ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers' Perceptions about their Own and their Schools' Readiness for Computer Implementation: A South African Case Study
Author: du Plessis, Andre
Date: 2012-07-00
Type: Journal Articles
Subjects: Educational Technology,Measures (Individuals),Racial Segregation,Foreign Countries,Likert Scales,Information Technology,Barriers,Teacher Attitudes,Technology Integration,Questionnaires,Qualitative Research,Intervention,Heuristics,Elementary School Teachers,Secondary School Teachers

This case study, involving 30 participating teachers from six previously disadvantaged South African schools, provides data on teacher perceptions of the challenges related to implementing Information and Communication Technology (ICT). The schools had minimal resources as a residual result of the South African apartheid policy prior to 1994 and are located in areas that lack basic infrastructure. Twenty computers were provided to each of the schools by a donor solicited to support an ICT training intervention conducted by academics at the Nelson Mandela Metropolitan University (NMMU) in South Africa. A quantitative Likert scale questionnaire, qualitative interviews and a qualitative open-ended questionnaire were used to gather data. These data suggest that, despite the fact of the schools were provided with computers and teacher training, several first and second order barriers still exist. Examples of these barriers are insufficient ICT resources for the large classes that have to be taught, lack of project leadership within the schools, and a need for ongoing training and support. These barriers appear to have not allowed the teachers and schools to go beyond an initial integration phase. The data generated, the literature consulted, as well as the involvement of the authors in the ICT implementation and training process over a period of two years, underpin the suggestions made for consideration when attempting to implement ICT focused interventions, particularly in schools with limited infrastructure and support. An implementation heuristic is proposed for consideration by those involved with ICT implementation in comparable situations. (Contains 4 tables and 1 figure.)
The Adoption of e-Learning: An Institutional Theory Perspective
Author: Jan, Pi-Tzong
Date: 2012-07-00
Type: Journal Articles
Subjects: Trainers,Intention,Electronic Learning,Learning Experience,School Community Relationship,On the Job Training,Student Attitudes,Computer Attitudes,Measures (Individuals),Validity,Models,Predictor Variables,Organizational Culture,Employee Attitudes,Questionnaires

Several models have been proposed in the literature to understand e-learning acceptance in which social environmental factors are not primarily addressed. This paper aims to improve understanding of what social forces influence employee's attitude and intention of e-learning adoption within an organizational context. Drawing upon the institutional theory, this study proposes a model to examine three social environmental factors of coercive, normative and mimetic pressures within the e-learning context. An empirical study involving 172 subjects and the partial least square method was conducted to test this model. The results indicate that normative and mimetic pressures significantly influence the attitude and intention of adopting e-learning, while coercive pressures appear not to. Attitude plays a mediating role between both normative and mimetic institutional pressures and e-learning adoption. For organizations, the results suggest that training managers may need to build an e-learning community to create normative expectations and provide success stories of high profiles employee's e-learning experience to promote the adoption of their e-learning. The paper contributes to a deeper understanding of the social factors that promote the use of e-learning in on-job training. (Contains 4 figures and 4 tables.)
The Demand for Higher Education in Turkey and Open Education
Author: Cekerol, Kamil
Date: 2012-07-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Distance Education,Open Education,Educational Demand,Access to Education,Educational Opportunities,College Choice,Preferences,Educational Development,Questionnaires,Student Surveys,Predictor Variables,Attribution Theory,Student Attitudes

Failure to meet considerably high demand for higher education in Turkey has always been one of the most significant concerns of Turkish Higher Education System for many years. In this respect, Anadolu University Open Education Faculty has played a significant role in the attempts to overcome this problem in Turkey for the last three decades. In this study, the development of the demand for higher education in Turkey and that of the open education system in parallel with this demand are examined and the specific reasons why this system is preferred by the students enrolled in the system are analyzed and the results obtained are evaluated from a scientific point of view. (Contains 8 tables and 1 figure.)
The Effects of Reading from the Screen on the Reading Motivation Levels of Elementary 5th Graders
Author: Aydemir, Zeynep
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Computer Uses in Education,Reading Motivation,Pretests Posttests,Elementary School Students,Comparative Analysis,Textbooks,Reading Instruction,Reading Skills,Grade 5

This study aims to explore the effects of reading from the screen on elementary 5th grade students' reading motivation levels. It used the randomized control-group pretest-posttest model, which is a true experimental design. The study group consisted of 60 students, 30 experimental and 30 control, who were attending the 5th grade of a public elementary school in Sakarya during the second term of the 2010-2011 school year. Three narrative and three expository texts were selected from the 6th and 7th themes of the Turkish text book which was used in this school. The texts were typed on the computer to be used with the experimental group. Data were collected by using the reading motivation scale designed by the researcher. The results showed that the reading motivation levels of students who read the texts from the screen were significantly lower than those of students who read the printed material, both in the subscales and the overall scale. (Contains 11 tables and 1 figure.)
The Exploration of Indicators of Imagination
Author: Liang, Chaoyun
Date: 2012-07-00
Type: Journal Articles
Subjects: Foreign Countries,Imagination,Creativity,Factor Analysis,Intuition,Novelty (Stimulus Dimension),Productivity,Psychological Patterns,College Students,Content Analysis,Interviews,Expertise

