ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of IT Acceptance Levels, ICT Attitudes, and Individual Innovation Levels of Special Education Teachers and Their Opinions
Author: Gümüs, Muhammed Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teacher Attitudes,Educational Innovation,Gender Differences,Age Differences,Teaching Experience,Foreign Countries,Special Education,Special Education Teachers,Teacher Role,Anxiety,Technological Literacy,Intention,Resistance to Change

The purpose of the study is to determine the relationships between teachers' ICT acceptance levels, ICT attitudes and individual innovation levels and to investigate their opinions. Mixed method research study including qualitative and quantitative data collection and analysis techniques is used. In this study, an interview form was used to get the opinions of the teachers with the help of Teachers ICT Attitudes Scale (TICTAS) developed by Aydin and Semerci (2017), Teacher Candidates IT Acceptance Scale developed by Baydas (2015) and Individual Innovation Scale adapted to Turkish by Kiliçer and Odabasi (2010). 201 special education teachers (35.8% male and 64.2% female) participated in the study. In line with the findings obtained in the study, there is no difference in the attitudes of gender, age, professional seniority and branch variables towards special education teachers' information and communication technologies. Moreover, there is positive relationship was found between ICT attitudes and IT acceptance levels. In addition, teachers expressed their opinions on the fact that information and communication technologies extend the special education students' attention span. Therefore, it is thought that the relationships between teachers 'ICT attitudes, ICT acceptance levels, and innovation levels affect the attention and focus times of special education students and will have a greater impact on students' academic success. On the other hand, it is suggested to carry out more comprehensive studies such as this study to improve the ICT attitudes, ICT acceptance and innovation levels of special education teachers. In addition, it is thought that providing in-service courses that are structured and better equipped to improve the ICT attitudes, ICT acceptance levels and innovation levels of special education teachers will be more effective for the special education field.
Train-the-Trainers Biology Workshop as an Effective Science Advocacy Tool: An Impact Assessment and Emerging Issues for Science Education
Author: Okafor, Izuchukwu Azuka
Date: 2021-02-00
Type: Journal Articles
Subjects: Biology,Science Education,Advocacy,Teacher Workshops,Science Teachers,Faculty Development,Teaching Methods,Teaching Skills,Pedagogical Content Knowledge,Foreign Countries,Teacher Attitudes,Secondary School Teachers,Communication Skills,Teacher Effectiveness,Developing Nations,Educational Resources,Scores,Pretests Posttests

Science advocacy is a vital tool for ensuring improved and more beneficial science education, especially in resource-poor countries. This study assessed the impact of a train-the-trainer biology workshop (TTTBW) as a useful instrument for science advocacy and maximizing biology teacher training. Thirty-one biology teachers (30% male and 70% female) competitively selected from 25 secondary schools in urban areas of Anambra State Nigeria participated in the two-day TTTBW. They were taught several pre-identified and need-based topics as part of professional development. Some of the topics taught include A) Effective communication skills for biology teaching; B) Teaching management skills; C) Dynamics of child education; D) New pedagogical skills in teaching Biology; E) Strategies for targeted Assessment in Biology; and F) Adaptation of Biology teaching for resource-poor countries. Each topic lasted for at least an hour, and a pre and post-test was done for topics A-C and analyzed. Pre-workshop assessment and post-workshop impact assessment interviews were also carried out through an online form and self-administered questionnaire, respectively. There was a significant increase in the teachers' post-test scores in topics examined (A-C) compared to the pre-test scores (p= 0.00, 0.00, and 0.004 respectively). After the workshop, the interest in teaching biology increased in most of the participants (91%) compared to 23% before the workshop. TTTBW is a potent tool for science advocacy and professional development for teachers and exhibits scale-up potentials for maximal impact.
Using Twitter to Extend Your Department&apos;s Outreach and Visibility
Author: Ciccone, Lucie S.
Date: 2021-05-00
Type: Journal Articles
Subjects: State Universities,Science Departments,College Science,STEM Education,Science Instruction,Teaching Methods,Social Media,Chemistry,Information Dissemination,Networks,Outreach Programs

