ethanporcaro/eric-fulltext-meta huggingface dataset:
Information Systems Education: The Case for the Academic Cloud
Author: Mew, Lionel
Date: 2016-09-00
Type: Journal Articles
Subjects: Information Systems,Information Technology,Technological Advancement,Computer Software,Higher Education,Internet,Computers,Users (Information),College Students,Course Content,Delivery Systems

This paper discusses how cloud computing can be leveraged to add value to academic programs in information systems and other fields by improving financial sustainment models for institutional technology and academic departments, relieving the strain on overworked technology support resources, while adding richness and improving pedagogical delivery of course content. A literature review on cloud definitions and how cloud paradigms are being implemented in academia is conducted. The author suggests that for smaller programs and institutions, cloud hosting of applications, services and platforms in support of information systems programs may be the only financially viable solution to course technology requirements. The impact of transitioning core information systems courses to a cloud paradigm is discussed, and examples of how the transition can improve course content and delivery are provided. Finally, details are presented on how a transition to the cloud is being accomplished in the information systems program of the school of continuing studies at the author's small liberal arts university.
Finding Opportunity in Co-Teacher Personality Conflicts
Author: Boyer, Kara
Date: 2012-00-00
Type: Journal Articles
Subjects: Team Teaching,Personality Problems,Personality,Conflict,Regular and Special Education Relationship,Educational Cooperation,Teacher Collaboration,Role Playing

Co-teaching, the collaborative instruction of an inclusive classroom by a general education and special education teacher, is a relatively new construct. As a result, many of the pitfalls and struggles associated with it are still being defined, and solutions are often hard to come by. Disagreements, and especially large-scale personality conflicts, can be detrimental to student achievement. Having addressed that problem during our first few years through the development of pedagogical strategies, we offer other co-teachers a series of techniques and activities that can allow them to circumvent their own personality clashes.
Use of Failure in IS Development Statistics: Lessons for IS Curriculum Design
Author: Longenecker, Herbert H., Jr.
Date: 2016-09-00
Type: Journal Articles
Subjects: Failure,Information Systems,Computers,Statistics,Curriculum Design,Computer Science Education,Educational Trends,Trend Analysis,Technological Advancement

The evolution of computing education reflects the history of the professional practice of computing. Keeping computing education current has been a major challenge due to the explosive advances in technologies. Academic programs in Information Systems, a long-standing computing discipline, develop and refine the theory and practice of computing appropriate to professional practice. As the computing professions advance, so too does our conceptualization and design of curricula in information systems. Subsequently, our organizing bodies (i.e. DPMA, AITP, AIS, ACM, etc.) coordinate and cooperate in the development of curricular guidelines and models. These models serve to establish shared core and methodology among practitioners and educators. This paper presents the case that there are lessons in the history of the computing fields--particularly among the system development failures--that can inform the design of curricula aimed at preparing computing students for professional practice. Given the repetitive nature of many of these failures, we posit that failures can shed light into the &quot;dark places,&quot; and, with care, illuminate the essential nature of the information systems discipline and the body of knowledge and skill sets essential to our educational task.
Interaction Analysis in an International Asynchronous Learning Environment
Author: Haghighi Irani, Fariba
Date: 2016-00-00
Type: Journal Articles
Subjects: Interaction,Online Courses,Asynchronous Communication,Computer Mediated Communication,Questioning Techniques,Classroom Communication,Interpersonal Communication,Teacher Student Relationship,Preferences,Discourse Analysis,Foreign Countries,Data Analysis

Interaction Analysis has been explored for the initiating topics, turn taking, and asking and answering questions in face-to-face learning environments during the last decades. This study investigated the form and sequence of the questions and answers in an asynchronous environment from a non-interventionist point of view. To conduct the research, 16 questions and answers from the discussion boards of an eight-week international online research course from 30 participants were copied, classified, and analyzed according to the Hmelo-Silver and Barrows' (2008) grid. All the questions were classified as long-answer, short-answer, and task-oriented questions and their frequencies were calculated. Also, the presence of the Initiation, Response, and Feedback/Inquiry (IRFI) pattern was examined The results indicated that the largest number of questions fell under long-answer types and the participants were more motivated in responding the long-answer queries relating directly to the immediate studied materials or asking about definitions and personal ideas. The findings supported the idea that IRFI pattern might not be applicable in asynchronous environments. Therefore, the instructional patterns need to be designed carefully according to the needs of the new contexts. This study could enhance meaningful interactions in online educational settings such as language learning, teacher training, and professional development.
IS Design Pedagogy: A Special Ontology and Prospects for Curricula
Author: Waguespack, Leslie J.
Date: 2016-11-00
Type: Journal Articles
Subjects: Information Systems,Design,Curriculum Design,Computer Science

