ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Twitter Use in the Classroom on Student&apos;s Acceptance of Technology Using the TAM-3 Model
Author: Mills, Michael S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Technology Uses in Education,Telecommunications,Handheld Devices,Learning Management Systems,Student Attitudes,Usability,Assignments,College Students

The focus of this research was measuring the effect of Twitter use in the classroom on students' acceptance of technology using the TAM-3 model. This mixed methods study revealed a significant effect from students' use of Twitter in classroom assignments not only on increasing candidates' view of Twitter as being useful, easy to use, and relevant but also the view of the LMS as being useful and easy to use as well. Qualitative reflection data helped to further explain candidates' perceived usefulness and perceived relevance of technology at tools for connecting with others and learning beyond the classroom.
Staying Virtually-Together: Enhancing Teacher Preparation through Technology
Author: Pike, Lindsey
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Educational Technology,Technology Uses in Education,Teacher Education Programs,Internship Programs,Social Media,Preservice Teachers,Faculty Development,Videoconferencing

The COVID-19 pandemic necessitated a global shift to remote and virtual learning in PK-12 and postsecondary settings. This article details the use of technology within one teacher preparation program at a large public university to form a &quot;virtually-together&quot; modality of program delivery for course content and clinical internship experiences essential to the development and certification of new teachers beginning their classroom careers. Digital and virtual technology, cohort model principles, and social media were leveraged to meet the needs of preservice teachers and other stakeholders during the pandemic. Continued benefits of these technology-driven transformations and implications for teacher preparation are discussed.
Learning Process of Communication Arts&apos; Students in Creating Local Cooking Video Materials
Author: Pinitdankang, Kanoknet
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Communications,Student Developed Materials,Film Production,Video Technology,Food,Cooking Instruction,Usability,Foreign Countries,Agricultural Occupations,Satisfaction

This project examines the students learn about producing local food videos. The 3-step learning process was conducted by each video was created from 1 piece per content with a 20-minute movie using a step-by-step learning procedure. Three pre-productions: pre-, pre-, and post-production. The data study demonstrated the local cooking media's reliance on visual, auditory, and content features by having students create local cookery videos as part of their learning process. Then, video materials were implemented and asked local community members towards its useful and appropriateness. The findings demonstrated that the list satisfied the respondents' questions. The most visible feature has a dependability degree of satisfaction average of 4.76, making it the most satisfied.
Professional Learning Community in the Improvement of Student Learning Achievement in a Demonstration School
Author: Bunnaen, Wutthisak
Date: 2022-00-00
Type: Journal Articles
Subjects: Faculty Development,Communities of Practice,Demonstration Programs,Foreign Countries,Grade Point Average,Student Attitudes,Student Improvement,Teacher Attitudes,Administrator Attitudes,School Administration,Extracurricular Activities,Parent Teacher Cooperation,Parent School Relationship,Academic Achievement,Learning Processes,Educational Administration,Student Interests,Secondary School Students

The purposes of the study were to investigate the effects of a professional learning community (PLC) on Thai demonstration school students' grade point averages and to study and to study students' satisfaction with the professional learning community to improve their grade point averages. The participants were 107 students in a demonstration school in Thailand who were selected from 1,770 populations in the school as they had lower GPAs than 2.0 in the 4 maximum point system. 107 student caretakers, 89 teachers, and 12 administrators in the same schools also took part in the PLC. The purposive sampling method was used. The instruments were a professional learning community plan and a satisfaction questionnaire. The data were collected during the 2020 academic year. The statistics used in data analysis include percentage, mean score, standard deviation, and a paired samples t-test. It was found that the collaboration between student representatives, parents, teachers, and school management results in extracurricular activities that benefited their learning attitudes and learning achievement. The result could be implicated in educational management as it exemplifies how a professional learning community is formed to serve students' interests.
Nostalgia, Belonging and Mattering: An Institutional Framework for Digital Collegiality Drawn from Teachers&apos; Experience of Online Delivery during the 2020 Pandemic
Author: Bowskill, Nicholas
Date: 2022-00-00
Type: Journal Articles
Subjects: Sense of Community,Foreign Countries,Technology Uses in Education,COVID-19,Pandemics,Psychological Patterns,Emotional Response,Distance Education,Teacher Attitudes,Collegiality,Affective Behavior,Memory,Caring,Digital Literacy,Teacher Collaboration