Although early studies in the fields of education and psychology appreciated the value of imagination, little work has been done pertaining to indicators of imagination. This study synthesized early works on imagination done between 1900 and 2011 to clarify its meaning and identify potential indicators. Then, two groups of samples were collected and validated through exploratory factor analysis and confirmatory factor analysis. There were two dimensions and ten indicators of imagination that emerged during this inquiry. The first dimension is &quot;creative imagination,&quot; which includes the indicators of intuition, sensibility, productivity, exploration, and novelty. The second dimension is &quot;reproductive imagination,&quot; which includes the indicators of focusing, effectiveness, transformation, crystallization, and dialectics. The two dimensions reveal not only distinct differences that characterize their uniqueness, but also certain shared features. Some suggestions for future studies are also proposed. (Contains 4 tables and 1 figure.)
The Role of Technology: Community Based Service-Learning Projects on Ethical Development
Author: Ruso, Nazenin
Date: 2012-07-00
Type: Journal Articles
Subjects: Action Research,Teaching Methods,Ethics,Empathy,Moral Development,Service Learning,Undergraduate Students,Semi Structured Interviews,Structured Interviews,Influence of Technology,Role Perception,Pretests Posttests,Ethical Instruction,Community Education,Technology Uses in Education,Reflection,Social Responsibility,Foreign Countries,Student Diversity

This study explores the utility of CBSL (community based service-learning) projects as a teaching method of ethics which this process supported by online communication tools in order to enhance progress of service learning and ethical development of undergraduate students and gather data during the research process. This study consists of an action research project and it employs case study method as it attempts to explore a unique phenomenon (CBSL projects) in Eastern Mediterranean University. Triangulation, which involves different methods to gather information, were preferred and the desired data were collected through pre-test, post-test, reflective papers and semi-structured interviews. This research identifies the critical question in the affective domain of learning such as the possibility of affecting students' ethical values in undergraduate years. The results of this study are noteworthy and clearly reflect that CBSL projects lead empowering and worthwhile experiences. Major findings are suggestive of a positive change basically in students' moral development, future awareness and empathy due to CBSL exposure.
The Usage of Information Technologies in Classroom Environment among Primary School Teachers and Their Perception on In-Service Training Programs on IT (Sample of Sakarya)
Author: Kiper, Aydin
Date: 2012-07-00
Type: Journal Articles
Subjects: Computer Uses in Education,Information Technology,Teachers,Classroom Environment,Semi Structured Interviews,Questionnaires,Internet,Computer Software,Elementary School Teachers,Teacher Attitudes,Foreign Countries

In this research, the opinions of teachers, who have received in-service trainings on the subject of information technologies, on their levels of use of information technologies in classes are investigated. A total of 164 teachers, who were working in the city of Sakarya in the 2007-2008 Academic Year, have participated in the research. A questionnaire has been administered to all of these teachers in order for them to evaluate the in-service trainings they had participated, and semi-structured interviews have been conducted with 45 of them. After the research, it has been observed that those teachers who have received in-service trainings on information technologies use information technologies in their classes, the levels of use of information technologies are higher among those teachers who are satisfied with the in-service trainings than those who are not, the problems that teachers encounter while using information technologies mostly stem from equipments, and schools that do not have any problems in terms of equipment lack internet connection and educational software.
Virtual Environment Interpersonal Trust Scale: Validity and Reliability Study
Author: Usta, Ertugrul
Date: 2012-07-00
Type: Journal Articles
Subjects: Measures (Individuals),Trust (Psychology),Interpersonal Communication,Personality,Test Validity,Test Reliability,Construct Validity,Correlation

The purpose of this study is in the process of interpersonal communication in virtual environments is available from the trust problem is to develop a measurement tool. Trust in the process of distance education today, and has been a factor to be investigated. People, who take distance education course, they could may remain within the process communicate with different people and different problems in different ways. In this context, this scale (VEITS) developed for the accurate detection of these problems and has been developed. It is also can be used for measuring how much the individuals can reflect their real personalities in the virtual environments. (Contains 7 tables and 1 figure.)
A CEFR-Based Computerized Adaptive Testing System for Chinese Proficiency
Author: Wang, Hsuan-Po
Date: 2012-10-00
Type: Journal Articles
Subjects: Achievement Tests,Adaptive Testing,Computer Assisted Testing,Global Approach,Evaluation Methods,Chinese,Second Language Instruction,Language Proficiency,Foreign Countries,Simulation,Educational Technology,Computer Uses in Education,Test Validity,Questionnaires,Listening Comprehension,Visual Stimuli,Vocabulary,Grammar,Reading Comprehension,Test Items

