ethanporcaro/eric-fulltext-meta huggingface dataset:
Show Me! Enhanced Feedback through Screencasting Technology
Author: Seror, Jeremie
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Assignments,Internet,Feedback (Response),Video Technology,Web 2.0 Technologies,Writing Teachers,Second Language Learning,Second Language Instruction,Language Teachers,Computer Software,Cost Effectiveness,Teaching Methods,Writing Instruction

Technology is an ever-increasing part of how teachers and learners work on language and texts. Indeed, computers, the Internet, and Web 2.0 applications are revolutionizing how texts are consumed, discussed, and produced in classrooms. This article focuses on a specific technological innovation emerging from this digital revolution: the use of screencasts and their potential to transform how feedback can be offered to language-learners on written assignments. Drawing on a brief review of the literature and the author's own experiences as a second-language writing teacher, this article presents an overview of screencasting technology and examines how freely available software can be used by teachers and students to produce and share asynchronously online video recordings of themselves as they edit and comment on documents viewed on a computer screen. It is argued that at a time when teaching and learning is increasingly migrating to online digital contexts, screencasting represents a low-cost, intuitive, and time-saving interface the multimodal nature of which can counter limitations typically associated with more traditional feedback approaches. (Contains 1 figure.)
The Pedagogy of Error Correction: Surviving the Written Corrective Feedback Challenge
Author: Guenette, Danielle
Date: 2012-00-00
Type: Journal Articles
Subjects: Feedback (Response),Tutors,Error Correction,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Education,Language Teachers,High School Students,Diaries,Student Attitudes,Interviews,Preservice Teachers

Should we correct our students' language errors? Most ESL teachers would answer this question with a resounding Yes while at the same time wondering how to meet the challenge. The collaborative project reported below was designed to provide ESL teacher trainees with an opportunity to experience the ups and downs of providing corrective feedback on writing and develop their awareness in this regard. To this end, the teacher trainees acted as corrective-feedback tutors to high school learners during one school semester. During the course of the project, they kept journals documenting their reflections in regard to this demanding pedagogical practice. Time constraints, motivation, and fear of making mistakes themselves or of not providing adequate guidance to the learners were among the major hurdles encountered by the tutors. In interviews conducted at the end of the project, the tutors offered suggestions for overcoming these difficulties and surviving the corrective-feedback trials and tribulations. The survival tips presented were drawn from the tutors' recommendations as well as from insights from corrective-feedback research.
Roots and Connections: A Culturally Integrated Approach to EAL Instruction
Author: Apedaile, Sarah
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Integration,Teaching Methods,Rural Areas,English (Second Language),Foreign Countries,Second Language Learning,Programming,Multicultural Education,Intercultural Communication,Second Language Instruction,Cultural Awareness,Land Settlement,Daily Living Skills,Benchmarking,Language Teachers,Teacher Role

This article describes a culturally integrated approach to teaching English as an Additional Language (EAL) through Roots and Connections: A Culturally Integrated ESL Curriculum for Community Orientation in Alberta. This was developed by the Centre for Intercultural Education to integrate intercultural sensitivity into English-language instruction. Based on a Canadian Language Benchmarks (CLB) approach to language development, it integrates supported community connections and cultural knowledge to provide effective early social integration supports through survival-level language development. This resource is a response to community needs determined through the Rural ESL Enhancement Project. Many rural communities in Alberta were struggling to support the needs of increasingly culturally diverse newcomers, including language programming, settlement services for newcomers, and intercultural sensitivity for community-service providers. This called for a culturally integrated resource in which the content, process, and instructor supports were intentionally designed to meet survival language needs and to develop intercultural sensitivity among all participants, in the service of broader community integration goals. This project demonstrates the enhanced effectiveness of EAL programming that explicitly engages the diversity of its learners using intercultural communication processes and supports the adoption of a culturally integrated approach to other kinds of part- and full-time EAL programming. (Contains 2 tables.)
Mind the Gap: How a Project in Alberta Attempted to Narrow the Gap between Classroom Teachers and Language Education Research
Author: Light, Justine
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Foreign Countries,Second Language Learning,Second Language Instruction,Theory Practice Relationship,Best Practices,Expertise,Immigrants,Language Research,Program Descriptions,Teaching Methods

