievement,Science Achievement,Outcomes of Education,Constructivism (Learning),Grade 8,Middle School Students,Usability

Computer technology (CT) for student use is a popular avenue for school districts to pursue in their goal to attain higher academic achievement. The purpose of this study is to examine the use of iPads in a one-to-one setting, where every student has his own device 24/7, to determine the effects, if any, on academic achievement in the areas of mathematics and science. This comparison study used hierarchical linear modeling (HLM) to examine three middle schools in a private school district. Two of the schools have implemented a one-to-one iPad program with their sixth through eighth grades and the third school uses computers on limited occasions in the classroom and in a computer lab setting. The questions addressed were what effect, if any, do the implementation of a one-to-one iPad program and a teacher's perception of his use of constructivist teaching strategies have on student academic achievement in the mathematics and science middle school classrooms. The research showed that although the program helped promote the use of constructivist activities through the use of technology, the one-to-one iPad initiative had no effect on academic achievement in the middle school mathematics and science classrooms.
Language, Emergent Literacy, Cultural Diversity and Exclusion When Acquiring First Time Literacy in a Language Not Spoken at Home (L2)
Author: Gien, Elizabeth Claire
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Young Children,English Language Learners,Limited English Speaking,Emergent Literacy,Language Proficiency,Elementary School Students,Primary Education,Cultural Differences,Alphabets,Rhyme,Vocabulary,Phonics,Word Recognition,Listening Comprehension,Child Development,Language Acquisition,Global Approach,Inclusion,Barriers,Social Justice,At Risk Students

While prevailing research links language proficiency to fundamental literacy acquisition, research is, however, limited when language and literacy acquisition are simultaneous as is the case with young (4-6 years) English language learners (ELLs) in K1, K2 and Grade 1 who acquire first time literacy in an inclusive classroom and in a L2 (additional language). The study draws on a synopsis of current research, globalisation, the concomitant cultural and linguistic diversity, inclusive education, barriers to learning, and social justice. The aforementioned supports the discussion for the comparative study of the language and literacy profiles (LLP) of the ELLs and the English-speaking, monolingual learners. The LLPs are established by qualitatively analysing cultural and linguistic differences and differences in letter knowledge, rhyme knowledge, basic concepts, vocabulary, phonic knowledge, sight word recognition, and listening comprehension. A causal-comparative approach to the mixed model research design and a complementary mixed methods approach are applied to the study. Findings are discussed in relation to the classic and current theoretical frameworks pertaining to child development, and language acquisition for both first and second language acquisition. Aspects such as globalisation, inclusive education, barriers to learning, and social justice are central to this study An at-risk, educationally vulnerable minority was isolated and specified by defining their limited English proficiency, and limited emergent literacy skills.
Lessons Learned from a Training of Trainers Model in Africa
Author: Brion, Corinne
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Training,Trainers,Models,Leadership Training,Program Effectiveness,Instructional Leadership,Private Schools,Culturally Relevant Education,Sustainability,Adult Learning,Scripts,Interpersonal Relationship,Trust (Psychology),Educational Quality,Barriers

The international community has pledged to provide a quality education for all by 2030. School leaders play a key role in improving student learning outcomes yet oftentimes educational leaders do not have opportunities to attend professional development events. The purpose of this study was to examine a Training of Trainers Model (TOT) used to build the capacity of school leaders in five countries in Africa. This qualitative research study used a longitudinal design. Findings revealed that there were both strengths and weaknesses to the TOT model. The authors discuss the significance of these findings for policymakers and practitioners worldwide.
The Bridge Is Broken, How Will We Repair It? The Articulation of the Media and Teaching in Public Education Institutions
Author: Olmos Pérez, Marelbi
Date: 2019-00-00
Type: Journal Articles
Subjects: Mass Media,Student Attitudes,School Attitudes,Foreign Countries,Public Schools