This article explores the experiences of two teachers in different institutions (UK and China) specifically selected for this study because of their largely positive institutional experiences of using technology during the first wave of the pandemic in early 2020. Our aim is to understand the emotional outcomes relative to their uses of technology, whilst working from home. In this study, we asked, &quot;what is the role of technology in the affective outcomes of teaching during the pandemic when everyone was at home?&quot; and &quot;Why might teachers feel a sense of nostalgia for a moment of educational crisis?&quot; A proposal was submitted and gained ethical approval from the University of Derby. A qualitative methodology was adopted using semi-structured online interviews and inductive analysis. We address concerns that 'sense of belonging' may be an incomplete account of the emotional landscape arising from the use of technology during this educational emergency. We identify three ways in which technology was used and which made experience (1) flexible (2) communal, and (3) visible. We map these uses onto corresponding emotional outcomes which are (1) mattering (2) belonging (3) nostalgia. As a result, we provide a model of 'E-Motional Good Practice' in support of institutional, and digital collegiality. Finally, we consider implications for university education departments.
Reflections on Belonging and a Law Student Pledge
Author: Murray, Karina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Law Schools,Legal Education (Professions),Law Students,Student Attitudes,Student Motivation,Sense of Community,Professional Identity,Group Membership,Communities of Practice,Well Being

In 2017, the School of Law at the University of Wollongong commenced an experimental initiative through the introduction of a Law Student Pledge. It was designed as a symbolic statement to students that from the day they begin their law studies they become a member of the legal professional community. In this way, it invited First Year Students to commit to core values, attitudes and practices seen as important to developing a positive professional identity. This article reports on learnings following the implementation of the Pledge over 3 iterations and reflects upon its impact on shaping students' sense of belonging. As an empirical project, this research incorporates both the student voice as well as the academic perspective, via the methodology of reflective practice. The research will consider whether the Pledge provided an opportunity for students to engage in a community of shared identity or became a perceived 'imposed' requirement to belong.
The Development and Demonstration of Creative Education Programs Focused on Intelligent Information Technology
Author: Hwang, Yuri
Date: 2022-00-00
Type: Journal Articles
Subjects: Creative Development,Creativity,Educational Technology,Technology Uses in Education,Artificial Intelligence,Information Technology,Elementary School Students,Secondary School Students,Foreign Countries,Creative Thinking,Student Satisfaction,Scores,Crime,Humanities,Outcomes of Education

To appropriately react to the swift development and changes of technologies these days, the need for creative teaching and learning has been increased. Making learners equip digital literacy of intelligent information has become necessary. This paper focused on three promising technologies that artificial intelligence humanities, forensic science, and digital therapeutics from intelligent information technology. We designed educational programs and applied the programs to 596 elementary and secondary school students in Korea. The objective of these programs was to promote the creativity of learners by using numerous techniques in thinking creatively and exploring newly emerging careers in the fields of intelligent information technology. To find out the educational effect, we tested the study's subjects for their satisfaction with education and their creativity. As a result of the study, the scores regarding the satisfaction of students engaged in the programs was high (M=4.18, SD=0.48), and the score on their creativity was also high (M=4.05, SD=0.38). These educational programs also showed high satisfaction and creativity scores regardless of school level. Accordingly, we suggest that the learning contents and concepts of intelligent information technology might be worthy of being applied across elementary and secondary school practices. From the result that the satisfaction, we found that it was necessary to improve quality of the artificial intelligence humanities program. Also, supplementary and advanced related activities are needed toward enhancing learner motivation and satisfaction.
Effects of Blending Virtual and Real Laboratory Experimentation on Pre-Service Physics Teachers&apos; Attitudes toward Physics Electricity and Magnetism Laboratories
Author: Mihret, Zemenu
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Laboratory Experiments,Preservice Teachers,Science Teachers,Physics,Teacher Attitudes,Energy,Magnets,Electronic Learning,Foreign Countries,Conventional Instruction