This article presents the development, rollout, and subsequent uptake of the Alberta Teachers of English as a Second Language (ATESL) document Best Practices for &quot;Adult English as a Second Language (ESL)/Language Instruction for Newcomers to Canada (LINC) Programming&quot; in the light of literature on teacher engagement with second-language acquisition and teaching research. The first part of the Best Practices project was designed to develop a set of best practice statements of principle developed in collaboration with language education experts in Alberta and through the professional literature, as well as with ESL teachers across the province. In the second part of the project, we facilitated the uptake of the principles by teachers and administrators throughout Alberta. (Contains 3 tables.)
Toward a Critical Multilingualism in Canadian Classrooms: Making Local Inroads into a Cosmopolitan Identity
Author: Guardado, Martin
Date: 2012-00-00
Type: Journal Articles
Subjects: Role of Education,Foreign Countries,Multilingualism,Citizenship,Elementary Secondary Education,Educational Objectives,Second Language Learning,Second Language Programs,Bilingualism,Cultural Pluralism,Applied Linguistics

Drawing on recent work on cosmopolitanism, global citizenship, and critical applied linguistics, this article examines the concept of cosmopolitanism as a viable goal in education in Canada. Particular attention is paid to the inclusion of global citizenship objectives in K-12 language programs in general and in heritage language (HL) curricula in particular. I make a case for consideration of the concept of cosmopolitanism as a key guiding principle at diverse levels of education in formal, non-formal, and informal settings. I argue that in the Canadian context, multilingual education could play a more prominent role in educational agendas as it has the potential to promote cosmopolitan ideals. I conclude that in the framework of official bilingualism and multiculturalism, cosmopolitanism can fruitfully add to discussions about the role of education in the emergence of a Canadian identity.
Creating an Assistive Technology Outcomes Measurement System: Validating the Components
Author: Edyburn, Dave L.
Date: 2004-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Technology,Assistive Technology,Research and Development,Measurement Objectives,Measurement Techniques,Program Effectiveness,Program Evaluation,Program Validation,Outcome Measures,Test Construction,Test Content,Program Descriptions,Program Development

The topic of assistive technology (AT) outcomes has only recently received attention in the professional literature. As a result, there is a considerable void in the profession's ability to address contemporary questions about the value and use of AT. The purpose of this article is to highlight the theory, development, and research efforts of the ATOMS Project as it seeks to create a prototype of an AT outcome measurement system. Specific attention is devoted to research efforts to socially validate selected components of a proposed outcome system. The results reveal significant support for a system that utilizes a theoretical framework; involves paper or electronic format data collection instruments that do not require extensive training and expertise; assimilates data from multiple sources; and provides visual representation of the data to facilitate interpretation and decision-making. The benefits and outcomes of this research and development agenda are described. (Contains 1 table.)
The Augmentative and Alternative Communication Olympics: Raising and Showcasing Communication Competencies
Author: Murphy, Patti
Date: 2004-00-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Physical Disabilities,Training,Competition,Competence,Communication Skills,Extracurricular Activities,Communication Problems,Peer Relationship,Language Skills,Games

The Augmentative and Alternative Communication (AAC) Olympics is a project serving a twofold purpose for augmented communicators in the Broward County Public School System in Florida. While allowing young augmented communicators to build competencies in using AAC devices, the Olympics provide a meaningful extracurricular experience to students with significant communication and physical disabilities. Training sessions give students the structure needed to hone AAC skills to increase their proficiency with the technology that likely will be their primary means of self-expression for life. The practices also provide social and learning opportunities that special education students don't often get outside of the classroom. Participants can develop relationships with peers of differing abilities while their parents meet the parents of other augmented communicators, often for the first time. This article discusses the background and success of the inaugural AAC Olympics, as well as considerations for its future.
Assistive Technology Outcomes in a Teacher Education Curriculum
Author: Wojcik, Brian W.
Date: 2004-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Technology,Assistive Technology,Special Education,Teacher Education Curriculum,Early Childhood Education,Special Education Teachers,Inservice Teacher Education,Web Based Instruction,Preservice Teacher Education,General Education,Technology Uses in Education

This article describes a comprehensive assistive technology (AT) teacher preparation model designed to address both general education and special education or early childhood education students. National technology standards provide the context for the model that incorporates (a) an innovative component, consisting of web-based modules and hands-on experiences, designed to prepare general education teacher candidates; and (b) a traditional component, consisting of coursework and experiential activities designed to prepare special education and early childhood education teacher candidates. This report presents preliminary outcome data for 503 general education teacher candidates who used the innovative component. The data indicate that a majority of students (86.9%) using the two-stage innovative component achieved targeted knowledge and performance competencies. Recommendations are offered for expansion of the outcomes measurement system to include a range of both teacher and student outcomes and for expansion of the model to inservice training to general education and special education teachers. (Contains 6 tables and 1 figure.)
Using AAC Device Features to Enhance Teenager's Quality of Life
Author: McAfoose, Linnea R.
Date: 2004-00-00
Type: Journal Articles
Subjects: Access to Computers,Quality of Life,Augmentative and Alternative Communication,Adolescents,High School Students,Communication Strategies,Interpersonal Communication,Cerebral Palsy,Telecommunications

