ethanporcaro/eric-fulltext-meta huggingface dataset:
Responsible Innovation in Technology for Children: Digital Technology, Play and Child Well-Being
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-00-00
Type: Reports - Research
Subjects: Well Being,Children,Adolescents,Foreign Countries,Childrens Attitudes,Computer Use,Information Technology,Participative Decision Making,Diversity,Social Influences,Safety,Creativity,Play,Competence,Empowerment,Self Control,Workshops,Physical Health,Mental Health,Interpersonal Relationship,Self Actualization

New research from UNICEF Innocenti and Western Sydney University explores the question: what does well-being mean to children in a digital age? This first-phase report prioritises the voices of children, collected through workshops with over 300 children from 13 countries along with analysis of existing survey data from 34,000 children aged 9-17 across 30 countries. As digital technology plays an increasingly important role in children's development, the &quot;Responsible Innovation in Technology for Children&quot; (RITEC) project, co-founded with the LEGO Group and funded by the LEGO Foundation, aims to create practical tools for businesses and governments that will empower them to put the well-being of children at the centre of digital design. This report reveals a newly developed well-being framework for children. Made up of eight child-centric well-being outcomes, the framework is a first step towards helping tech developers and policymakers develop a common understanding of how digital experiences can positively influence aspects of child well-being. The report aims to inform the design of digital products and services used by children, as well as the laws that govern them. [This report was prepared by Western Sydney University.]
The EEF Guide to the Pupil Premium. Updated
Author: Education Endowment Foundation (EEF) (United Kingdom)
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: COVID-19,Pandemics,Achievement Gap,Academic Achievement,Disadvantaged,Educational Strategies,Evidence Based Practice,Educational Diagnosis,Student Needs,Program Implementation,Program Evaluation,Best Practices,Foreign Countries,Intervention

COVID has potentially reversed a decade of progress in closing the attainment gap. The evidence is clear that disadvantaged students have fallen further behind during the pandemic. This guide is designed as a practical starting point to support school leaders to develop, implement and monitor an evidence-informed approach to their Pupil Premium strategy. The guide suggests a four-step cycle for school leaders to follow when developing and sustaining their strategy: (1) Diagnose your pupils' needs; (2) Use strong evidence to support your strategy; (3) Implement your strategy; and (4) Monitor and evaluate your strategy.
The Integration of KKNI, SNPT, and the Integration-Interconnection Paradigm in Curriculum Development at PTKI
Author: Faisal, Muhammad
Date: 2021-05-00
Type: Journal Articles
Subjects: Islam,Religious Education,Curriculum Development,Foreign Countries,National Standards,Qualifications,Higher Education,College Students,Student Characteristics,Profiles,Outcomes of Education,College Credits,Teacher Competencies,Curriculum Implementation,College Curriculum

This study aimed to explain the development of the Islamic Religious Education (PAI) curriculum in Islamic religious higher education which refers to the Indonesian National Qualifications Framework (KKNI), the National Higher Education Standards (SNPT), and the Science Integration-Interconnection Paradigm as an orientation for scientific development at UIN Sunan Kalijaga. This research used qualitative methods with a naturalistic qualitative approach. The research took place at the Faculty of Tarbiyah and Education (FITK), UIN Sunan Kalijaga Yogyakarta with a focus on the study program of PAI. The subjects of this study consisted of the Dean, Deputy Dean, and Chair of the Study Program, lecturers, and students of PAI. The research procedure was taken in four steps: observation, in-depth interviews, and documentation. Meanwhile, the data were analyzed by using the inductive model. The findings of the study indicated as follows; first, curriculum development emphasizes the clarity of the graduate profile, learning outcomes, the PAI field of study as the scope of development, the weight of the semester credit units. Second, curriculum development accommodates professional teacher competencies with four competencies; pedagogic, personality, social and professional. Third, curriculum development in the PAI Study Program emphasizes aspects of Islamic Education with its main sources, namely the Al-Qur'an and Al-Hadith.
Technological Tools for Enhancing Teaching and Learning Process
Author: Kouser, Shazia
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Integrated Learning Systems,Teamwork,Computer Software,Videoconferencing,Interaction,Online Courses,Video Technology,Social Media