This study examined the effect of blended laboratory experiments on pre-service physics teachers' (PSPTs') attitudes toward physics laboratories. The research design was a quasi-experimental pre-test and post-test comparing groups. Participants were 63 2nd-year PSPTs' enrolled in a physics diploma program from three colleges of teacher education. The treatment groups performed blended and virtual laboratory experiments, whereas the comparison group conducted real laboratory experiments. Data were collected before and after intervention using a 34-item adapted attitude toward physics laboratory questionnaire with a Cronbach alpha value of 0.765. Data were analyzed using descriptive statistics, paired-sample t-test, one-way ANOVA, and Tukey post hoc comparisons. The findings revealed a statistically significant difference in mean post-test results between the treatment and comparison group. The Tukey HSD &quot;post hoc&quot; analysis revealed that the difference in mean between blended and real was statistically significant, but not on other combinations. Descriptive statistics showed slight attitudinal improvement from pre-test to post-test. This improvement was statistically significant for blended and virtual groups but not in real groups. Blending physics laboratory experiments can be used to enhance attitudes toward physics laboratories. Based on the conclusions, recommendations are made.
We Were All Learning and Doing Our Best: Investigating How Enabling Educators Promoted Student Belonging in a Time of Significant Complexity and Unpredictability
Author: James, Trixie
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,COVID-19,Pandemics,Emergency Programs,Distance Education,Electronic Learning,College Students,Group Membership,Interpersonal Relationship,Group Unity,Adjustment (to Environment),Emotional Response,Student Attrition,Change,Learner Engagement,Recognition (Psychology)

The COVID-19 pandemic impacted education provision worldwide. In Australia, the government took a proactive stance to reduce the impact of the pandemic, temporarily banning higher education students from attending university campuses. With a lockdown in place, educational institutions required a rapid shift in approaches to teaching and learning by both educators and students. Educators throughout Australia were asked to work from home and quickly transition their face-to-face (synchronous) classes into bichronous, fully online offerings. This paper reports on the experiences of 25 educators in an enabling course in a regional Australian university who were required to make this shift. These educators not only had to navigate this complex time personally, but they also had to work in their professional role with the additional responsibility of ensuring a particularly vulnerable cohort of non-traditional students felt a sense of belonging within this new educational space. Results showed that while the educators encountered a number of challenges in their transition, they also found ways to promote student belonging in the new teaching and learning environment. With a Pedagogy of Care being central to the educators' practice, they developed strategies to create a sense of emotional engagement among students to help them feel genuinely cared for. Additionally, they were able to construct a 'we mentality' discourse to establish a sense of shared understanding with students around the situation they were in. This study shows that enabling educators are capable of responding creatively to a complex and unpredictable environment, finding ways to replicate their proven pedagogies of care in unfamiliar contexts and thus foster a crucial sense of belonging among enabling students. The implications of a discussion about 'care' and 'belonging' within the field of enabling education are critical at the intra-pandemic and post-pandemic times, when traditional teaching methodologies are in flux.
Flipped Learning Model - Learning Style Interaction: Supporting Pre-Service Teachers on Science Teaching Methods and Personal Epistemologies
Author: Cam, Aylin
Date: 2022-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Elementary School Teachers,Preservice Teachers,Science Instruction,Cognitive Style,Foreign Countries,Science Tests,Scores,Science Achievement,Lesson Plans,Teaching Methods

This study revealed how the flipped learning model interacted with the learning styles of primary pre-service teachers. In addition, the impact of the flipped model on participants' science teaching course achievement and personal epistemologies was investigated. A mixed-method research design was conducted with 27 primary pre-service teachers enrolled in a Science Teaching Course. The flipped classroom model was applied for 15 weeks. The Kolb Learning Style Inventory was distributed to categorize participants under learning styles. Midterm and final exam scores were used as an indicator of course achievement and compared with 30 primary preservice teachers' achievement from the previous semester. Lesson plans of the participants were analyzed qualitatively to investigate the personal epistemologies of the participants. Analysis indicated that flip learning environment supported &quot;divergers&quot; more than the others on course achievement. The level of sophistication on personal epistemologies changed across learning styles and the method of teaching differed across learning styles. Further studies need to be conducted to reveal how teacher education programs help pre-service teachers improve personal epistemologies and transfer them to their instruction.
Didactic Handout on Nature of Science: Toward Effective Teaching of Physical Science Curriculum
Author: Badmus, Olalekan Taofeek
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Physical Sciences,Scientific Principles,Science Curriculum,Foreign Countries,National Curriculum,Elementary Secondary Education