Social media platforms like Twitter offer benefits for promoting and sharing scientific research. Each user becomes an instant news source for their work, and are able to report lab updates, news, and discoveries in near real time, increasing the visibility and citations of one's research and allowing for direct and public engagement with the scientific community. Additionally, such outreach has the possibility of strengthening collaboration and engagement within one's academic department. However, amidst the noise of a billion profiles, how can you be heard and measure your impact? The North Carolina State University Department of Chemistry has adopted an amplification method that relies on promoting departmental news through collaboration between faculty (@NCStateChem) and student organization (@NCStateChemGSA) run accounts, which are then amplified through research lab or personal community member profiles. Because of this strategy, our Twitter account has a following that extends beyond our own students and faculty. In fact, nearly three quarters of our Twitter follower base consists of accounts not affiliated with NC State. Here we share insights into one of our social media strategies for Twitter (#ChemPack) and provide an overview of our in-house amplification network monitoring impressions and engagement rate as a metric to assess our impact.
Examining Student Achievement, Teacher Effectiveness, and Merit Pay in a Rural Tennessee School District
Author: Boudreaux, Mary
Date: 2020-12-00
Type: Journal Articles
Subjects: Academic Achievement,High School Students,High School Teachers,Teacher Effectiveness,Value Added Models,Merit Pay,Incentives,Compensation (Remuneration),Strategic Planning,Educational Policy,Correlation,Scores,Teaching Experience,Educational Attainment,Pedagogical Content Knowledge,Expectation,Accountability,School Districts,Rural Schools,Achievement Tests,Educational Legislation,Federal Legislation

With more rigorous standards and testing at the forefront of educational reform across the nation, the rural school district in this study developed a strategic compensation plan with bonus pay based on student test scores as a teacher success incentive. A causal-comparative study was conducted to examine the effect of teacher merit pay levels on teacher effectiveness and student achievement within a rural school district. The study also considered if there is a difference among the teacher effectiveness levels and student achievement scores and certain moderating variables including content area, years of experience, gender, and education level. One-way ANOVA analysis determined student achievement scores were significantly lower when the teacher did not qualify for a bonus than at any and every other bonus level. Linear regression analyses found significant moderation effects for years of experience, education level, and content area, but not for teacher gender.
COVID-19 on YouTube: Debates and Polarisation in the Digital Sphere
Author: Luengo, Óscar
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Social Media,Foreign Countries,Political Issues,Political Affiliation,Cultural Differences,Telecommunications,Video Technology

Social media has significantly transformed how political discussions and deliberations occur, mainly by providing a digital realm for the public sphere. This study aims to analyse the extent of polarised opinions across Spain, Italy and the United Kingdom regarding COVID-19 during 2020 within social media. To do this, we examined YouTube comments (n=111,808) using automatic analysis and machine-learning techniques based on algorithms. This methodological strategy denoted an innovative and unique quantitative approach for this field of study. In line with previous research, the hypothesis was that the degree of polarization does not crystallize in the same manner in different countries' digital spheres. Therefore, it could be said that higher levels of polarization occur amongst Southern European countries like Spain and Italy (both countries adhering to a polarised pluralism model), compared to other countries ascribing to the liberal model (the United Kingdom in our study), which provides evidence supporting previous research studies. The results confirmed the hypothesis that the polarization of digital deliberation between Spain and Italy is higher than in the United Kingdom. But, also, the findings based on more disaggregated analysis suggest that the most polarized attitudes are even rewarded by other users in Mediterranean countries.
Digital Creativity to Transform Learning: Empowerment from a Com-Educational Approach
Author: Sánchez-López, Iván
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Empowerment,Creativity,Computer Uses in Education,Media Literacy,Story Telling,Mass Media Use

Daily media use by an entire generation shows the distance that exists between the reality experienced by young people and the institutions responsible for their education. Formal education is still closely linked to the passive role of literary receivers, ignoring the potential of connected communication for student empowerment. At the same time, there is a growing interest in education from the professional media field. We have called this line of force the com-educational vector. In this study, we aim to describe the potential of a com-educational perspective to favor the empowerment of young people. The implemented methodology combines a chained articulation involving the analysis of multimodal discourse of com-educational platforms with interviews with privileged observers. The results show that the implementation of digital creation can be used for the construction of identity, interaction and socialization of students through emotion, empathy and the capacity for transformation. It enables the establishment of nodes between concepts, relational understanding, meaningful reconstruction and appropriation. It is concluded that, under this proposal, formal education institutions could move from a reactive model to a prospective model, revising the codes of emission and reception, and proposing meanings from creative action and feedback with the community.
Pre-Service Music Teachers&apos; Understanding of Blended Learning: Implications for Teaching Post COVID-19
Author: Jenkins, Louise E.
Date: 2021-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Music Teachers,Knowledge Level,Blended Learning,COVID-19,Pandemics,Foreign Countries,Teacher Educators,Outcomes of Education

