ethanporcaro/eric-fulltext-meta huggingface dataset:
How to Develop Digital Competence in Pre-Service FL Teachers at University Level
Author: Maiier, Nataliia
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Educational Technology,Technology Uses in Education,Technological Literacy,Teacher Competencies,Student Attitudes,Teaching Methods,Language Teachers,Pedagogical Content Knowledge,Knowledge Level

The study aims to investigate pre-service teachers' readiness to use digital resources for foreign language teaching; to find out the pre-service teachers' attitudes to the development of their digital competence; to outline the ways of the development of the digital competence. A mixed research design was employed which involved 56 pre-service teachers of Kyiv National Linguistic University in 2019-2020. The quantitative research method was employed to assess the level of digital competence in the pre-service foreign language (FL) teachers using the Fisher Criterion. The qualitative research method allowed analysing and interpreting data of the experimental learning. The results showed that the pre-service FL teachers who were consulted by in-service teachers and used checklists for systematical assessment of their digital skills in progress had higher results than those who were only consulted by inservice teachers. Also, the qualitative method aimed to gain data about the pre-service teachers' attitudes to using digital resources for teaching foreign languages. For that purpose, a closed-ended questionnaire for the pre-service teachers was suggested as a data collection tool. It was determined that the digital competence is a necessary component of the teacher's professional competence which affects the success of the learning process. The digital competence can be developed in two areas: the Digital Resources Managing Area and Methodological Managing of Digital Resources Area. The criteria for critical selection, analysis and assessment of digital resources were singled out.
Teaching and Learning with Technology during the COVID-19 Pandemic: Highlighting the Need for Micro-Meso-Macro Alignments
Author: Voogt, Joke
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,COVID-19,Pandemics,Electronic Learning,Educational Change,Alignment (Education),Educational Quality,Partnerships in Education,Web Based Instruction,Delivery Systems,Educational Resources

All over the world teaching and learning transitioned to forms of online education due to the COVID-19 pandemic. In this contribution, we recognize challenges that this disruptive change brought about for teachers and learners. We reflect on these challenges, based on discussions at EDUsummIT2019 in Quebec about the theme &quot;Learners and learning contexts: New alignments for the digital age&quot;. Informed by theoretical conceptualization and empirical evidence we identify micro-meso-macro alignments that need to be in place to move education into the digital age: alignments for quality learning contexts, alignments in support for teachers, and alignments through partnerships.
ICT-Supported Students&apos; Independent Work in the ESP Context: The New Reality in Tertiary Education
Author: Shumeiko, Natalia
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Electronic Learning,COVID-19,Pandemics,Independent Study,Affordances,Barriers,Undergraduate Students,Teacher Role,English for Special Purposes,Second Language Instruction,Second Language Learning,Foreign Countries

The article aims at conducting empirical research of university students' readiness to handle independent work while studying the English for Specific Purposes (ESP) course, subject to the availability of Information and Communication Technologies (ICTs). In order to accomplish the objective of the article, a mixed methods research was applied. According to the research methodology, the questionnaires were conducted during the first semester of the academic year 2019/20 and then in the first semester of the academic year 2020/21 at the Kyiv National University of Trade and Economics. The investigation covered the period before the outset of the pandemic when a blended learning approach included instructor-led classroom training and e-learning elements; and then during the time of the COVID-19 pandemic in Ukraine when webucation was in line with the priorities of the training process. The participants of the study were first-year and second-year students of non-linguistic specialities. The scientific research reflected that teaching ESP was focused on enhancing foreign language learning in the particular field of study such as IT, law, trade, marketing, management or economics, to equip students with the oral and written comprehension and speaking skills that they would need to leverage partnerships with international interlocutors in the business community. The obtained results confirmed the high value of the resources available online for studying ESP as an academic discipline in university-level curricula. The analysis of data showed that during the pandemic almost equal percentages of the respondents faced the challenges that accompanied the process of learning English online. Students noted all four proposed options that characterised the disadvantages of completing the assignments independently, namely the communication vacuum, difficulties in choosing supplemental instructional materials, as well as a lack of self-discipline and control. The outcome confirmed the need to assist students' independent work. To meet that demand, the authors carried out a Strength, Weakness, Opportunity, and Threat (SWOT) Analysis related to the use of ICTs within the organising framework of students' independent work while teaching ESP during a pandemic. It has been concluded that the opportunities and threats, as well as the strengths and weaknesses, identified through the SWOT analysis, characterise the advantages, drawbacks and peculiarities that emerge in the process of providing guidance for students' independent work in the study of ESP, integrating them into a coherent whole.
Functional Skills for Learners with Special Educational Needs amidst the COVID-19 Pandemic
Author: Padillo, Gengen G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Intellectual Disability,Parent Attitudes,Daily Living Skills,Barriers,Knowledge Level,Foreign Countries,Special Education,Skill Development,Children,Adolescents,Individual Characteristics,Parents,Student Needs,Interpersonal Competence,Training,Parent Education,Parent Role,COVID-19,Pandemics,School Closing