In recent years technology has changed dramatically. Due to the increasing need and accessibility of technology, it has expanded the toolbox and provides opportunities to the teachers for using technology. Computer devices are considered to be the more powerful tools which have come in various forms. The internet helps connect those devices and can connect students in the classrooms, through schools or around the world. Now a day, there is an availability of computers and interactive boards in schools, and the schools were connected as well as to the whole world providing high-speed network connectivity. Technology present in schools in the form of tablet devices, smartphones, and laptop computers are now used as a part and parcel of the teaching-learning process. The objective of the current study is to provide information about various technological tools that help enhance the teaching and learning process. These tools can help the teachers in creating, manipulating, using and sharing information over the networks.
A Quasi-Experimental Evaluation of an On-Line Formative Assessment and Tutoring System
Author: Koedinger, Kenneth R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Feedback (Response),Middle School Students,Formative Evaluation,Grade 7,Grade 6,Tutoring,Federal Programs,High Stakes Tests,Urban Schools,Mathematics Instruction,Special Needs Students,Computer Software Evaluation,Instructional Material Evaluation,Instructional Effectiveness,Use Studies,Quasiexperimental Design,Experimental Groups,Control Groups,Pretests Posttests,Web Based Instruction,Computer Assisted Testing

ASSISTments is a web-based math tutor designed to address the need for timely student assessment while simultaneously providing instruction, thereby avoiding lost instruction time that typically occurs during assessment. This article presents a quasi-experiment that evaluates whether ASSISTments use has an effect on improving middle school students' year-end test scores. The data was collected from 1240 seventh graders in three treatment schools and one comparison school. Post-test (7th grade year-end test) results indicate, after adjusting for the pre-test (6th grade year-end test), that students in the treatment schools significantly outperformed students in the comparison school and the difference was especially present for special education students. A usage analysis reveals that greater student use of ASSISTments is associated with greater learning consistent with the hypothesis that it is useful as a tutoring system. We also found evidence consistent with the hypothesis that teachers adapt their whole class instruction based on overall student performance in ASSISTments. Namely, increased teacher use (i.e., having more students use the system more often) is associated with greater learning among students with little or no use, suggesting that those students may have benefited from teachers adapting their whole-class instruction based on what they learned from ASSISTments use reports. These results indicate potential for using technology to provide students instruction during assessment and to give teachers fast and continuous feedback on student progress. [This article was published in EJ952090.]
Primary School Students&apos; Natural Science Digital Literacy Competence in Digital Learning Environments
Author: Legvart, Polona
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Elementary School Teachers,Technological Literacy,Natural Sciences,Science Education,Primary Education,Foreign Countries,Educational Technology,Technology Uses in Education

This study describes a research focused on primary teachers' evaluation of their students' digital literacy as a basic competence in the structure of natural science literacy of research and comprehension competence. With the term, primary teachers we mean teachers of first three grades of compulsory school. The comparison of basic computer skills between Generation Z and Generation Alpha revealed, contrary to expectations, a very small progress. The consequence of this circumstance are the problems associated with the implementation of natural science curricular goals in digital environments of remote teaching in school closure period. A questionnaire given to 176 primary teachers, revealed which digital learning environments could be chosen for science lessons and which curricular goals could/could not be achieved with this level of Generation Alpha students' digital literacy competence. The results showed that the digital environment is more problematic and unfavorable for Generation Alpha in the field of natural science, as teachers showed a higher frequency of avoiding natural science goals than social science content. [For the full proceedings, see ED620289.]
Challenges for Pre-Service Physics Teacher Education in a Northeastern Brazilian State in Pandemic Times
Author: Rodrigues, Micaías A.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Pandemics,Educational Change,Distance Education,COVID-19,Internship Programs,Physics,Science Instruction,Science Teachers,Game Based Learning,Preservice Teachers,Teacher Education Programs,Educational Improvement,Educational Quality,Foreign Countries,Integrated Learning Systems,Computer Software,Telecommunications,Handheld Devices,Dropouts,Teacher Attitudes,Cooperating Teachers,Videoconferencing,Practicums

Pandemic has changed the way education has taken place in Brazil, which has occurred remotely. The classes have been taught in the public network especially through lives or WhatsApp. In this paper, the way in which the training activities of the supervised internship and the Pedagogical Residency in the teaching of Physics in schools took place will be addressed. As a result, the abundant use of new information and communication technologies was verified. Resources and methodologies such as digital platforms, simulators, gamification, among others, were used by pre-service teachers during supervised internship and/or Pedagogical Residency activities. With this, pre-service teachers were able to immerse themselves in the current school reality, better understanding how teaching has occurred in this period and to propose activities that could help to improve the quality of teaching offered in basic education schools and in the recycling of in-service teachers, as well as in the motivation of students, too. [For the full proceedings, see ED620289.]
Lawson Classroom Test of Scientific Reasoning at Entrance University Level
Author: Hrouzková, Tereza
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Science Tests,Thinking Skills,Undergraduate Students,Science Education,Evaluation Criteria,Gender Differences,Preservice Teachers,Chemistry,Physics,Majors (Students),Comparative Analysis,Teaching Methods,Skill Development,Test Items,Teacher Education Programs,Foreign Countries,Scores,Correlation,Item Analysis,Difficulty Level