The significant increase in online teaching during the COVID-19 pandemic has created a heightened need for educators to implement teaching methods which do not rely solely on &quot;face-to-face&quot; learning within the same physical space. Blended Learning (BL) is one such approach, allowing for flexibility in the delivery of a class and constant access to unit materials. This paper reports on an investigation, by two Australian Pre-service Teacher (PST) educators, of their students' understanding of BL at the beginning and end of a BL music method unit. Data were collected for three consecutive years with three separate cohorts. Findings indicated that the majority of the participants began the unit with little to no understanding of BL. This improved considerably through direct BL experience, with some exceptions. The implications for the development of flexible and responsive PST education in the current and post pandemic education environment are considered.
Visual Culture as a Teaching Practice in Visual Arts Education in Turkey: Practitioner Inquiry
Author: Güler, Ebru
Date: 2021-07-00
Type: Journal Articles
Subjects: Visual Arts,Art Education,Teaching Methods,Methods Courses,Foreign Countries,Preservice Teachers,Art Teachers,Teacher Education Programs,Lesson Plans,Educational Theories,Elementary Secondary Education,Inquiry,Active Learning,Instructional Effectiveness,Critical Thinking,Visual Literacy,Student Attitudes,Reflection

The present research investigates the experiences of preservice visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts education. During the first semester, the course was conducted theoretically, and in the second semester the researcher focused on the application of these theories. In this research, visual culture is discussed as one of the special teaching methods of visual arts education. A total of five visual arts pre-service teachers were selected as participants using criterion sampling. The research used practitioner inquiry as a method and conducted during the 2017-2018 spring and 2018-2019 fall semesters, lasting 8 weeks in total. During the application process, the pre-service teachers taught their samples of course plans on visual culture that they created during their pre-service practice to the primary and secondary school students in 2 weeks of classes. The research data were obtained through semi-structured interviews, document review, and reflective notes and analyzed with descriptive methods. As a result of this research, the visual arts pre-service teachers saw the students gain a critical perspective, become more aware of issues in their daily lives, express themselves in a better way, and improve their inquiring skills with the application of a visual culture course plan. With the visual culture course plan, the pre-service teachers also gained several professional experiences and skills. [This research was presented at the 2nd International Arts Education Research Symposium held in Ankara Turkey, on 6-14 December 2018.]
Role of Research-Based Learning on Graduates&apos; Career Prospects
Author: Timiyo, Adobi Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Research Training,Professional Development,Graduate Students,Employment Opportunities,Phenomenology,Business Administration Education,Curriculum Evaluation,Masters Theses,Career Choice,Student Attitudes,Graduates,Marketing,Accounting,Information Technology,Job Training,Communication Skills,Leadership,Writing (Composition),Education,Education Work Relationship,Alumni

Education is still a leeway towards achieving individual's personal growth as well as professional development. Further and Higher Education (FHE) are even more crucial in accelerating the achievement of these goals. Consequently, graduate students explore endless opportunities to enroll for postgraduate programs, hoping to gain financial independence, economic freedom, and improved standard of living after completion. Since graduate programs offer such tremendous career and life-changing opportunities, it is imperative to investigate if programs like the master's in business administration are still relevant in today's fast-moving business environment. This phenomenology study systematically utilizes underlying assumptions of research-based learning to assess a core aspect of universities' MBA curriculum, that is writing a dissertation. It examines the value added by dissertation to graduates' long-term career goals. Data for the study was obtained from fourteen MBA graduates through unstructured in-depth interviews. All the graduates currently work as full-time employees in their respective organisations, who were drawn from four main departments namely marketing, education, accounting and the IT industry. Our findings are thought provoking, yet compelling, in the sense that participants expressed mixed opinions concerning whether the dissertation prepared them for their current job roles. Most of them attributed their career successes to luck and hard work. Good communication and leadership skills also played major roles. Only few of them did acknowledge honing such skills while writing their dissertation during the research process. The implication of this research to stakeholders of higher education institutions, and policy makers, are also discussed.
The Blended Instruction on Cloud via an Interactive Augmented Reality Technology Model to Enhance Digital Literacy
Author: Soutthaboualy, Thongkhane
Date: 2021-00-00
Type: Journal Articles
Subjects: Blended Learning,Computer Simulation,Technological Literacy,Instructional Design,Instructional Development,Technology Uses in Education,Foreign Countries