The subject of the attached case study is Sara, a 17-year-old high school honors student who communicates using a DynaVox 3100, which she accesses via single-switch visual scanning. A team of education and engineering specialists at DynaVox Systems LLC collaborated with Sara to identify and maximize her use of device features and accessories that would allow her to use the computer, telephone and other electronic equipment in the home environment without assistance. This team also worked to increase the efficiency of Sara's communication. Essential to achieving this goal were the DynaVox's environmental control and rate enhancement features, the DynaBeam wireless computer access component, and the pages for visual scanners on the Word Power-2 application developed by Inman (2003). Using this combination of technology, Sara can communicate effectively and efficiently, and operate a variety of consumer electronic equipment on her own, enhancing her quality of life. (Contains 2 figures.)
Technology Integration Solutions: Preservice Student Interns as Mentors
Author: Smith, Sean J.
Date: 2004-00-00
Type: Journal Articles
Subjects: Educational Technology,Elementary Education,Mentors,Technology Integration,Preservice Teachers,Teacher Interns,Program Effectiveness,Technology Education,Teaching Assistants,Teacher Collaboration,Training Methods,Semi Structured Interviews,Control Groups,Experimental Groups,Participant Satisfaction

To support the integration of technology in the K-12 special and general education classroom, especially for students with disabilities, teachers must be experienced in the application of technology to curriculum. Professional development programs continue to provide opportunity, but often do not result in teacher proficiency in the integration of technology. This study examined the effectiveness of a mentorship-training program that employed special education and elementary education student interns to assist teachers with their technology infusion efforts. Results suggest that mentoring supported by student interns can support integration efforts, specific to the needs of students with disabilities. Implications for supporting teacher technology infusion are discussed.
Beyond Linear Syntax: An Image-Oriented Communication Aid
Author: Patel, Rupal
Date: 2004-00-00
Type: Journal Articles
Subjects: Syntax,Semantics,Augmentative and Alternative Communication,Communication Strategies,Man Machine Systems,Vocabulary,Grammar,Assistive Technology

This article presents a novel AAC communication aid based on semantic rather than syntactic schema, leading to more natural message construction. Users interact with a two-dimensional spatially organized image schema, which depicts the semantic structure and contents of the message. An overview of the interface design is presented followed by discussion of its implications and limitations. Potential benefits of the new design include more fluid, expressive and efficient face-to-face communication for individuals with severe speech and motor impairments across a broad range of ages and linguistic abilities. (Contains 5 figures.)
The State of Assistive Technology Services Nationally and Implications for Future Development
Author: Parette, Phil
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Technology,Assistive Technology,Agenda Setting,Delivery Systems,Focus Groups,Accessibility (for Disabled),Strategic Planning,Trend Analysis,Program Attitudes,Performance Factors,Partnerships in Education,Educational Needs

On December 10, 2004, selected education and assistive technology (AT) leaders were invited to an AT visioning activity that intended to lead to the development of a national AT agenda. Participants were presented with seven questions to stimulate thinking regarding both the status and future of AT service delivery. Themes resulting from the discussion of each question were identified during the course of the meeting and were presented back to participants for consideration and refinement. Specific issues are described, coupled with recommendations for systematic improvement of AT services nationally. (Contains 1 table.)
Assistive Technology Outcomes: Implementation Strategies for Collecting Data in the Schools
Author: Edyburn, Dave
Date: 2005-00-00
Type: Journal Articles
Subjects: Disabilities,Educational Technology,Assistive Technology,Data Collection,Program Implementation,Change Strategies,Program Effectiveness,Formative Evaluation,Models,Case Studies,Program Evaluation,Technology Uses in Education,Measurement Techniques

While the importance of measuring the outcomes of assistive technology (AT) is well documented, less information is available about how outcome data collection can be integrated into daily professional practice. The metaphor of a snapshot provides an intriguing method for thinking about the collection of AT outcome data. The purpose of this article is to summarize recent work by staff of the ATOMS Project to analyze four strategies that have been designed to collect AT outcome data in schools. A brief description of each strategy is provided along with an analysis of the pattern of snapshots revealed through each form of data collection. The implications of this work for future AT outcomes data collection systems in schools will be explored. (Contains 1 figure.)
The Central Role of Expectations in Communication and Literacy Success: A Parent Perspective
Author: Mintun, Bonnie
Date: 2005-00-00
Type: Journal Articles
Subjects: Communication Strategies,Assertiveness,Augmentative and Alternative Communication,Expectation,Parents,Parent Attitudes,Literacy Education,Inclusion,Personal Narratives