In the era of globalization, the trend towards learning Chinese as a foreign language (CFL) has become increasingly popular worldwide. The increasing demand in learning CFL has raised the profile of the Chinese proficiency test (CPT). This study will analyze in depth the inadequacy of current CPT's utilizing the common European framework of reference (CEFR) for language learning, teaching, and assessment to develop a set of reliability and validity standards for a computerized adaptive testing (CAT) CPT system. Actual performance of computerized tests will simulate the empirical data via the CAT system process and assess the efficacy of this system. (Contains 4 tables and 9 figures.)
A Cross-Text Annotation Sharing Mechanism for Enhancing Students' Comprehension of Poetry
Author: Yang, Che-Ching
Date: 2012-10-00
Type: Journal Articles
Subjects: Poetry,Comprehension,Teaching Methods,Instructional Effectiveness,Documentation,Taxonomy,Chinese,Prior Learning,Rhetorical Invention,Educational Technology,Computer Uses in Education,Foreign Countries,Grade 8,Comparative Analysis,Questionnaires,Pretests Posttests,Cognitive Processes,Difficulty Level

Poems are usually expressed with elaborate rhetoric techniques, which make them hard to be understood. In this study, a cross-text annotation sharing mechanism is proposed to help students comprehend poetry by creating and sharing individual annotations. Furthermore, relevant annotations among various texts can be retrieved to stimulate and help students make connections while reading. A quasi-experiment has been conducted to evaluate the effectiveness of the proposed approach. The experimental results show that a cross-text annotation sharing approach is significantly more helpful to the students for poetry comprehension than a conventional annotation sharing approach in terms of learning achievements; moreover, the students highly accepted the developed learning system in terms of &quot;ease of use&quot; and &quot;usefulness.&quot; (Contains 5 tables and 7 figures.)
A Different Approach to Have Science and Technology Student-Teachers Gain Varied Methods in Laboratory Applications: A Sample of Computer Assisted POE Application
Author: Saka, Arzu
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Technology,Teaching Methods,Botany,Interviews,Majors (Students),STEM Education,Computer Software,Computer Uses in Education,Student Teachers,Foreign Countries,Light,Plants (Botany),Science Laboratories,Action Research

The purpose of this study is to develop a new approach and assess the application for the science and technology student-teachers to gain varied laboratory methods in science and technology teaching. It is also aimed to describe the computer-assisted POE application in the subject of &quot;Photosynthesis-Light&quot; developed in the context of this approach choosing the most appropriate design software called &quot;Flash Player 10.1&quot;. The study was applied during the fall semester in the 2009-2010 and 2010-2011 academic year with 188 science and technology student-teachers who attended the course of Science and Technology Laboratuvar Applications-I at the Karadeniz Technical University Fatih Faculty of Education based on action research methodology. The survey's data was analyzed with SPSS 16.00 using descriptive statistics based on mean and standard deviation. The interviewing data was analyzed according to common views. In this study, the implementation process of a developed approach was explained and an example of the computer-assisted POE application in the subject of &quot;Photosynthesis-Light&quot; was described. It was concluded that the developed approach introduces the science and technology student-teachers to an efficient and reflective process to gain varied methods in laboratory applications. (Contains 2 tables and 10 figures.)
A Teacher Proposed Heuristic for ICT Professional Teacher Development and Implementation in the South African Context
Author: du Plessis, Andre
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Heuristics,Feedback (Response),Educational Change,Semi Structured Interviews,Journal Writing,Professional Development,Information Technology,Expectation,Teacher Attitudes,Internet,Questionnaires,Teachers,Facilitators (Individuals),Reflection,Recognition (Achievement),Educational Resources

