ethanporcaro/eric-fulltext-meta huggingface dataset:
What Technology Plays Supporting Role in Learning Cycle Approach for Science Education
Author: Turkmen, Hakan
Date: 2006-04-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Learning Processes,Educational Technology,Science Education,Technology Integration,Technology Uses in Education,Role Perception,Teaching Methods

There has been a movement nationally over past several decades to integrate technology into extent curriculum. This is true both at the K-12 level and in higher education. The purpose of this study is to show what role science education has played in this effort (i.e., what documents, research or associations provide positions on technology usage) and what role technology should or could play in a learning cycle approach in the light of current research. In this study, first of all, the concepts of technology and educational technology including a rationale for the use of technology in education were examined in historical perspective and then what relationship between &quot;Learning Cycle approach&quot; and educational technology in science education was showed. As a result, how we can create technology-based curriculum in our learning cycle approach and how we, as teachers, can use technology in learning cycle approach will shown.
Cultural Identity Crisis in the Age of Globalization and Technology
Author: Koc, Mustafa
Date: 2006-01-00
Type: Journal Articles
Subjects: Educational Practices,Cultural Context,Technology Uses in Education,Global Approach,Personality,Personality Development,Developmentally Appropriate Practices,Appropriate Technology,Technology Integration,Concept Formation

The purpose of this paper is to bring together various elements that portray the complex conceptuality of cultural identity within technological society. It engages in a theoretical inquiry into the questions of how the wide ranging uses young people are now making of new information and communication technologies and global media may possess the potential to transform their cultural identity and how educational institutions should understand and respond to this evolving cultural reality. In discussing these questions, it refers to recent theories of cultural identity, especially as they relate to the increasing volume of global flows of ideas and ideologies, people, finance and cultural practices, and specific theories about the nature of technology in terms of explicating the relationship between society and technology. Finally, it concludes with implications for educational practices of technology use.
Integrating New Technology to Commerce Curriculum: How to Overcome Teachers' Resistance?
Author: Mayya, Sureshramana
Date: 2007-01-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Integration,Resistance (Psychology),Teacher Attitudes,Computer Attitudes,Business,Marketing,Motivation,Teaching Experience,College Faculty,Teaching Methods,Computer Uses in Education

The electronic frontier is not something that education has embraced with open arms. There is a natural tendency to resist new ways of doing things. Our commerce teacher's attitude is responsible for the slow acceptance of modern technology in the educational environment. The paper explores the apprehensions of teachers in the implementation of technology and offers suggestions to integrate technology in the classrooms. Though the study is confined to Udupi District, the findings may be relevant to the entire commerce education.
The Effect of Computers on the Test and Inter-Rater Reliability of Writing Tests of ESL Learners
Author: Aydin, Selami
Date: 2006-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Computer Assisted Testing,English (Second Language),Interrater Reliability,Second Language Learning,Test Reliability,Writing Tests,Pretests Posttests

This research aimed to investigate the effect of computers on the test and inter-rater reliability of writing test scores of ESL learners. Writing samples of 20 pen-paper and 20 computer group students were scored in analytic scoring method by two scorers, and then the scores were analyzed in Alpha (Cronbach) model. The results showed that the test and inter-rater reliability of the writing samples of the computer group students were significantly higher than the ones of the pen-paper group participants.
The Implementation Results of New Instructional Design Model: Isman Model
Author: Isman, Aytekin
Date: 2005-10-00
Type: Journal Articles
Subjects: Instructional Design,Models,Program Effectiveness,Educational Change,Educational Planning,Graduate Students,Teaching Methods,Learning Activities,Experimental Groups,Control Groups,Multiple Choice Tests,Statistical Analysis,Achievement Gains,Curriculum Implementation,Foreign Countries