This qualitative research was carried out from the socio-critical paradigm with the approach of the Participatory Action Research (IAP), to point out the production of a propositional and transformative knowledge, which start from the reality of the school context, compare with the rethinking about Educommunication, in which students, teachers and parents of the public education institutions of Cartagena participate (IE). It seeks to reflect critically and reflexively about the problematic relationship between communication and education to begin to move through where the school and the media overlap. This research analyzed the perceptions that 1479 students had between 2017 and 2018 about their school and the environment around it that is generally difficult because causes such as drugs addictions, violence and other social problems. As well as the social, symbolic and imaginary representations that the students have and that are reinforced by the contents that they see through the different ways of communication. This research integrates and articulates the work of educators, with social communicators, because it is based on the premise that the teaching of media in schools is a key element for the formation of students, but these workshops are not intended to impose ways of reading the media, it pursues that student read other narratives of their environment and their links through the tecnopedagogy, so that they can achieve a re-signification of their context and make their role visible, other ways of being young and the relationship that they build with others in their educational space and environment.
Expressive Ties and the School Reform Efforts of an Urban School District
Author: Mania-Singer, Jackie
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Change,Urban Schools,School Districts,Accountability,Outcomes of Education,Social Networks,Network Analysis,Instructional Leadership,Principals,Correlation

Large-scale education reforms have increased accountability for districts and schools and pressure on educational leaders to improve student outcomes. Data show, however, that school improvement is not universal. Research suggests that these reforms have failed because of the fragmented approach to reform and the limited attention given to expressive relationships. This qualitative case study draws on social network analysis techniques to examine the underlying social networks of an urban school district. Findings suggest sparse network ties in all areas included in the study indicating limited expressive relationships across all levels of the district leading to isolation of leaders.
E-Readers Make a Difference for Diverse Readers
Author: Anderson, Tammy L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Electronic Publishing,Literacy Education,Learner Engagement,Reading Habits,Reading Motivation,Reading Attitudes,Student Attitudes,Books,Grade 3,Elementary School Students

Teachers are concerned with creating students who enjoy reading and choose to read because research has proven engagement is necessary for long-term achievement (Baker, Dreher, &amp; Guthrie, 2000). In addition to increasing reading engagement and achievement, according to the International Reading Association (2009) and Common Core State Standards (2010), educators are responsible for integrating technologies and new literacies, the skills and strategies necessary to use new digital technologies, into the language arts curriculum to ensure students are prepared for their literacy futures. Is it possible integrating e-readers into literacy instruction, specifically independent reading, will produce students who not only engage in reading, but also enjoy reading and choose to read? The e-reader is not a replacement for traditional books, but it is an effective addition, allowing students to use digital tools (technology) in developing as passionate readers. The novelty of using digital tools is just one of many ways to engage students in reading. This study investigated third grade students' use of e-readers for independent reading and the impact on reading behaviors including engagement, motivation, attitude toward reading, and reading volume. Field notes from observations, transcripts of interviews, annotations made on e-readers, and the number of books recorded in reading logs were collected, analyzed, and used to create a representation of the attitudes and habits of young readers. A descriptive case study captured participants' experiences using e-readers, demonstrated perceived benefits for diverse readers, and provided insight for teachers integrating this digital tool.
Study Anywhere and Anytime, Not Necessarily in Class
Author: Syaimar, Chandra Pratama
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Distance Education,Electronic Learning,Information Technology,Internet,Learning Activities,Telecommunications,Handheld Devices,Technology Uses in Education,Mathematics Education,Secondary School Mathematics,Secondary School Students,Outcomes of Education

In the current era of globalization, there are many technologies that can be used as a medium of learning in the process of learning mathematics. Educators have not used much of the development of technology to be used as a medium of learning. Internet technology is one technology that enables everyone to do learning in mobile or can be called mobile learning (m-learning). The combination of telecommunication with internet technology can enable the development of m-learning system as a learning medium. This study was conducted to see whether the use of mobile phones in learning activities have been applied and able to improve the results and motivation of learning from students in learning mathematics. The study was conducted using descriptive test and questionnaire in public schools in Indonesia. The results obtained show that 100% of school students already have android smartphone. This can be used as a learning medium that can overcome the problem of lack of school study time, and lack of learning materials so as to improve student learning achievement.
A Review of Mobile Application Characteristics Based on Teaching and Learning Theory for Mute and Deaf Students
Author: Samsudin, Mat Redhuan
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Handheld Devices,Assistive Technology,Educational Technology,Communication Disorders,Deafness,Foreign Countries,Sign Language,Electronic Learning,Learning Strategies,Technology Integration,Information Technology

