ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Views about the Problem Based Collaborative Learning Environment Supported by Dynamic Web Technologies
Author: Ünal, Erhan
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Problem Based Learning,Cooperative Learning,Educational Environment,Qualitative Research,Programming,Computer Science Education,Semi Structured Interviews,Problem Solving,Focus Groups,Student Experience,Program Development,Program Implementation,Foreign Countries,Constructivism (Learning),Content Analysis

The purpose of this study was to design a problem based collaborative learning environment supported by dynamic web technologies and to examine students' views about this learning environment. The study was designed as a qualitative research. Some 36 students who took an Object Oriented Programming I-II course at the department of computer programming in a public university participated in the study. The Object Oriented Programming I-II course was designed by incorporating different dynamic web technologies (Edmodo, Google Services, and Mind42) and the collaborative problem solving method by Nelson (1999). For the implementation process, students worked on real problem scenarios and ultimately produced software. During this process students worked in a learning environment supported by dynamic web technologies in order to solve the problems. To determine students' views on this learning environment a semi-structured interview form was prepared; this consisted of questions on the learning environment supported by dynamic web technologies where collaborative problem solving methods were implemented. At the end of the course, focus group interviews were conducted with collaborative learning groups. The interview data were analyzed through content analysis. The results showed that 4 themes emerged, namely: positive aspects of the learning environment, difficulties faced in the learning environment, advantages of the learning environment, and skills gained as a result of the project. The results suggest that problem based collaborative learning methods and dynamic web technologies can be used in the community college learning environment.
Teachers' Perceptions of E-Learning in Malaysian Secondary Schools
Author: Cheok, Mei Lick
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Teacher Attitudes,Electronic Learning,Qualitative Research,Program Implementation,Instructional Innovation,Technology Integration,Technological Literacy,Pedagogical Content Knowledge,Barriers,Change Strategies,Virtual Classrooms,Teacher Surveys,Educational Improvement

Malaysian teachers are constantly challenged with many new technologies that are believed to enable them to perform their job better. In 2013, they have been given access to an online learning space known as the FROG VLE. However, initial evidence has shown poor adoption of the e-learning. As schools are becoming increasingly disconnected from society, teachers withdrawing into their old familiar landscapes of teaching and learning can no longer be accepted. Being the implementers in the classrooms, their perceptions of any innovation are important if the innovation is to be implemented. Measures to improve the present condition in order to sustain and increase e-learning uptake can only be enforced if we know the situations and conditions teachers encounter. A qualitative approach was used to identify the views and experiences of 60 secondary school teachers regarding implementation of FROG VLE in three secondary schools in Malaysia. This is to obtain a more nuanced explanation for teacher perceptions toward e-learning. Data were collected using an open-ended questionnaire. The results highlight the benefits as perceived by the teachers, the main barriers they faced and suggestions for improving implementation. Implications for teacher preparation, staff development efforts and education reform are proposed.
Technology and College Students: What Faculty Members Think about the Use of Technology in Higher Education
Author: Islim, Omer Faruk
Date: 2017-00-00
Type: Journal Articles
Subjects: College Students,Higher Education,Technology Uses in Education,Teacher Attitudes,Case Studies,Handheld Devices,Semi Structured Interviews,Minimum Competencies,Technological Literacy,Teacher Motivation,Usability,Qualitative Research,Questionnaires

Tablet PCs especially iPads are one of the most commonly used devices that most educational institutions from elementary school to colleges have been using as a main or supplementary part of their educational system. This article aims at investigating faculty members' personal and educational use of technology especially iPads, their opinions on educational use of technology, and their students' technology competency. This study was conducted at a college of education in the Southwestern United States where a technology initiative was carried out and iPads were distributed. In this qualitative research, case study research was utilized as a research method and a purposeful sampling method was employed. The data were obtained from eight faculty members via semi structured interviews. Results of the study show that faculty members own a variety of devices in addition to iPad, and they are using many apps based on the class needs. Almost all faculty members define themselves and their current students as technology competent, and they stated that experience, socioeconomic status and willingness to use the technology are the main factors affecting technology competence.
Technological Readiness of UiTM Students in Using Mobile Phones in the English Language Classroom
Author: Murugan, Agelyia
Date: 2017-00-00
Type: Journal Articles
Subjects: Technological Literacy,Technology Uses in Education,Handheld Devices,English (Second Language),Minimum Competency Testing,Language Proficiency,College Second Language Programs,Questionnaires,Online Surveys,Ethics,Thinking Skills,Electronic Learning,Familiarity,Usability,Information Literacy,Readiness,Foreign Countries