In this article, the author describes a new instructional design model and how it was applied to an educational planning and evaluation graduate class. The model is known as the &quot;Isman model&quot; and is described a five-step systematic planning process: (1) input; (2) process; (3) output; (4) feedback; and (5) learning. This process can be used to plan a variety of instructional approaches, ranging from teacher lectures to hands-on student-centered activities. As a result of using this process, teachers should be able to develop effective instruction and in turn help the students learn more and be more motivated to join class activities. The purpose of this study is to determine whether instructional activities designed using the Isman model have a greater impact on academic achievement than those designed using a traditional method. The population under investigation included one hundred graduate students taking &quot;Educational Planning and Evaluation&quot; course at college of education at Eastern Mediterranean University in North Cyprus during the 2002-2003 school year. Two groups, each made up of 50 graduate students were matched on the same background. The Isman instructional design model was used to design the instruction for the experimental group; the instruction for the control group was designed using a traditional instructional model. Two multiple choice tests were used for midterm and final exams to analyze students' achievement in both the control and experimental groups. A t-test was used to analyze academic differences between the control group and experimental group. According to the t-test results, the experimental group's test scores showed significantly higher academic achievement than the control group, indicating that the Isman instructional model was successfully implemented and effective in increasing academic achievement.
Analyzing Pre-School Student Teachers' and Their Cooperating Teachers' Attitudes towards the Use of Educational Technology
Author: Kabadayi, Abdülkadir
Date: 2006-10-00
Type: Journal Articles
Subjects: Student Teachers,Educational Technology,Preschool Teachers,Cooperating Teachers,Teacher Attitudes,Student Teacher Attitudes,Attitude Measures,Likert Scales,Use Studies,Computer Attitudes,Correlation,Foreign Countries

Educators have been optimistic that technology would enhance teaching and learning by effective use of educational technology in classroom atmosphere. But, little attention has focused on the attitudes of both preschool pre-service and their cooperating teachers towards using educational technology in the classroom. This study employed an &quot;attitude scale&quot; to provide insights into the prospective pre-school pre-service and their cooperating teachers' attitudes towards the use of technology in the classroom. A 36 item, 5-point Likert-type scale was administered to all entry level preschool pre-service student teachers (n = 160) enrolled in the Faculty of Education of Selçuk University during the 2005-2006 academic year and their preschool cooperating teachers (n = 100) working in Konya. Results indicated that significant differences exist between pre-service and their cooperating preschool teachers from their &quot;views on the use of educational technology&quot;, &quot;use of activities in preschool classes&quot; and &quot;use of educational technology in preschool classes&quot;. Implications for pre-service and cooperating teacher education and further research are discussed.
A Multidisciplinary Education Framework That Exploits IT Undergraduates to Eliminating Lack of IT Skills in Non-IT Graduate Disciplines
Author: Elçi, Alev
Date: 2005-07-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Undergraduate Students,Information Technology,Educational Methods,Technological Literacy,Graduation Requirements,Nonmajors,Skill Development,Business Administration Education,Case Studies,Job Skills,Skill Analysis,Curriculum Design,Foreign Countries

Due to the lack of necessary Computing and Information Technology (IT) skills, education in many disciplines, such as, Communication and Media Studies, Education and Economy were said, not to have produced the results demanded by the related industries. Here, we suggest an effective and economically feasible educational framework where the graduates from the Information Technology departments, fully proficient in data collection, processing and management besides system analysis skills, would continue their graduate/postgraduate education in such disciplines without wasting any time in completing the deficiency programs through the use of free-elective courses which are already available in their curricula.
A Model Proposal for Instructional Technology and Multimedia Center for Faculty of Education
Author: Usun, Salih
Date: 2005-10-00
Type: Journal Articles
Subjects: Educational Technology,Program Proposals,Models,Multimedia Materials,Schools of Education,Teacher Centers,Distance Education,Teacher Education Programs,Technological Literacy,Pedagogical Content Knowledge,Technology Education,Technology Planning,Higher Education,Foreign Countries

The &quot;Canakkale Faculty of Education&quot;, which was previously attached to Trakya (Thrace) University, became part of Canakkale Onsekiz Mart University (Turkey) when it was established in the 1992-1993 academic year. It is the largest faculty in the university. It trains teachers for the Ministry of Education. Now, in faculty, the traditional methods and media have been working in the learning and teaching processes and Canakkale Onsekiz Mart University, consequently, Faculty of Education, although having some technological and media possibilities, have not an instructional technology center. These centers are very important support service organizations and their primary mission is to assist faculty members in providing effective instructional activities. So, the main aim of this study is to propose a model for the establishment of an instructional technology and multimedia center for Canakkale Faculty of Education. The study, firstly, introduces instructional technology centers of some universities worldwide; determines the instructional technology applications in Turkish distance education system; explains the current status of instructional technology in faculty; then, proposes a model for the establishment of an instructional technology and multimedia center for faculty.
Applications and Problems of Computer Assisted Education in Turkey
Author: Usun, Salih
Date: 2006-10-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Uses in Education,Comparative Education,Performance Factors,Program Effectiveness,Program Evaluation,Technology Integration