Technology in education has been changed the culture of teaching and learning strategies. Teaching and learning theory is the primary basis for reference in carrying out teaching and learning activities. Learning using mobile apps is still new and has not been recognized by the education ministry as an effective learning aid. However, there are students using this method, but the implementation of the method is not based on a specific framework as a guide to make it a learning tool. This paper aims to identify key features of learning using mobile applications. In addition, the study aims to create a new model in Malay language teaching and learning in the context of sign language using digital technology such as mobile applications. This study analyzes the five theories used in teaching and learning based on previous studies. There are five key components required for the implementation of mobile applications in teaching and learning namely pedagogical strategies, mobile devices, learning modules, communication methods and application designs. These components are among the components needed for implementation of learning methods using mobile applications. The findings of the previous study showed mobile applications can help students and teachers in teaching and learning more effective.
Teachers and ICT&apos;s in Secondary Education: The Turkish Case
Author: Celebi, Neziha
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Information Technology,Secondary Education,Internet,Secondary School Teachers,Teacher Attitudes,Teacher Motivation,Educational Innovation

Integrating ICTs and namely the internet into teaching and learning in the classroom offers potentials for the education sector through its capacity to facilitate new ways of teaching in a digital environment. As a result of this, national curriculums have changed to accommodate new demands and potentials which are provided by ICTs. This paper aims to discuss how and what factors affect internet integration Turkish secondary school Turkeys Mediterranean region. Through the use of semi-structured and focus group interviews this study aims to gain an understanding of how teacher values and motivations regarding internet integration can affect the use of internet. This study aims to determine whether teacher motivations and attitudes play an equally important role in internet integration into classroom for educational innovations as ICT investments. Integrating internet into classroom teaching is a process which requires infrastructure and a positive attitude towards its use. Previous literature suggests that there is also room to examine what teachers think about the use of internet in classrooms which could have a direct effect on its use in the classroom. Consequently, teachers of different subjects have been included in this study to develop a clearer understanding of thoughts across subjects.
Teacher Interest-Led Inquiry: Unlocking Teacher Passion to Enhance Student Learning Experiences in Primary Mathematics
Author: Russo, James A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Learning Experience,Public Schools,Foreign Countries,Elementary School Teachers,Teacher Attitudes,Emotional Response,Student Motivation,Interests,Learner Engagement,Professional Autonomy,Student Attitudes,Curriculum Development,Team Sports,Program Effectiveness,Mathematics Instruction,Elementary School Students,Mathematics Achievement

Building on recent research into the importance of positive teacher emotions for student learning experiences, the current study involved five upper primary teachers at a Victorian government school developing inquiry mathematics units built around topic areas of personal interest or passion. Respective students (n=88) elected to participate in one of five structured inquires developed by these teachers. Despite being given a mandate to let their own passion drive their topic choice, interviews with teachers indicated that they invariably anticipated the interests of students when selecting their topic. Moreover, although teachers enjoyed the experience of developing and delivering the inquiry units, their emotional responses were inextricably linked to the perceived student learning experience. Student questionnaire data revealed that participation in the inquiry units was associated with increases in students' intrinsic motivation to learn mathematics. Students attributed positive evaluations to the opportunity to learn mathematics in a context in which they were personally engaged. Possible future research directions are discussed.
The Digital Turn in Higher Education: &quot;Digital Natives&quot; Mythbusted
Author: Koumachi, Bani
Date: 2019-00-00
Type: Journal Articles
Subjects: Technological Literacy,Educational Technology,Technology Uses in Education,Higher Education,Generational Differences,Teaching Methods,Foreign Countries,Employment Qualifications,Job Skills,College Students