Mobile Assisted Language Learning (MALL) by using devices such as mobile phones is an ideal learning platform for learners to acquire language and share knowledge beyond the confines of a fixed location. By utilizing the mobile applications available via smartphone, learners can engage in collaborative networks and find information in a variety of diverse environments. This article shares the findings of a research at Mara University of Technology (UiTM) in Malaysia to determine the technological readiness of the students by measuring their digital skills using the Digital Competence Framework (EU). Some 50 students from the English language proficiency course were purposively sampled because they have been exposed to MALL by their lecturer. Their responses were collected through an online questionnaire. The findings showed that all 50 of the students owned a smartphone. While 82.6% of the students did not attend any training on how to use the smartphones, 80.4% of them have their own storing strategies and nearly 90% of them reported having technological skills in operating their smartphone such as accessing applications, ability to record, share and produce technological resources. The findings suggest that to ensure successful MALL, educators need to be aware of the background and technological skills of learners before embedding m-learning into the English Language lessons.
The Use of Anime in Teaching Japanese as a Foreign Language
Author: Han, Chan Yee
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Instruction,Popular Culture,Japanese,Student Interests,Lesson Plans,Educational Resources,Teaching Models,Cartoons,Instructional Materials,Educational Technology,Foreign Countries,Video Technology

The study of popular culture is now becoming an emerging research area within education. While many studies have confirmed that students' interest in anime has driven much of enrolment in Japanese language courses, the impact of using anime as a teaching tool has not been studied thoroughly in the teaching Japanese as a Foreign Language (JFL) classroom. This article attempts to propose a model that can be used to plan lessons by using anime as a teaching tool in JFL classrooms. By introducing the teaching idea of using anime in a Japanese language classroom, this article is hoped to be able to encourage more Japanese language teacher to consider the use of anime in teaching JFL.
Predicting Successful Mathematics Remediation among Latina/o Students
Author: Crisp, Gloria
Date: 2017-07-00
Type: Journal Articles
Subjects: Predictor Variables,Mathematics Achievement,Remedial Mathematics,Hispanic American Students,Outcomes of Education,Hierarchical Linear Modeling,Student Financial Aid,Academic Support Services,At Risk Students,Developmental Studies Programs,College Mathematics,College Students,Longitudinal Studies,Postsecondary Education

This study examines Latina/o students' remedial math needs and outcomes. Data were drawn from a national sample of Latina/o students. Hierarchical generalized linear modeling techniques were used to predict three successful remediation outcomes. Results highlight the importance of providing financial aid and academic support to Latina/o students, especially those who have the highest remediation needs. Findings also have direct implications for policy and practice by providing a means for targeting students who are at greatest risk. (This study is based on work supported by the Association for Institutional Research, the National Center for Education Statistics, National Science Foundation,and National Postsecondary Education Cooperative under an Association for Institutional Research Grant for 2013-2014.)
Science Teachers' Utilisation of Innovative Strategies for Teaching Senior School Science in Ilorin, Nigeria
Author: Oyelekan, Oloyede Solomon
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Science,Secondary School Teachers,Instructional Innovation,Teaching Methods,Educational Strategies,Questionnaires,Teacher Surveys,Educational Practices,Teaching Experience,Incidence,Teacher Qualifications,Use Studies

Efforts have been made to improve science teaching in secondary schools in Nigeria, yet, students continue to perform poorly in science subjects. Many innovative teaching strategies have been developed by educators and found to impact significantly on students' academic performance when utilised. Hence, this study was aimed at examining science teachers' utilisation of innovative teaching strategies in teaching senior school science subjects in Ilorin, Nigeria. A sample of two hundred and fifty six (256) science teachers were selected from secondary schools in Ilorin East, South and West Local Government Areas using stratified random sampling technique. Data was obtained using a researcher-designed questionnaire known as the Innovative Teaching Strategies Questionnaire (ITSQ) which has a reliability index of 0.91 Cronbach alpha. Results showed that out of the thirty six (36) selected innovative teaching strategies, most science teachers frequently used only two (2), while the rest were rarely used. The results also showed no significant difference in science teachers' level of utilisation of the innovative teaching strategies based on experience and qualifications. It was recommended among others that science teachers avail themselves of the opportunities provided by these innovative strategies in improving the performance of their students.
Does Computer Use Matter? The Influence of Computer Usage on Eighth-Grade Students' Mathematics Reasoning
Author: Ayieko, Rachel A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Achievement Tests,Foreign Countries,International Assessment,Mathematics Achievement,Mathematics Tests,Correlation,Mathematics Skills,Cross Cultural Studies,Computer Use,Grade 8,Mathematical Logic,Hierarchical Linear Modeling,Computer Uses in Education,Students,Questionnaires,Mathematics Teachers,Student Characteristics,Socioeconomic Influences,Gender Differences,Secondary School Students