This paper focuses on the Computer Assisted Education (CAE) in Turkey; reviews of the related literature; examines the projects, applications and problems on the Computer Assisted Education (CAE) in Turkey compares with the World; exposes the positive and negative aspects of the projects; a number of the suggestion presents on the effective use of CAE in Turkey.
Virtual Manipulatives in Mathematics Education: A Theoretical Framework
Author: Durmus, Soner
Date: 2006-01-00
Type: Journal Articles
Subjects: Mathematics Education,Teaching Methods,Manipulative Materials,Simulated Environment,Educational Technology,Technology Uses in Education,Mathematical Models,Technology Integration

Meaningful educational activities and cognitive tools might improve students' active involvements in the teaching-learning process and encourage their reflections on the concepts and relations to be investigated. It is claimed that usage of manipulatives not only increase students' conceptual understanding and problem solving skills but also promotes their positive attitudes towards mathematics since they supposedly provide &quot;concrete experiences&quot; that focus attention and increase motivation. A concrete experience in mathematics context is defined not by its physical or real-world characteristics but rather by how meaningful connections it could make with other mathematical ideas and situations. For instance, a student might create the meaning of the concept &quot;four&quot; by building a representation of the number and connecting it with either real or pictured blocks. Computer manipulatives, also called virtual manipulatives, may provide interactive environments where students could pose and solve their own problems to form connections between mathematical concepts and operations, and get immediate feedback about their actions. Hence, it is necessary to design specific math manipulatives focussing at different mathematical concepts. Virtual manipulatives might also provide further advantages over physical manipulatives by eliminating some of the constraints they impose on the task. In this paper, virtual manipulatives in mathematics education will be introduced, their main characteristics will be explained and the implications of the usage of virtual manipulatives in mathematics classrooms will be thoroughly discussed.
An Examination of the Relationship between the Integration of Technology into Social Studies and Consructivist Pedagogies
Author: Ayas, Cemalettin
Date: 2006-01-00
Type: Journal Articles
Subjects: Social Studies,Technology Integration,Constructivism (Learning),Educational Technology,Alignment (Education),Instructional Innovation,Teaching Methods,Relevance (Education),Technology Uses in Education,Performance Factors,Educational Practices

Educational technologies, specifically computer and the Internet technologies, have apparently become powerful tools in the classroom as they change the way we teach and learn today. That is why pedagogies of school reform are now highly influenced by and built around the &quot;constructivist&quot; theories of learning, assuming the use of technology in education for active and meaningful knowledge construction. Due to these trends it appears inevitable that social studies educators do need know how to use technology effectively in their educational settings. Therefore, after a brief look at the concepts of technology and educational technology including a rationale for the use of technology in education, the current literature specifically on the integration of technology in the social studies with a reference to constructivism is examined. As a result, based on this study it seems that the infusion of technology into educational environments--specifically in the social studies--aligned with constructivist pedagogy bears the potential to inspire new ways of teaching and learning.
The Reality of Web-Based Interaction in an Egyptian Distance Education Course
Author: Sadik, Alaa
Date: 2006-01-00
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),Instructional Design,Distance Education,Web Based Instruction,Interaction,Internet,Secondary School Students,Elementary School Students,Mathematics Instruction,Models,Statistical Analysis,Qualitative Research,Computer Attitudes,Student Attitudes

This paper reports the results of a study conducted to evaluate the reality of interaction in a web-based distance education course. The learners were Egyptian first-grade secondary school students (15-16 years old) and the learning subject is mathematics. To investigate students' interactions via the Web, a Web-based learning environment was designed and implemented, called Wired Class, based on Willis' (1995, 2000) R2D2 instructional design model and constructivist principles. Quantitative and qualitative analyses were used to investigate the quantity and quality of learner-learner and learner-teacher interaction based on Mason's (1991) model.
Challenges in Preparing Tomorrow's Teachers to Use Technology: Lessons to Be Learned from Research
Author: Baslanti, Ugur
Date: 2006-01-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Pedagogical Content Knowledge,Technological Literacy,Technology Uses in Education,Technology Education,Barriers,Educational Research,Evidence Based Practice,Meta Analysis,Technology Integration,Educational Practices,Teacher Competencies