The decision to integrate Nature of Science into classroom practice is no longer a debate among science educators and curriculum experts. There exists empirical evidence to substantiate its effectiveness, judging by both the academic performance and ability of students to conceptualize abstract yet teachable areas in science. Curriculum and Assessment Policy Statement of physical science permits for teachers, fundamentally, the discretion to inculcate and incorporate Nature of Science in classroom practices. However, the usual classroom practices are far from the expectations of both curriculum experts and policy makers in the field of science education. Ambiguity, accessibility, and perceived non-domestication were three areas identified in the literature to be responsible for lack of integration aside capacity building. This manuscript provided answers to the three areas of need by traversing relevant literature on both Nature of Science and Science education with a view to aggregate and simplifies scholarly positions for easy classroom usage for teachers and educators alike. Positions were drawn from nature of science, attendant curriculum, and position of literature with respect to the locale. Literature reviewed in this manuscript avail reader's inherent conditioning and grit to understand nature of science and its essence in science teaching and learning.
Chemistry Teacher Trainees&apos; Use of Molecular Models in Learning Spiro and Bicyclic Compounds
Author: Quayson, Claudia
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Preservice Teachers,Scientific Concepts,Chemistry,Molecular Structure,Models,Foreign Countries,Preservice Teacher Education,Organic Chemistry

The study diagnosed chemistry teacher trainees' difficulties in naming and writing structures of spiro and bicyclic compounds. The case study design was conducted in a constructivist environment to enhance chemistry teacher trainees' ability to construct, represent, and interpret the structural formulae of spiro and bicyclic compounds. Purposive sampling technique was employed to select 126 1st-year chemistry teacher trainees from University of Education, Winneba for the study. The results revealed that chemistry teacher trainees had difficulties in naming and writing structural formulae of spiro and bicyclic compounds. However, through the effective use of molecular model kits in teaching naming and writing structures of spiro and bicyclic compounds, these chemistry teacher trainees became conscious of IUPAC rules for naming and writing spiro and other cyclic compounds. At-test conducted indicated that a statistical significance difference existed between students' performance before the implementation of the intervention and after the intervention. It is recommended that chemistry teachers should adopt the use of molecular model kits in teaching concepts of organic nomenclature.
Application of Online Pedagogy to Enhance Undergraduates&apos; Learning Outcomes in Chemistry
Author: Ngozi, Okafor
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Undergraduate Students,Science Instruction,Chemistry,Foreign Countries,Distance Education,Videoconferencing,Educational Technology,Lecture Method,Student Motivation,Teaching Methods,Science Achievement

The low Cumulative Grade Point Average of most chemistry undergraduates results in their low achievement and motivation which poses a threat to the production of future chemistry teachers. The diversity of this problem has resulted in several suggestions concerning the application of Google Meet strategy to determine its efficacy in ameliorating this problem in the Nigerian educational setting. Two null hypotheses guided the research. This study was an ex-post facto and quasi-experimental designs that involved 125 chemistry undergraduates. Three research instruments were used in data collection. Data were analyzed using mean and analysis of variance. Results showed that undergraduates exposed to Google Meet Pedagogy (GMP) had greater achievement than those exposed to Classroom Teacher Approach (CTA). However, undergraduates exposed to CTA had better motivation in chemistry than those exposed to GMP. The finding showed a significant influence of course types on undergraduates' achievement in chemistry. There was no significant influence of course types on undergraduates' motivation. The study concludes that undergraduates should be provided with adequate online facilities to be skillful and knowledgeable. It suggests that university lecturers should be sponsored for professional development on the application of online pedagogies to enhance undergraduates' achievement and motivation in chemistry.
Contributions of Futures Studies to Education: A Systematic Review
Author: Menéndez-Alvarez-Hevia, David
Date: 2022-10-00
Type: Journal Articles
Subjects: Futures (of Society),Educational Trends,Literature Reviews,Prediction,Positive Attitudes,Interdisciplinary Approach

Futures studies offer a framework of ideas and guidelines that allow us to develop more productive images of the future and ways of working with it. Despite several efforts to translate this approach to different educational contexts, it is still a field under development. The main objective of this article is to present and discuss the latest international academic developments and contributions of futures studies to education. For this purpose, we conducted a systematic review of the literature using the Web of Science and Scopus databases. We considered articles published between 2012 and 2022. We started with 437 articles and after the application of the exclusion criteria, this number was reduced to 50 articles that were directly related to educational issues. The findings show that the literature included specific educational methodologies, a balance between theoretical and empirical publications, a focus on specialised journals and countries and that multidisciplinarity in education was not common with subjects outside social sciences. Moreover, we found that the predictive approach and negative perspectives were not present. We conclude that futures literacy is a key element to bringing together ideas related to futures studies in education, that futures studies contribute to changing the way of working with and conceptualising the future in education, and that they promote transformative movements.