This study uses the 2011 Trends in International Mathematics and Science Study to investigate the relationships among students' and teachers' computer use, and eighth-grade students' mathematical reasoning in three high-achieving nations: Finland, Chinese Taipei, and Singapore. The study found a significant negative relationship in all three countries between out-of-school computer usage of eighth-grade students and their mathematics reasoning scores. The study points to the fact that computer use out of school does not improve students' development of mathematics reasoning across the three contexts. Additionally, the more teachers had students use computer technology for higher-order thinking skills, such as for processing and analyzing data, the higher their mathematics reasoning scores in Finland, but the lower the students' reasoning scores in Singapore. The contrasting relationships in Singapore and Finland indicate the need to further study the nature of the activities related to computer use for higher order learning skills in the two countries. Implications for policy and research are further elaborated.
Effect of Strategy Teaching for the Solution of Ratio Problems on Students' Proportional Reasoning Skills
Author: Sen, Ceylan
Date: 2017-00-00
Type: Journal Articles
Subjects: Thinking Skills,Learning Strategies,Educational Strategies,Problem Solving,Grade 6,Pretests Posttests,Quasiexperimental Design,Control Groups,Experimental Groups,Homework,Statistical Analysis,Mathematical Concepts,Program Implementation,Instructional Effectiveness,Teaching Methods,Foreign Countries

The study was conducted to reveal the effects of the instruction of different problem-solving strategies on the proportional reasoning skills of students in solving proportional problems in the 6th grade math's class. Quasi-experimental research model with pretest-posttest control group was employed in the study. For eight class hours, the experimental group students (n = 16) were instructed to solve proportional problems by using the problem-solving strategies, whereas the control group students (n = 16) were not instructed anything other than the current practice. In the study, &quot;Proportional Reasoning Test,&quot; developed by the researchers, was implemented as pretest and posttest for data collection. In addition, home assignments including proportional problems were used to observe the students' improvement during the process. The quantitative data were analyzed using Wilcoxon signed-rank test and Mann-Whitney U test. It was found out that instruction of problem-solving strategies positively influenced the experimental group students' proportional reasoning skills for solving proportional problems.
Examination of Mathematics Teachers' Pedagogical Content Knowledge of Probability
Author: Danisman, Sahin
Date: 2017-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Secondary School Mathematics,Secondary School Teachers,Curriculum,Teaching Methods,Case Studies,Observation,Semi Structured Interviews,Probability,Mathematical Concepts,Foreign Countries

The aim of this study is to explore the probability-related pedagogical content knowledge (PCK) of secondary school mathematics teachers in terms of content knowledge, curriculum knowledge, student knowledge, and knowledge of teaching methods and strategies. Case study design, a qualitative research model, was used in the study, and the participants were three secondary school mathematics teachers. Data collected via observations and semi-structured interviews were analyzed using a deductive approach. Findings indicate that the PCK of these secondary school mathematics teachers about probability is insufficient; furthermore, teachers' beliefs were the most important factors impacting their PCK. In addition, one of the results is that professional experience has a partial effect on PCK.
Gifted Education in the Enabling Sciences with a Particular Emphases on Chemistry
Author: Chowdhury, Mohammad Anisuzzaman
Date: 2017-00-00
Type: Journal Articles
Subjects: Gifted,Chemistry,Literature Reviews,Misconceptions,Instructional Effectiveness,After School Programs,Educational Improvement,Change Strategies,Skill Development,Individual Development,Spatial Ability,Mental Computation

The article provides syntheses and critical analyses of literature, creative insights, fruitful information, reflections on gifted education perspectives, and discusses the pertinent issues related to enabling sciences, with a particular focus on chemistry. The misconceptions among the gifted students, and a range of pedagogical approaches to resolve students' misconceptions in the sciences are discussed. The article emphasised on the development of psychosocial skills that enables the students to gain success and eminence as it is the ultimate goal of giftedness and gifted education. The implications of cultural issues on the development of students' psychosocial skills are described. The mental rotation and spatial ability that significantly affect the students in their developments of expertise and gain success in the sciences, are illustrated. The implicated issues surround the development of students' mental rotation and spatial ability are presented. The interrelationship between the mental rotation/spatial ability and the development of knowledge/skills in the sciences are discussed.
The Factors Affecting Techno-Pedagogical Competencies and Critical Thinking Skills of Preservice Mathematics Teachers
Author: Yildiz, Avni
Date: 2017-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Preservice Teachers,Preservice Teacher Education,Pedagogical Content Knowledge,Technological Literacy,Minimum Competencies,Statistical Significance,Predictor Variables,Elementary School Mathematics,Self Efficacy,Undergraduate Students,Gender Differences,Likert Scales,Student Surveys,Foreign Countries,Statistical Analysis