The key purpose of this study is to determine the functional skills of learners with special educational needs (LSENs) in terms of life skills, social skills and community-based learning skills in the identified schools in Toledo City Division. It employed both quantitative and qualitative research methods to assess the functional skills of LSENs amidst the pandemic as rated by the parents. The respondents were selected through purposive sampling technique. The study utilised an adapted the research tool. The findings show that most of the learners were aged 10 years old or older, male, non-graded and with intellectual disabilities, while most of the parents were poor, housewives and had a high school level. The result also revealed that parents rated LSENs with moderate functional skills. The challenges encountered by parents include lack of relevant training, lack of knowledge about child care and lacks of time. With this, the school administrators should design responses with specific contexts and consider implementation of the functional skills of learners. Hence, the adoption of the parental intervention plan for LSENs is recommended.
Impact of COVID-19 Lockdown on Children with Developmental Disabilities and Their Parents
Author: Folostina, Ruxandra
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Developmental Disabilities,Children,Parent Attitudes,Psychological Patterns,Foreign Countries,Life Style,Compliance (Psychology)

Purpose of the article: This study explores the impact of the lockdown imposed during the outbreak of the COVID-19 pandemic on the lives of children with developmental disabilities (DD) and the emotional experiences of their parents. Methods: A total of 81 Romanian parents (90% mothers, M[subscript age] = 39.3, SD[subscript age] = 8.50) of children with DD participated in this cross-sectional study. Information regarding changes in lifestyle, health conditions, and psychosocial reactions of their children during the lockdown as well as measures adopted for compliance to preventive strategies and in dealing with emotions, was gathered. Results: The results of the study revealed that most of the children had restricted access to leisure activities, family doctor consultations, were less active physically, got fewer opportunities to socialise with their peers, had restricted access to rehabilitation therapies, and specialised medical services. Compliance with COVID-19 preventive measures is challenging for children with DD. Results also provided evidence of parents' emotional distress and negative changes in the lives of children with DD, the inability to adopt COVID-19 appropriate behaviour, and negative emotional states experienced by their parents. Conclusions and recommendations: The results highlight the need for authorities and specialists to plan and implement appropriate intervention procedures, to address the outlined issues, to meet the challenges brought forth by the ongoing crisis.
The CSU Engineering Topic Tree: The First Four Years
Author: Morgan, Jim
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Projects,Active Learning,Universities,Program Descriptions,Foreign Countries,Educational Philosophy,Barriers,Work Experience Programs,Workplace Learning,Independent Study,Online Courses,Distance Education,Learning Activities,Student Behavior,Undergraduate Students,Blended Learning

The Charles Sturt University (CSU) Engineering programme is a new course (degree programmme) established in 2016 by a university that had not previously taught engineering. This start from scratch occasion was taken as an opportunity to build an all-new programme structure and philosophy. Students at CSU Engineering complete a sequence of three semester-long Project-Based Learning (PBL) style challenges across their time face-to-face at the university; after this point, they commence four yearlong paid industry-based work placements and continue studies in an online mode during evenings, weekends, and scheduled study days. The underlying technical curriculum for the engineering programme at Charles Sturt University is delivered mostly on-line via the RealizeIT platform and is based on a philosophy of just-in-time, self-directed learning. Students have freedom in deciding when, how and, to a large extent, which elements of the curriculum they engage within the online environment. This freedom, along with the PBL-style challenges, is enabled by the structure of the technical curriculum which is broken down into fine-grained learning activities called 'topics'. In this paper, we summarise our experiences during the first four years, and the insights gained into student behaviours when offered an opportunity to engage in self-directed learning.
The Evolution of the Fulton Schools of Engineering: A Brief History, the Current Status, and Looking Forward to the Future
Author: McKenna, Ann F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Conferences (Gatherings),Futures (of Society),Educational History,Innovation,Educational Cooperation,Institutional Cooperation,Guidelines,Program Development,College Faculty,Universities