Design as an academic endeavor has a rich history in the visual and performing arts as well as the &quot;construction&quot; arts: architectural, industrial, graphic, interior, fashion, and landscape design. Design in the natural and commercial sciences is largely peripheral. Although not ignored, design in the sciences predominates as a dialect of problem-solving rather than artifact creation. Information Systems (IS) as a fusion of computer science and business struggles with the identity and role of design as it leans heavily on its roots in mathematics and formal logic with the scattered influences of statistics (data analysis) as practiced in research among the social and behavioral sciences. Design as a practical skill is a critical ingredient in successful information systems. Yet, design as a distinctive element in programs and curricula of IS and computing is (at best) haphazardly diffused--if not completely omitted. This paper presents a special ontology of design to frame the opportunities and justification for conscious and deliberate design pedagogy in IS and computing education. It presents an example of integrating design pedagogy into existing object modeling and data management syllabi by tailoring design quality guidelines to the specific paradigm.
Development of WebQuest Lesson Enhancing Thai Reading Skills for Students with Down Syndrome at Lower Elementary
Author: Kaewchote, Nantawan
Date: 2012-00-00
Type: Journal Articles
Subjects: Teaching Methods,Web Based Instruction,Educational Technology,Technology Uses in Education,Reading Skills,Oral Reading,Down Syndrome,Elementary School Students,Foreign Countries,Pronunciation,Thai,Reading Tests,Instructional Effectiveness,Observation,Questionnaires

The purpose of this research was to enhancing the Thai language oral reading skills of lower elementary students with Down syndrome using WebQuest lesson. The sample groups were the 5 lower elementary students, purposively selected from Watnonsaparam public school under the Office of Saraburi Educational Service Area, Thailand. The research instruments were the Thai language reading tests for students with Down syndrome, the WebQuest lesson with 12 units based on Thai language oral reading problems of students with Down syndrome, the two observation forms for Thai language oral reading tests. The findings revealed that Thai language oral reading problems of the students with Down syndrome varied greatly on the pronunciation of consonants, vowels, tone marks, different kinds of words and short sentences. Nevertheless, at first round of WebQuest usage, the four of five students with Down syndrome were able to correctly pronounce the Thai alphabets and show the understanding of basic reading skill. Most of them had problems with Thai vowels in terms of both the pronunciation and the meaning decoding; they took much more time than usual to read. The students' usage of WebQuest had led to the improvement of Thai oral reading lesson to suit more the needs of students with Down syndrome. The new menus for skill practices, resource searching and communication among students, parents and teachers were added, as well as some graphics and symbols. More sounds were put to accompany all words and sentences of WebQuest lesson.
Blended E-Learning as a Requirement for Teaching EFL in a Thai Academic Context
Author: Tananuraksakul, Noparat
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Electronic Learning,Educational Technology,Teaching Methods,English (Second Language),Second Language Instruction,Attitude Measures,Student Motivation,College Students,Questionnaires,Student Attitudes

This paper results from a pilot study in a Thai academic context testing two hypotheses. First, blended e-learning required by an institution can motivate learners extrinsically to learn EFL. Second, blended e-learning can enhance learners' positive attitudes toward learning EFL. The hypotheses were constructed based on an implication that Thai students generally needed extrinsic motivation in learning driven by their authoritative teachers and past relevant studies that showed positive results. Although the quantitative outcomes support the hypotheses, they are not generalizable. Additionally, required blended e-learning may not be the best teaching tool for this group of EFL learners, for they tend to identify themselves better with social media, especially Facebook.
Community-Based Instruction (CBI) as a Component of a Successful Transition Plan for Students with Intellectual Disabilities
Author: Dubberly, Russell
Date: 2012-00-00
Type: Journal Articles
Subjects: Questionnaires,Intellectual Disability,Community Based Instruction (Disabilities),Transitional Programs,Late Adolescents,Young Adults,Special Schools,Statistical Analysis,Satisfaction,Learning,Self Esteem,Daily Living Skills,Interpersonal Competence,Student Attitudes,Student Surveys,High School Students,Skill Development