The Lawson classroom test of scientific reasoning is a quite popular and widely used tool that measures the level and development of the student's scientific reasoning skills. In this contribution, the results of this test for the N=446 students of the Faculty of Science Palacký University Olomouc from the years 2018-2020 at the beginning of their study were analysed. Calculation of the standard characteristics of the test items (difficulty index, discrimination index and point biserial coefficient) confirms that the test meets the required criteria for the included questions and its overall consistency. Performing the Mann-Whitney rank test with a standard significance level [alpha] = 0.05, the statistically significant difference between males and females was found, on the other hand, no statistically significant difference between the students preparing for their prospective teacher careers and those with technical specializations in chemistry or physics was identified. This contradicts a common belief that students choosing teacher preparation programmes are generally worse in scientific performance and technical subjects. The results also show that about a quoter of the students come to university with a low level of their scientific reasoning skills which should be therefore supported and further developed in lecturing and teaching. [For the full proceedings, see ED620289.]
Exploring the Effectiveness and Impacts of Different Types of Media in Science Learning
Author: Lo, Yi Wen
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Science Education,Grade 3,Elementary School Students,Educational Technology,Technology Uses in Education,Animation,Video Technology,Cartoons,Scientific Concepts,Concept Formation,Heat,Student Attitudes,Instructional Effectiveness,Foreign Countries,Elementary School Science

The spread of COVID-19 has caused a high demand for online learning or self-learning at home. We focus on evaluating which media is most suitable for self-learning for the third graders. For effective assessment of children's learning, the study adopted AEIOU: Awareness; Enjoyment; Interest; Opinion formation; and Understanding as the evaluation framework. In this research, three types of media were implemented: animation, educational video, and science comics. Total 145 third graders were divided into three groups: animation group, educational video group, and science comics group, to learn the concept of heat transfer through one kind of media respectively. The results revealed that students had positive feedback on the three dimensions of Awareness, Enjoyment, and Interest. And all three media improved students' understanding of heat transfer without a difference. While in the dimension of Opinion formation, the students had less life experience and pre-knowledge, their performances were relatively low. In summary, the three types of media showed the effectiveness of self-learning for the third graders. Especially the animations proved to be the most suitable for the third-grade children to conduct self-learning. [For the full proceedings, see ED620289.]
Technology Majors&apos; Methodology Education: Comparing Approaches from Two Courses
Author: Rissanen, Antti
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Universities,Armed Forces,Military Personnel,Mathematics Skills,Decision Making,Student Centered Learning,Teacher Attitudes,College Faculty,Course Descriptions,Technology Education,Flipped Classroom,Distance Education,Foreign Countries,Instructional Design,Research Methodology,Action Research,Likert Scales,Student Attitudes,Course Evaluation,Integrated Learning Systems

The National Defense University (NDU) trains officers to develop their academic and professional skills. To accomplish this, the university offers two mandatory courses on methodological training for military technology students for master level education. The first course was theoretically oriented, and the second course was practically oriented. These both master-level methodology courses emphasize practice oriented mathematical skills, which officers use in their operative decision-making and statistical analysis. This study focuses on student-centered learning methodologies linked to teachers' observations from current and previous course implementations. Results in this study described the outcome from the first run of the revised curriculum. We collected data from students' course reports and the university's standard student evaluation of teaching (SET). According to the SET, the course 2 which was practically oriented course, where groups worked on more significant projects gained higher value among students. In conclusion, we recommend that teachers continue using student-centered learning methodologies to technical students as much as possible. Theoretically underscored courses should also contain more practical examples. [For the full proceedings, see ED620289.]
Biological Sciences Pre-Service Teachers&apos; Experiences of COVID-19 as an Enabler for Their Service-Learning Projects
Author: James, Angela
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Biological Sciences,Preservice Teachers,COVID-19,Pandemics,Service Learning,Foreign Countries,Student Experience,Video Technology,Psychological Patterns,Electronic Learning,Technology Uses in Education,Student Attitudes,Preservice Teacher Education,Student Projects