Digital technology has recently become a ubiquitous feature of the modern era posing problems to higher education institutions. Digitization of the academic life has brought forth the claims that there is an evident disparity between the digital naturals and digital immigrants and that the myth of the former is &quot;undemystifiable&quot;. The claim that the new digitized generation has its own distinguished learning preferences, skills of learning and beliefs about how learning in such an era should make higher education authorities revisit their curricula and &quot;reshuffle the academic cards&quot; so that the digital immigrants could catch up with the fast-running pace of the digitized train and provide the digital natives with what they need for a successful academic life. The overall aim of the present work therefore is to investigate the extent to which the so-called digital natives really have control of the use of educational technology either as part of their self-directed learning practices or as part of a formal tertiary level teaching, the type of technologies they prefer to use, whether they possess the required digital skills that are important for their future careers, and how vital the digital skills are in boosting their employability. In line with the major findings of the present study, it could be concluded that the media change under the created discourse of &quot;moral panic&quot; has unveiled the singularity of this generation and has forced academic authorities to reconsider learning, teaching as well as both skills and employability of a such a generation for the betterment of a healthy academic higher education system.
The Development of TPSM for Future Mathematics Candidates in SQU
Author: Abu-Elwan, Reda
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Preservice Teachers,Preservice Teacher Education,Technological Literacy,Pedagogical Content Knowledge,Middle School Mathematics,Technology Integration

Mathematics Teacher Preparation Programs increasingly include a focus on the use of technology for teaching school mathematics. A key feature in this approach to prepare teachers to teach mathematics with technology is to integrally develop teachers' TPSM. Teachers need to understand that critical instructional decisions they make are grounded in their understandings of each domain (technology, pedagogy, and School Mathematics) and influenced by their beliefs and conceptions. The main professional course in (SQU: Sultan Qaboos University) mathematics teachers program focus on the potential integration of three domains TPSM to prepare new teachers.
The Effect of Using Mobile Applications (GeoGebra and Sketchpad) on the Students&apos; Achievement
Author: Alkhateeb, Mohammad Ahmad
Date: 2019-00-00
Type: Journal Articles
Subjects: Handheld Devices,Computer Oriented Programs,Computer Software,Technology Integration,Mathematics Education,Geometry,College Mathematics,College Students,Mathematics Achievement,Geometric Concepts,Mathematics Instruction,Instructional Effectiveness,Teaching Methods

Mobile devices are characterized by attractive advantages, and provide broad benefits in the university students' math teaching. Our study proposes integrating the Mobile Applications in teaching geometry. Findings of the researches showed that students face difficulties in learning geometry. The material and virtual maneuvers may assist the university students in learning and understanding geometry easily. In this research, we investigated the effects of Mobile Applications (GeoGebra and Sketchpad) on the Students' Achievement. In this concern, we prepared the educational materials, achievement exams and worksheets according to the university curriculum. And they were applied on the students. This quasi-experimental study was applied on 105 students. The results showed that the use of Sketchpad and GeoGebra facilitated the students' understanding of the geometry concepts. Furthermore, the results showed that GeoGebra had more effect than Sketchpad on the students' learning.
An Evaluation of the &quot;Beyond High School&quot; Model on the Self-Determination of Students with Intellectual Disability
Author: Palmer, Susan B.
Date: 2012-08-00
Type: Journal Articles
Subjects: Program Evaluation,Models,Self Determination,Students with Disabilities,Intellectual Disability,Outcomes of Education,Student Participation,Inclusion,Educational Planning,Transitional Programs,Young Adults,High School Graduates,Program Implementation,Evidence Based Practice

Students with intellectual disability are often served in community-based services to promote effective adult outcomes in employment, community inclusion, and independent living (Gaumer, Morningstar &amp; Clark (2004). &quot;Beyond High School&quot; (Wehmeyer, Garner, Lawrence, Yeager, &amp; Davis, 2006), a multi-stage model to promote student involvement in educational planning, was effectively used by 109 students with mild and moderate levels of intellectual disability between 17.8 and 21 years of age to increase student abilities. Results are discussed in regard to improved transition opportunities for individuals with intellectual disability such as those afforded through post-secondary education.