Students' high-level thinking skills, like critical thinking, have been developed thanks to the use of technology. When the previous researches in the literature are analyzed, it will be understood that this research is original by providing significant contributions to the literature. This research aims to investigate whether techno-pedagogical competencies and critical thinking skills show statistically significant difference in terms of some variables and whether there is statistically significant relationship between critical thinking skills and techno-pedagogical competencies of pre-service elementary mathematics teachers. At that point, this research is remarkable for presenting an idea in terms of educating more qualified mathematics teachers. This study was designed as a descriptive study. The sample of the research consists of 552 pre-service elementary mathematics teachers. Two types of data collection tools were used in this study: &quot;TPACK Self-Efficacy Scale&quot; and &quot;Critical Thinking Scale&quot;. The data of the study were analyzed by using the Statistical Package for Social Science (SPSS) 21.0. The results of the study reveal that the techno-pedagogical competencies and critical thinking skills of pre-service mathematics teachers are midlevel. On the other hand, there is a significant relation between the pre-service mathematics teachers' critical thinking skills and techno-pedagogical competencies.
The Mathematics Values in Classroom Inventory: Development and Initial Validation
Author: Tapsir, Ruzela
Date: 2017-00-00
Type: Journal Articles
Subjects: Focus Groups,Mathematics Education,Value Added Models,Test Construction,Psychometrics,Test Reliability,Test Validity,Program Validation,Educational Quality,Statistical Analysis,Foreign Countries

Value has been identified as an essential aspect towards the quality in mathematics education at various levels of the system, institutional, curriculum, education management, and classroom interactions. However, few studies were focused on values, its development, measurement, and impact in education as compared to other affective aspects such as beliefs, motivation, perceptions, and attitude. In addition, most studies dealt with values developed in Western education setting where the spiritual domain was not considered. This paper detailed the instrument development processes including analysis, design, development, and evaluation phases. Content validity of the 36-item instrument was enhanced by a focus group and panels of experts' reviews. Construct validity was investigated using reliability measures, item analysis, principal analysis of residuals, rating scale functioning, confirmatory factor analysis, and first order factor analysis. The inventory, three sub-constructs, nine dimensions, and the 36 items have high Cronbach alpha values. Confirmatory factor analysis did not fully support the hypothesised conceptual framework with three sub-constructs and nine dimensions. Suggestions on how to further improve the instrument validity were proposed. The instrument which was theoretically based on faith and belief in God, was the pioneer and significant to the future investigations on values development in mathematics education.
The Use of Edmodo in Creating an Online Learning Community of Practice for Learning to Teach Science
Author: Ekici, Didem Inel
Date: 2017-00-00
Type: Journal Articles
Subjects: Communities of Practice,Electronic Learning,Virtual Classrooms,Courseware,Preservice Teacher Education,Preservice Teachers,Student Teacher Attitudes,Case Studies,Scientific Concepts,Elementary School Science,Pedagogical Content Knowledge,Usability,Technological Literacy,Technology Uses in Education,Access to Computers,Change Strategies,Handheld Devices,Questionnaires,Interpersonal Communication,Influence of Technology,Foreign Countries,Content Analysis

This study aimed to create an online community of practice by creating a virtual classroom in the Edmodo application and ascertain the opinions of pre-service primary teachers about the effects of Edmodo on their learning to teach science and availability of Edmodo. The research used a case study, which is one method of descriptive research. During the implementation process, pre-service primary teachers used Edmodo to share activities they had designed that centred on the scientific concepts taught in primary science education programmes. They also shared their diary entries that outlined their experiences and views after they had practised their activities in a real classroom. 58 pre-service primary teachers participated in the study. The author developed a questionnaire and it included one closed-ended and six open-ended questions; the questionnaire was used as the data collection tool. The pre-service primary teachers used Edmodo for 12 weeks. Descriptive and content analysis methods were used to analyse the data obtained from the study. The results obtained from the data analysis showed that pre-service primary teachers generally had positive views about the use of Edmodo in teacher education programmes. Most pre-service primary teachers stated that Edmodo provides the possibility of sharing knowledge, experiences and views. However, some pre-service teachers stated that Edmodo has some limitations; for example, the fact that it requires the user to have internet access. As a result, it can be said that Edmodo can be used to create an online community of practice in teacher education programmes.