As part of being named one of ten emerging leaders in engineering education, Arizona State University (ASU) was invited to participate in the MIT-Olin Colloquium on the &quot;Global State of the Art in Engineering Education&quot; held in Boston in April 2019. As a group we shared innovations at our respective institutions and identified opportunities to collaborate to continue to advance the state of engineering education. In response to the guidelines for this special issue, this paper provides details on a few representative ASU achievements to date, and identifies opportunities for the continued evolution of the Fulton Schools of Engineering.
The NEET Ways of Thinking: Implementing Them at MIT and Assessing Their Efficacy
Author: Lavi, Rea
Date: 2021-00-00
Type: Journal Articles
Subjects: Technical Institutes,Engineering Education,Undergraduate Students,Interdisciplinary Approach,Majors (Students),Thinking Skills,Creative Thinking,Systems Approach,Logical Thinking,Student Projects,Active Learning,Critical Thinking

In Fall 2016, the School of Engineering at the Massachusetts Institute of Technology (MIT) chartered the New Engineering Education Transformation (NEET) initiative. NEET aims to educate young engineers to build the new machines and systems that will address societal needs of the 21st century. Students enter NEET in their sophomore year and join one of five threads, namely Advanced Materials Machines, Autonomous Machines, Digital Cities, Living Machines, and Renewable Energy Machines. Threads are cross-departmental pathways of subjects and projects in interdisciplinary areas. NEET students earn an SB degree in their declared major as well as a NEET Certificate in their thread, within the usual four-year duration. Enrollment in the program has increased from 28 students in Fall 2017 to 187 in Fall 2020. NEET students practice the 12 NEET Ways of Thinking, which are cognitive approaches for tackling complex challenges. Thus far, we have incorporated the Ways of Thinking into the program curriculum in two ways: (a) standalone Modules on four Ways of Thinking, i.e., Ethical Thinking, Creative Thinking, Critical Thinking, and Learning How to Learn, which were developed, piloted and taught in 32 sessions from Fall 2018-20 by MIT experts from outside of the program; and (b) an elective class last fall that introduced first-year students to the five threads and to four Ways of Thinking, i.e., Creative Thinking, Systems Thinking, Analytical Thinking, and Making. We learned from the emergency teaching pivot last spring and from remote teaching in fall, and now plan to launch another first-year class that will focus exclusively on Creative Thinking and Systems Thinking along with a semester-long challenge as well as introductory learning vignettes covering each Way of Thinking separately. In this paper we describe how the Ways of Thinking were and are being implemented, share key lessons we have learned, and describe our plans for further incorporation and assessment of the Ways of Thinking into the program.
Procedures for Assessing Cognitive Skills of Prospective Language Teachers
Author: Sverdlova, Iryna
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Cognitive Ability,Student Evaluation,Evaluation Methods,Test Construction,Questionnaires,Cognitive Tests,Formative Evaluation,Foreign Countries,Grading,Test Reliability,Test Validity

The purpose of the research was to find out how the procedures for measuring students' cognitive skills could be incorporated into the university course Language Teaching Methodology. The study was organised within a framework of Anderson's theory of cognitive skills development and Glaser's taxonomy of dimensions for assessing achievement. We developed the instrument, which encompassed two empirical questionnaires for treatment groups. Both questionnaires comprised an equal number of tasks but differed in the content of procedures for measuring knowledge acquisition and structure as one of the dimensions of cognitive assessment. Empirical Questionnaire 1, based on a traditional approach to assessment, included multiple-choice questions related to the lecture material. Empirical Questionnaire 2 comprised both traditional and unconventional measures, such as a SVT test; constructed and conversation-based responses; simple and high order rule tasks. Thirty-four third-year students of the Department of Foreign Languages, V.N. Karazin Kharkiv National University participated in three-stage research-oriented teaching, which lasted ten weeks. Both qualitative and quantitative data analysis methods were employed for the evaluation of learning outcomes. After final testing, we compared the results obtained from the students. The group mean difference (EG vs. CG) was 0.12 points, 95% confidence interval (0.07 - 0.17), two-sample t-test p &lt; 0.0001. Findings suggest that cognitive skills assessment considerably affects and improves student learning. The implications relate to final grades assessment and curriculum design and contribute to expanded uses for cognitive skills testing.
Perception of Trainers and Students on the Measures to Be Taken to Solve the Addiction of Young People to Social Networks
Author: Valencia-Ortiz, Rubicelia
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Attitudes,Addictive Behavior,Social Media,Student Behavior,Telecommunications,Handheld Devices,Internet,Prevention,Foreign Countries,High School Students,High School Teachers,Teacher Attitudes,Parent Attitudes,Intervention,Workshops