The author chronicles the search for augmentative and alternative communication (AAC) technology for her daughter Anna, who is now age 21. Though Anna has severe cognitive, visual and orthopedic disabilities, a more significant obstacle to finding a functional AAC system has been low expectations of her capability. Because Anna could not perform prerequisite skills for using even basic systems, more sophisticated technology was not tried for years. However, because her rich experience of inclusion had led Anna's parents to have "unrealistic" dreams for her, they insisted that Anna try more complex devices. Anna's subsequent success with the Vanguard[TM] and the Vantage[TM], by Prentke Romich Company, supports the author's conclusion that prerequisite skills should not be used to restrict access to AAC. In many cases, sophisticated technology may be just what people with the most complicated impairments need. Though Anna is still not fluent with her AAC device, the competencies she has demonstrated with it are way beyond anything she had been able to show with less complex technology. She has also gained a new sense of Self, through communicative assertiveness and a higher social regard by others. Anna's experiences should serve as an example for many underserved people who could benefit from AAC, including individuals with apparently severe and profound cognitive disabilities.
Toward Positive Literacy Outcomes for Students with Significant Developmental Disabilities
Author: Erickson, Karen A.
Date: 2005-00-00
Type: Journal Articles
Subjects: Intervention,Teachers,Literacy,Developmental Disabilities,Statistical Significance,Pretests Posttests,Interviews,Program Implementation,Instructional Effectiveness,Program Effectiveness,Interpersonal Relationship,Interpersonal Competence,Observation,Phonological Awareness,Assistive Technology,Instructional Materials,Children,Special Education,Special Needs Students,Elementary School Students

Three classroom teachers and their 23 students with significant developmental disabilities were studied across 8 weeks as a new literacy and communication instructional program, &quot;MEville&quot; to &quot;WEville,&quot; was implemented. Before and after the implementation, the students were tested on a variety of literacy measures, their teachers were interviewed, and each classroom was observed. During the implementation, each classroom was observed at least once each week for a total of 35 hours of observation. Measured outcomes and benefits of the &quot;MEville&quot; to &quot;WEville&quot; program were evident for the students in each classroom. Students demonstrated increases in their attempts to initiate and sustain social interactions, and improvements in their literacy skills and understandings. Although observed differences did not reach statistical significance, the outcomes represent a significant practical difference for the children in the current study. (Contains 2 tables.)
Assistive Technology as an Evolving Resource for a Successful Employment Experience
Author: Murphy, Patricia M.
Date: 2005-00-00
Type: Journal Articles
Subjects: Assistive Technology,Augmentative and Alternative Communication,Cerebral Palsy,Human Resources,Employment Experience,Part Time Employment,Employment Level,High School Graduates

Strategic pooling of assistive technology, human resources and funding options has made meaningful employment possible for the 25-year-old man with cerebral palsy who is the subject of this paper. Since graduating from high school four years ago, he has held a part-time job at the warehouse of a bookseller. To perform his job, which involves processing inventory, he has always relied on an augmentative communication device that interfaces with the warehouse computer system and scanner. His assistive technology mix eventually included a new scanner, conveyor belt and an automated book loader. To varying degrees, an attendant has assisted with job tasks requiring manual completion. Though technology is imperative to the young man's success, multiple supports are required to ensure it.
Outcomes of Preservice Teacher's Technology Use
Author: Morrison, William F.
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Technology,Preservice Teachers,Technology Integration,Student Teacher Attitudes,Computer Uses in Education,Success,Special Education Teachers,Teaching Methods

At a time of scrutiny, when technology integration is being examined in teacher preparation programs, this article provides a closer look at technology use and its adoption by preservice teachers. Current technology integration models provide the framework of the importance of putting technology into the hands of the preservice teachers. Going one step further and taking a "learning with technology" stance, this study engaged preservice teachers in meaningful and effective uses of the AlphaSmart 3000[R] and enabled them to become active thinkers. Three major research questions were addressed: (a) Are there differences between actual and perceived success by pre-service teachers on traditional and technology delivered assessments? (b) When given the opportunity to learn and use technology, do such experiences impact the decision to use technology in their future classroom? and (c) Are performance scores positively or negatively impacted by the use of technology? The outcomes of this study provide insight to teachers' perceptions and use of technology. (Contains 3 tables and 1 figure.)