The objectives of the study were 1) Synthesize the conceptual framework of blended instruction on the cloud via an interactive augmented reality technology model to enhance digital literacy, 2) Design the blended instruction on the cloud via an interactive augmented reality technology model, 3) Develop the blended instruction on the cloud via an interactive augmented reality technology model, and 4) Study the suitability assessment of the blended instruction on the cloud via an interactive augmented reality technology model. The proposed model develops digital literacy skills, one of the most important skills for learners in the 21st century that contributes to the learning society in the digital world. The samples group used in the study were nine experts in higher education. Then analyzing the data obtained from the assessment, using mathematic mean and standard deviation. Results of the assessment found the following. 1) The developed teaching and learning model consisted of four components: inputs, blended instruction on cloud processes, outcomes, and feedback. 2) The blended instruction on the cloud processes consists of 3 steps: the preparation, teaching and learning, presentation and summary of the learning results. 3) The assessment of the suitability of the developed teaching and learning model was at the highest appropriate. 4) The suitability assessment in the developed teaching and learning model was at the highest appropriate.
Views of Physical Education Teachers on Distance Education during the COVID-19 Pandemic Period: A Qualitative Study
Author: Kaya, Hande Baba
Date: 2021-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Teacher Attitudes,Distance Education,Technology Integration,Electronic Learning,Barriers,Affordances,Instructional Effectiveness,Inservice Teacher Education,Educational Technology,Secondary School Teachers,Foreign Countries,COVID-19,Pandemics

This study was carried out in order to examine the opinions of physical education teachers about the remote (online) education of schools due to the COVID-19 epidemic in our country and in the world in recent years, and the remote teaching of physical education lessons in this process. Within the scope of this study, it was tried to determine the opinions of physical education teachers about the distance education process, the problems they encountered, the efficiency and adequacy of the lessons, the advantages and disadvantages of the process. The study was designed using a qualitative research method, and the study group was determined using the stratified sampling method. Study data were collected by the researcher by interview method. The analysis of the data was carried out using the content analysis method. According to the findings of the research, in the evaluations of the participants; It has been observed that the majority of them define distance education as virtual education, the majority of them express that it is important and necessary to teach physical education lessons in distance education, the biggest advantage in the process of teaching the lessons is the lack of time and space limit, and the disadvantage is that distance education cannot provide the same equality of opportunity for every student. At the end of the study, suggestions were given to make physical education lessons more efficient in the distance education process.
The Virtual Learning Resource Center for the Digital Manpower
Author: Wannapiroon, Panita
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Labor Force Development,Educational Resources,Foreign Countries,Older Workers,Program Development

This research aims to develop the models of Virtual Learning Resource Center (VLRC) for the digital manpower. The results of the research are that: 1) The VLRC development process consists of 5 steps: requirements analysis, planning and designing, prototyping and testing, implementing and monitoring, and evaluation and reporting. 2) The VLRC for the digital manpower consists of two models: 2.1) the physical learning resource, which is a physical space that the learner can actually touch. It can be divided into 5 categories: location-based learning resources, human-based learning resources, material-based learning resources, equipment-based learning resources, and event-based learning resources; and 2.2) the digital learning resource, which is a virtual space that learners can access through information and communication technology tools. It can be divided into 5 categories: search engine and translator's tools, management and storage tools, distance learning tools, content creation, presentation and dissemination tools, social networking and online learning communities' tools. 3) The goals of VLRC development are learning to know, learning to do, learning to live together, and learning to be.
Pre-Service Teachers&apos; Perceptions of the Effectiveness of Microsoft Teams for Remote Learning
Author: Almodaires, Abdullah A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Instructional Effectiveness,Computer Software,Distance Education,Computer Mediated Communication,Foreign Countries,Undergraduate Students,Cooperative Learning

This paper draws on social constructivism and the domestication model and investigates pre-service teachers' perceptions of the usefulness of Microsoft Teams for remote learning. This research is part of a descriptive cross-sectional study. It is neither causal nor relational. The participants comprised of 215 undergraduate pre-service teachers from an all-female teacher training college in Kuwait and were surveyed during year 1 of their three-year academic programme. Descriptive statistical analysis and One-way ANOVA were used to analyse the data. Results indicated an overall positive perception of Microsoft Teams by all participants. The findings suggest that Microsoft Teams is an effective virtual leaning platform because of its quality, user friendliness and functionalities. The respondents perceived that the tool played a significant role in fostering interactive learning and for receiving and providing feedback. However, the pre-service teachers perceived that the platform was not suitable for independent learning and collaborative learning compared to other online collaborative tools. The empirical contribution of this study is founded on the fact that it is conducted in the context of virtual remote learning at an undergraduate teacher education level where there is limited empirical evidence. This study adds to and extends existing literature by contributing to an understanding of the domestication of virtual learning platforms when making the shift from purely traditional classrooms to remote learning.