The newspaper headlines in July 2020, reflected the context of COVID-19 and the challenges in the education sector in South Africa. Pre-service teachers completing a Biological Sciences for Educations Research and Service-Learning module conducted their Service-Learning in their home contexts, which under normal times, they would do so in the neighbouring university contexts. The research question: Why did the Biological Sciences pre-service teachers' experience COVID-19 as an enabler for their Service-Learning projects. An interpretive, qualitative case study was adopted to explore the pre-service teacher's experiences of their projects undertaken. The data gathering methods included document analysis (pre-service teacher's reflective diaries); observation of module reflective sessions and seminar presentations and visual methodology (pre-service teachers made videos). The data analysis using descriptive content analysis. The research rigour of credibility and dependability were worked with, and the research ethics were considered. The results indicated that during the learning about the project, the pre-service teachers had emotional experiences of fear, excitement and even confusion. During the planning for the project, they had concerns about COVID-19 restrictions and access to placement sites, what to do, who to work with and the nature of the projects planned. The action of the Service-Learning indicated the collaboration and teamwork, imagination and creativity, including the contextually relevant problem-solving actions that were undertaken. Pre-service teachers were in their own communities where they excelled and built relationships and valued their community members. Service-Learning should be completed in the pre-service teacher's home contexts for greater relevance, value and connectedness with their community. [For the full proceedings, see ED620289.]
Algorithmic Approach to Quantitative Problem-Solving in Chemistry
Author: Rodic, Dušica
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics,Problem Solving,Chemistry,Science Education,College Students,Memorization,Mathematical Formulas,Foreign Countries,Error Patterns

Examining students' inclinations to use algorithms and rules to solve a task was a fruitful area of research in chemical education in the last four decades. This research aimed to examine whether students read the task request carefully, considering its meaningfulness, or they approach it mechanically, applying a set of algorithms by default. The research sample consisted of students majoring in chemistry teaching at the University of Novi Sad, Faculty of Sciences who were in their final year of bachelor studies. The study was conducted during two academic years. The main instrument consisted of five quantitative problems, and each of the problems contained deceptive information that made the calculation nonsensical. The results revealed that most students applied an algorithmic approach without paying attention to the meaningfulness of the task requirements. Additionally, it has been shown that students rely heavily on memorizing formulas without a proper understanding of underlying concepts. [For the full proceedings, see ED620289.]
Pre-Service Primary Teachers&apos; Science Content Knowledge: A Case of Lithuania
Author: Lamanauskas, Vincentas
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Pedagogical Content Knowledge,Science Education,Knowledge Level,Natural Sciences,Scientific Concepts,Misconceptions

Primary school teachers' science competence remains a highly relevant theoretical and practical problem. Although the general curricula and educational standards of Lithuanian general education school set quite high requirements for the process of primary school science education, the science competence of teachers raises reasonable concerns. It has to be stated that in university primary education study programmes, insufficient attention is paid to the natural science component. This leads to a possible lack of preparation for pre-service primary school teachers in science education. A pilot study conducted at the beginning of 2020, in which 107 students from two Lithuanian universities participated, showed that their scientific knowledge was poor and insufficient. Particularly weak was subject knowledge from the field &quot;Nature research&quot;, and also knowledge related to animate and inanimate nature. An assumption can be made that science literacy of preservice primary education teachers is not sufficiently developed at university, which is one of the factors limiting the quality of children's science education. There are probably two main reasons for this situation: insufficient science education in general education schools, and insufficient training of students in the field of science education for pre-service primary school teachers. [For the full proceedings, see ED620289.]
The Methodology for Creating Worksheets for Integrated Science
Author: Bartonová, Markéta
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Worksheets,Integrated Activities,Science Education,Instructional Material Evaluation,Teacher Developed Materials,Secondary School Teachers

Integrated teaching is teaching in which the educational contents of subjects are interconnected. Connections can be discussed in a specialized integrated subjects e.g., Integrated science. Integrated science is a subject that connects knowledge from chemistry, biology, physics, geography, and geology. One topic is discussed from a different point of view, and students should transform their theoretical knowledge in practice. Worksheets can serve as a teaching material that can provide help to students as well as teachers and guide students on their path to knowledge. But how should a worksheet look like and how should the tasks be designed? This contribution describes a suggested method for making a worksheet for integrated (science) teaching that we call CCCTER. CCCTER is abbreviation for choose, connect, create, try, evaluate, remade. The method implements the national Framework education program for secondary general education (grammar schools) in the process of making the tasks. The principles choose, connect, and create are demonstrated. It provides a sample task of a worksheet for integrated (science) teaching. [For the full proceedings, see ED620289.]