Today one of the most challenging factors for teachers and schools of education around the world is technology. With the advent of new technological tools; educators, parents, politicians, and administrators are seeking alternative ways of successfully educating the new generations to use these new technologies in their daily lives and to develop new skills to better compete with others. This task, of course, requires teachers who have the knowledge and skills to integrate these technologies in their curricula. Research shows that colleges of education are not doing their jobs effectively in preparing such teachers. This article focuses on research findings that address this issue and attempts to extract lessons that could be useful for other teacher education programs all around the world. The article concludes that there is a growing need of research studies which reports the currently utilized technologies and their impacts on the education and training of teacher candidates.
A Model for Integrating New Technologies into Pre-Service Teacher Training Programs Ajman University (A Case Study)
Author: Shaqour, Ali Zuhdi H.
Date: 2005-07-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Models,Technology Integration,Case Studies,Constructivism (Learning),Educational Theories,Internet,Computer Uses in Education,Pedagogical Content Knowledge,Technological Literacy,Learning Strategies,Teacher Competencies,Foreign Countries

This study introduces a &quot;Technology Integration Model&quot; for a learning environment utilizing constructivist learning principles and integrating new technologies namely computers and the Internet into pre-service teacher training programs. The technology integrated programs and learning environments may assist learners to gain experiences using technologies for purposes like constructing new knowledge and working collaboratively as these technologies provide learners with opportunities for learning characterized by flexibility, discovery and reflection as well as knowledge construction. Exposing these teachers to such technologies gives them a chance to gain technology related skills and knowledge (S&amp;K) for their future careers like dealing with the Internet and desktop publishing. Implementing of one of constructivist strategies namely collaboration in this environment would be beneficial for both faculty and learners as it shifts the whole teaching/learning process from teacher-centered in which the teacher is information transmitter and the learner is a passive recipient to learner-centered in which she/he becomes the main player and an active participant in the process.
History of Higher Education Provision for the Deaf in Turkey and Current Applications at the Anadolu University
Author: Girgin, M. Cem
Date: 2006-07-00
Type: Journal Articles
Subjects: Deafness,Foreign Countries,Educational History,Elementary Secondary Education,Higher Education,Special Schools,Special Education,Access to Education,Mainstreaming

The aim of this presentation is to summarize the history of deaf education in Turkey. The problems that deaf students face in their educational life with special reference to higher education will be discussed. Properties of educational settings and university entrance requirements will be explained. Within this general concept, Anadolu University experience will be explained by giving two distinct but related provisions offered to deaf students in Turkey: Education and Research Centre for Hearing-Impaired Children (IÇEM) and Integrated College for the Disabled. IÇEM offers education from preschool to high school. The aim of the centre is to enable students to acquire spoken language skills in a natural language environment using aural/oral approach and to help prepare them to the university entrance examinations. Integrated College for the Disabled was founded in 1993 and offers two year pre-degree programs in computing and building construction and four year degree programs in ceramic arts and graphic arts. These two institutes will be introduced and their programs will be discussed.
Preservice Computer Teachers as Hypermedia Designers: The Impact of Hypermedia Authoring on Knowledge Acquisition and Retention
Author: Yildirim, Zahide
Date: 2006-07-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Hypermedia,Conventional Instruction,Pretests Posttests,Educational Technology,Achievement Tests,Instructional Materials,Control Groups,Constructivism (Learning),Instructional Effectiveness,Material Development,Learning,Retention (Psychology),Technology Uses in Education

This study aims to assess the impact of hypermedia designing as a cognitive tool on knowledge acquisition and retention in comparison to traditional instruction. A pretest-posttest control group design was used. The study included 48 second-year preservice computer teachers who enrolled in &quot;Instructional Technology and Material Preparation&quot; course at one of the universities in Turkey. The subjects were assigned to experimental and control groups through &quot;matched-pair technique.&quot; Both groups were given a pretest to measure their prior achievement level in &quot;Instructional Technology &amp; Material Preparation&quot; course content. While the control group was exposed to traditional instruction, the experimental group developed hypermedia on the course content in a constructivist learning context for 14 weeks. A posttest was given at the end of the treatment, and a retention test was given eight weeks after the treatment to both groups. The results showed that the use of hypermedia as a cognitive tool resulted in similar level of student achievement as traditional instruction.
Knowledge Management and Online Communities of Practice in Teacher Education
Author: Baran, Bahar
Date: 2006-07-00
Type: Journal Articles
Subjects: Professional Development,Knowledge Management,Discourse Communities,Computer Mediated Communication,Teacher Education,Technology Education,Foreign Countries

Research on teachers' professional development is gaining popularity among educators since changes in society require teachers to improve their skills and knowledge. Rather than transmitting information to teachers, knowledge sharing through emerging tacit knowledge among them has gained more importance. Because of new information and communication technologies, knowledge sharing among educators is becoming easier. This article examines the relationship among three important topics; teachers' professional development, knowledge management and online communities of practice. Furthermore, some online learning communities of practice environments are introduced.