This qualitative interpretive exploratory case study investigated a sample of South African teachers' perceptions of the requirements for successful implementation of Information and Communication Technology (ICT) Professional Teacher Development (PTD) within disadvantaged South African township schools in the Port Elizabeth district in South Africa. The participating teachers' (n=30) perceptions and experience of ICT PTD were explored via qualitative semi-structured interviews, an open-ended questionnaire, internet user group responses, reflective journal writing and facilitator reflections. The findings indicate that they value three aspects, namely facilitator related aspects, training context aspects and school related aspects. These findings underpin the C[superscript 2]RHOAR[superscript 3]FS[superscript 2]R[superscript 2] framework offered as a heuristic for ICT related PTD and subsequent school and classroom implementation. The C[superscript 2]RHOAR[superscript 3]FS[superscript 2]R[superscript 2] acronym refers to Care, Competence, Relate, Hands-on, On-going, Assessment, Reflection, Read, Revise-replan, Feedback, Share, Support, Recognition and Resources. The expectations of the teachers resonate with international expectations of Professional Teacher Development and underscore the magnitude of the task for those who aspire to meet the challenge they present. (Contains 1 figure.)
Audiovisual News, Cartoons, and Films as Sources of Authentic Language Input and Language Proficiency Enhancement
Author: Bahrani, Taher
Date: 2012-10-00
Type: Journal Articles
Subjects: Second Language Instruction,Achievement Tests,Cartoons,English (Second Language),Audiovisual Aids,Second Language Learning,Language Proficiency,Films,Linguistic Input,Language Tests,Teaching Methods,Pretests Posttests,Majors (Students),College Students

In today's audiovisually driven world, various audiovisual programs can be incorporated as authentic sources of potential language input for second language acquisition. In line with this view, the present research aimed at discovering the effectiveness of exposure to news, cartoons, and films as three different types of authentic audiovisual programs on improving the language proficiency of low level language learners. To this end, 60 low level language learners were selected based on a language proficiency test and were assigned into three groups as group one, two, and three randomly. During the study which lasted for 10 weeks, the first group of the participants had exposure to a sample selected audiovisual materials from news, the second group of the participants had exposure to a sample selected audiovisual materials from cartoons, and the third group of the participants had exposure to a sample selected audiovisual material from various films. At the end of the study, another sample language proficiency test was administered to all the three groups to find out which group could gain significant language proficiency improvement. The results of the post-test were indicative of the fact that group one (news) failed to improve its language proficiency. In contrast, groups two (cartoons) and three (films) could improve their language proficiency. More importantly, the cartoon group participants' improvement was more significant than that of the film group. The results showed that audiovisual programs generally are a great source of language input for teaching purposes. However, more caution should be given to the selection of the type of audiovisual programs for low level proficiency learners. Cartoons and films with good story lines seem to motivate the learners to absorb the language input better and have a significant effect on the language improvement. (Contains 4 tables.)
Communication Barriers in Quality Process: Sakarya University Sample
Author: Yalcin, Mehmet Ali
Date: 2012-10-00
Type: Journal Articles
Subjects: Higher Education,Communication Problems,Technology Uses in Education,Educational Quality,Quality Assurance,Quality Control,College Faculty,Questionnaires,Teacher Attitudes,Group Dynamics,Gender Differences,Computer Literacy,Tenure,Program Administration,Educational Technology,Total Quality Management,Foreign Countries

Communication has an important role in life and especially in education. Nowadays, lots of people generally use technology for communication. When technology uses in education and other activities, there may be some communication barriers. And also, quality process has an important role in higher education institutes. If a higher education institute tries to pursue a quality management system, some problems may occur in this process. This study aims to reveal the communication problems faced by the teaching staff in quality processes. (Contains 8 tables.)
Comparisons of Learner-Generated versus Instructor-Provided Multimedia Annotations
Author: Chen, Chiu-Jung
Date: 2012-10-00
Type: Journal Articles
Subjects: Foreign Countries,Hypermedia,Cognitive Style,Reading Comprehension,Second Language Learning,Positive Attitudes,English (Second Language),Assignments,Scoring Rubrics,Computer Assisted Instruction,Instructional Design,Computer Software,Computer Software Evaluation,Educational Technology,Multimedia Materials,College Students,College Instruction,Student Attitudes,Instructional Effectiveness,Comparative Analysis,Questionnaires,Usability,Use Studies,Data Analysis,Pretests Posttests,Attitude Measures,Academic Ability,Student Developed Materials,Teacher Developed Materials,Notetaking,Language Tests

The purpose of this study was to explore the effectiveness of using learner-generated and instructor-provided multimedia annotations on foreign language reading comprehension and attitudes. The four research questions are: (1) what are the effects of using different multimedia annotations on reading comprehension for learners of different cognitive learning styles (field-dependent and field-independent)? (2) What are the effects of using different multimedia annotations on reading comprehension for learners with different learning abilities (higher-level and lower-level)? And (3) what are learners' attitudes toward using a multimedia annotation system? The results of this study are listed as follows: First, for reading comprehension, the learner-generated annotation group performed better than the instructor-provided group, no matter which cognitive learning style they were. Second, higher-level learners with learner-generated annotation performed better than those with instructor-provided annotation. However, the difference between lower-level learners with learner-generated annotation and those with instructor-provided annotation was not significant. Finally, learners had positive attitudes toward multimedia annotation use and thought text annotation was the most useful of the different types. (Contains 11 tables and 1 figure.)