Addictions to online social networks is a problem facing technological societies, and those most affected by this phenomenon are young people and teenagers. Among its effects are the decrease in academic performance and the increase in violent behavior. Given these facts, governments around the world are adopting mechanisms for their prevention. The presents work describes the results of research focused on investigating the proposals that would be adopted by the members of the educational community to carry out preventive actions against the addiction and abuse of online social networks. The methodological design has been based on the intensive use of the Nominal Groups technique developed by Delbecq and Andrew in 1971 and which facilitates reaching consensus in a structured group process. The results show the high degree of coincidence among the participant stands out, which validates the usefulness of the measures, and that the addiction to social networks perceives it as a direct consequence of the addition to mobile phones and the Internet. Therefore, it seems necessary that prevention plans should have a generalized perspective that encompasses all three technologies.
Social Educators and Their Relationship with the Internet. Use or Abuse of This Medium
Author: Marín-Díaz, Verónica
Date: 2021-06-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,Student Characteristics,Gender Differences,Foreign Countries,Computer Use,Age Differences,Instructional Program Divisions,College Students,Student Attitudes,Psychological Patterns,Emotional Response,Social Development,Education Majors

Social educators, due to their professions, encompass two spheres of action. These professionals are not common subjects in research studies, and even less if the research addresses their use or abuse of technology. The following article seeks to determine the relationship of these professionals with the Internet, from the perspective of their problematic use of it. For this, a quantitative method was utilized with an ex-post facto design, extracting the data from the Spanish version of the Internet Addiction Test (IAT) questionnaire, with a sample of students enrolled in the Social Education Degree (N=206). The results showed scarce significant differences as a function of the sociodemographic variables such as gender or academic year, as well as a problematic use more than an addiction. These results show that perhaps the technological addictions are deviating towards other resources or media that are different to the Internet, in this new era of virtualization.
Who Cares about the Digital Culture at School?
Author: Cruz, Elisabete
Date: 2021-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teaching Methods,Foreign Countries,Technology Integration,Curriculum Development,Attitudes,Specialists,College Faculty,Teamwork,Interdisciplinary Approach,Barriers,Time Management,Knowledge Level,Expertise

The article assumes that the expansion of cultural content in basic education implies a qualitative change in the entire curriculum system. It rescues the idea of social micro spaces of common curriculum selection and reconfiguration and underlines the role of decision-makers in different groups. Namely, experts and specialists who, within the scope of the Learning Outcomes Project launched by the Portuguese Ministry of Education, supported the legitimation of ICT as a transdisciplinary learning area, consenting to shared responsibility in promoting digital culture. Based on the study carried out, involving 11 interviews, the article reveals the reasons that justify the detachment from a social practice that, paradoxically, was desired to be more articulated, integrated, and open to digital culture.
Educational Technology Competency Framework: Defining a Community of Practice across Canada
Author: Sonnenberg, Lyn K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technological Literacy,Competence,Models,Teamwork,Focus Groups,College Faculty,Communities of Practice,Minimum Competencies,Foreign Countries

Post-secondary institutions need clarity regarding what their educational technology teams can offer. Educational technology is not simply a hammer that can be quickly utilized, but rather an instrument that needs to be tuned for each unique learning context. Using a modified Delphi approach, we validated an educational technology framework that highlights the necessary capabilities, competencies, and example activities needed in higher education across Canada, which moves away from traditional roles and responsibilities. This framework captures the need for teams to educate, collaborate, design, develop, administer, and lead within their institutions. It also highlights the revealed desire and need to create broader communities of practice and collaborations between various institutions. Educational technology teams themselves, when functioning optimally, will not only transform the academic experience for learners and teaching faculty, but they will ultimately shape the direction of higher education's teaching and learning.