This research study used a student-focused questionnaire to gain understanding about high school students with intellectual disabilities who participate in community-based instruction (CBI) as a component of their transition planning. The participating students have intellectual disabilities, range in age from 16 years old to 22 years old, and attend a public school for students with special needs. The survey used descriptive statistics to quantify students' responses within five sub-domains (&quot;constructs&quot;) which were categorized as program satisfaction, learning, self-esteem, independent functioning, and social skills.
Computer Literacy in Learning Academic English: Iranian EAP Students' and Instructors' Attitudes and Perspectives
Author: Alavi, Seyed Mohammad
Date: 2016-00-00
Type: Journal Articles
Subjects: Computer Literacy,Academic Discourse,Computer Assisted Instruction,English for Academic Purposes,Second Language Learning,College Students,Language Teachers,Undergraduate Students,Civil Engineering,Questionnaires,Academic Achievement,Foreign Countries,Qualitative Research,Technology Integration,Second Language Instruction,Semi Structured Interviews,Student Attitudes,Teaching Methods,Statistical Analysis

This study aimed to analyze perceptions of Iranian English for Academic Purposes (EAP) students on their computer literacy levels. A total of 641 undergraduate students of civil engineering and 34 EAP instructors participated in the study. Data collection instruments included questionnaires and semi-structured interviews. Findings confirmed that the participants perceived Iranian EAP students' computer literacy levels as low and insufficient for the efficient implementation of Computer-Assisted Language Learning (CALL) in EAP instruction. The results of the study highlighted that computer literacy occupies a significant role in tertiary students' academic and EAP achievement. It appeared that there are several constraints and barriers which would discourage EAP students from promoting their computer literacy and using computers for learning EAP. Furthermore, the study found evidence to support the view that there should be adequate computer literacy training programs for EAP students to facilitate the incorporation of computer technology in EAP instruction. The analysis of qualitative data provided insights into participants' perceptions of several specific computer-based skills required for technology-enhanced EAP learning. Implications for the integration of technology and CALL in EAP instruction are provided.
Theoretical Frameworks for Math Fact Fluency
Author: Arnold, Katherine
Date: 2012-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematics Skills,Social Theories,Literature Reviews,Teaching Methods,Peer Teaching,Drills (Practice),Computer Assisted Instruction,Educational Technology

Recent education statistics indicate persistent low math scores for our nation's students. This drop in math proficiency includes deficits in basic number sense and automaticity of math facts. The decrease has been recorded across all grade levels with the elementary levels showing the greatest loss (National Center for Education Statistics, 2009). The purpose of this paper is to use Vygotsky's sociocultural theory as a framework to discuss the benefits of peer assisted drill and practice for math fact fluency. One basic aspect of this theory centers on the contention that cognitive growth and development can be promoted in less capable peers if they are given opportunities to interact with more capable peers (Vygotsky, 1978). In addition, the delivery and effectiveness of computer assisted drill and practice will be discussed within the context of the Information Processing Theory. These theories are based on the assumption that cognitive manipulation of input must precede its release as output (Miller, 2011). The theory is based on a model much like a computer. Through a review of literature and current research, the two methods of math practice will be compared and contrasted.
Students with Obsessive Compulsive Disorder Participating in Recess
Author: Lucas, Matthew D.
Date: 2012-00-00
Type: Journal Articles
Subjects: Behavior Disorders,Recess Breaks,Student Behavior,Special Education,Classification,Symptoms (Individual Disorders),Student Needs,Student Participation

The participation of a student with Obsessive Compulsive Disorder (OCD) in recess can often be both challenging and rewarding for the student and teacher. This paper will address common characteristics of students with OCD and present basic solutions to improve the experience of these students in the recess setting. Initially the definition, symptoms, and prevalence of OCD will be presented. The paper will then address the special education classification of children with OCD, benefits of recess for children with OCD, and recommendations for these children in recess.
The Effect of Technology Integration on High School Students' Literacy Achievement
Author: Robinson, Kara
Date: 2016-00-00
Type: Journal Articles
Subjects: Literature Reviews,Technology Integration,Technology Uses in Education,High School Students,Educational Technology,Literacy,Laptop Computers,Secondary Education,Language Arts,Teaching Methods

This literature review presents a critical appraisal of current research on the role technology integration plays in high school students' literacy achievement. It identifies the gaps within the research through comprehensive analysis. The review develops an argument that the use of laptops in secondary English classrooms has a significant impact upon students' literacy achievement in both a positive and negative manner. The literature review begins by exploring early research and finds that there is a lack of longitudinal studies regarding laptop integration. This is a result of the trend at the time, which was to focus on the impact on student and teacher attitudes rather than the impact on literacy. Through the critical appraisal of current research it is revealed that the attitudes and beliefs of individual teachers to laptop integration is the leading cause of student literacy achievement. The literature review progresses to explore the challenges facing educators and the concerns for educators.
Progression of a Data Visualization Assignment
Author: Adkins, Joni K.
Date: 2016-11-00
Type: Journal Articles
Subjects: Data,Visualization,Assignments,Computer Software,Information Literacy,Information Technology,Graduate Students,Literature Reviews,Educational Benefits,Student Surveys,Feedback (Response),Teaching Methods,Instructional Effectiveness,Lecture Method,Video Technology,Demonstrations (Educational),Preferences

The growing popularity of data visualization due to increased amounts of data and easier-to-use software tools creates an information literacy skill gap for students. Students in an Information Technology Management graduate course were exposed to data visualization not only through their textbook reading but also through a data visualization assignment. Through a review of current literature and practice, student feedback, and instructor experience, the data visualization assignment has been updated multiple times in an effort to best serve the students' learning needs. This paper provides a brief literature review on why data visualization is growing and why students should learn about it and then outlines the data visualization assignment through each iteration. Lessons learned from student feedback on a student survey and suggestions for future assignments are also included.
Kahoot It or Not? Can Games Be Motivating in Learning Grammar?
Author: Zarzycka-Piskorz, Ewa
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Games,Student Motivation,Grammar,Teaching Methods,English (Second Language),Second Language Instruction,Foreign Countries,Teacher Attitudes,Design,College Students,Student Attitudes,Student Evaluation,Tests,Questionnaires

Gamification is not a very new concept. It is the use of game elements and game design techniques in a non-game context. It is used in various contexts for various purposes. There is strong evidence that shows the relationship between game playing and increased motivation. More and more learning games emerge and bring a promise to help to learn a language. There are certain game elements that could be used in non-game contexts to trigger effective player engagement as well as persistence and motivation to win/learn. The paper outlines the influence of specific game elements onto players, presents the motivational aspects of game involvement, and investigates what game elements could be responsible for increasing motivation to participate and engage in a grammar learning game. All of these are investigated on the example of a Kahoot.it online game, which was used with the General English language course students attending the classes in The Modern Languages Centre at the Pedagogical University, Cracow, Poland. The main objective of the research paper is to observe and assess how the students' motivation increases--if --to learn and practise grammar and how effective this mode of learning is. It also presents the teachers' evaluation of the design process, its implementation and recommendations for further use.
Teaching a Foreign Language in a Desktop Videoconferencing Environment
Author: Kotula, Krzysztof
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),German,French,Videoconferencing,Synchronous Communication,Distance Education,Online Courses,Individual Instruction,Educational Benefits,Teacher Attitudes,Teacher Surveys,Instructional Effectiveness,Information Technology,Barriers,Statistical Analysis,Multiple Regression Analysis

This paper aims to explore how language instructors teach with a synchronous multimodal setup (Skype). It reports on findings from research which evaluated how teachers use technologies to enable them to work in distance learning contexts. A total of 124 teachers (86 female and 38 male), offering online private lessons, were asked to complete a survey in which they were asked to describe the advantages and disadvantages of Skype, as well as to enumerate functions they consider are missing in this tool. They were also invited to share their opinions about most efficient models of language learning and teaching. The results show Skype is, on the whole, judged by teachers as a valuable tool in the context of distance language learning. Its use in teaching, nevertheless, has some limitations, which stem from various factors, such as IT infrastructure weaknesses (e.g. interrupted connections), lack of some functions (e.g. supervising the content of the learner's screen) or the specific nature of contact with the interlocutor (the lack of a possibility to interact in a common space).
Teaching Information Systems Courses in China: Challenges, Opportunities, and Lessons for US Educators
Author: Fryling, Meg
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Information Systems,Vocational Education,Comparative Education,Experiential Learning,College Faculty,Overseas Employment,English (Second Language),Educational Practices,Cultural Differences,Language Usage,Lecture Method,Cultural Awareness,Pacing,Adjustment (to Environment)

In Fall of 2014, as a result of a Chinese faculty visit to an upstate New York college to observe American pedagogical techniques in teaching information systems, two US faculty members were invited to teach two separate courses at a vocational college in southeast China. The courses to be taught in China were selected by the Chinese faculty and college administration. The specific courses to be taught were on the topics of computer applications and management and database foundations and applications. This paper is a reflection of the two American faculty members on their experiences teaching information systems courses at a vocation college in southeast China. The objective of this work is to describe their experiences teaching in China, to identify pedagogical differences, and to describe the challenges, rewards, and lessons learned of this type of endeavor.