ethanporcaro/eric-fulltext-meta huggingface dataset:
Change of Teachers&apos; Metaphors towards STEM and 21st Century Skills with STEM Course
Author: Zorluoglu, Seraceddin Levent
Date: 2021-07-00
Type: Journal Articles
Subjects: 21st Century Skills,Figurative Language,Attitude Change,Knowledge Level,Teacher Attitudes,Science Teachers,Mathematics Teachers,Early Childhood Teachers,Inservice Teacher Education,STEM Education,Foreign Countries

The aim of this study was to reveal the changes in metaphorical perceptions of teachers received STEM course towards STEM and 21st century skills. This study adopted an instrumental case study to find out the change in teachers' metaphoric perceptions of STEM and 21st century skills. The changes in teachers' perception of STEM and 21st century skills were tried to be reflected by using metaphors. The data of 24 teachers were included in the study group in order to obtain qualified data. Using the metaphor form developed by the researchers, data on STEM and 21st century skills were collected from 24 teachers. The data was collected from the participants and analyzed separately by two researchers by using content analysis method. Afterwards, researchers came together with the third researcher and the similarities and differences of the analyses were determined. Considering these similarities and differences, the reliability coefficient of the study was calculated and found 0.75. The metaphors and conceptual categories obtained as a result of the research show that teachers created limited metaphors for their knowledge of STEM and 21st century skills before STEM course, while they created more comprehensive metaphors for STEM and 21st century skills as a result of their awareness and knowledge after STEM course.
ESL Undergraduates&apos; Perceptions of Teacher Self-Disclosure in a Malaysian Writing Classroom
Author: Pakirnathan, Paul GnanaSelvam
Date: 2021-07-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Instructional Effectiveness,Teaching Methods,Language Teachers,Undergraduate Students,Student Attitudes,Classroom Environment,Teacher Student Relationship,Self Disclosure (Individuals),Writing Instruction,Writing Strategies,Learning Strategies,Academic Language,Private Colleges,Foreign Countries

Past studies have indicated that teachers' self-disclosure has a direct influence on students' learning. It has impacted students' motivation, participation, interest, affect for teacher and course, solidarity, affinity seeking behaviours and out-of-classroom communication. However, little is understood about how this phenomenon affects teaching and learning across different cultural contexts and ESL environments. This study attempted to investigate ESL teachers' self-disclosures in a Malaysian writing classroom. Fifty second-year undergraduates enrolled in an academic writing course and the respective teacher were interviewed using semi-structured interview protocols. The thematic analysis indicated that seven themes, learning strategy, writing strategies, content generating strategies, affective learning, teacher-student communication, classroom climate and appropriateness were important factors that influenced teachers' self-disclosures in the ESL writing classroom. The results from this study demonstrate that ESL students' perceptions towards teachers' self-disclosure have important implications for affective, instructional and learning strategies. This study concludes that teachers' self-disclosure has potential use as a pedagogical tool that could enhance the teaching and learning of ESL writing.
Optimizing the Use of Learning Analytics through Strategic Direction and Leadership Practice: A Higher Education Institution Perspective
Author: Lim, Soo Mang
Date: 2021-07-00
Type: Journal Articles
Subjects: Learning Analytics,Strategic Planning,Leadership Styles,Administrative Policy,Program Implementation,Participative Decision Making,Data Use,Stakeholders,College Faculty,College Administration,Quality Assurance,Universities,Foreign Countries

Dramatic shifts brought about by globalization, technological innovation, and data-driven decision-making practices are immensely reflected in the landscape of 21st century higher education. Learning Analytics or LA is an emerging multidisciplinary, technological practice with the ultimate goal of producing effective learning to improve students' achievement in the tertiary level. Applications of LA have not yet been fully managed to redeem its promises especially since it is still at the stage of infancy in Malaysia. Since optimizing the use of LA necessitates weighing its value embeddedness, this paper aims to explore practices in strategic direction and leadership, which are critical to ensure the sustainable success of LA programs. This study utilized a qualitative research design and an interpretive paradigm. Using purposive sampling, seven respondents were selected for this single case study. Data was collected through semi-structured interviews, focus group, and document analysis from a higher education institution in Kuala Lumpur, Malaysia. The findings from the thematic analysis show the interlocking significance of policies, procedures, and practice; leadership practice; and recommended strategies contributing to its sustainability. Key issues lie in how to integrate strategies, policies, practices, and procedures that should be executed under the right leadership and recommended corporate strategies. Above all, this study can be used to guide successful LA initiatives and implementation in HEIs in Malaysia.
Adult Education -- Facing the Future. Forum: COVID-19 and the Future of Adult Education
Author: Mortrude, Judy
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Literacy,Adult Basic Education,COVID-19,Pandemics,Educational Change,Educational Innovation,Educational Policy,Program Design,Resilience (Psychology),Distance Education

In the final article of the forum, the field of adult basic education has mounted a strong response to COVID-19's disruption of classes and educational practices. As educators begin to think about the long-term consequences of this disruption, it might be useful to consider the ways that these changes and innovations could be built upon. In the first place, some of the innovations developed by programs and institutions address important structural problems in adult education programming. Additionally, the pandemic will increase the need for adult education as so many more people have experienced interrupted or deficient education and some subset of those will remain disconnected from K12. In order to understand these issues, Judy Mortrude outlines some of the key policy issues that have become clear over the past year and then makes a plea to adult educators to resist inertia and the pull to go back to the way it was. She is hopeful that adult educators will be bold in reimagining their future program design. By building on what educators have learned during the pandemic, they can focus more resources on building practitioners' and learners' digital and uniquely human skills which can, in turn, support resilience within the family, at work, and in local communities. [For the second article in the series, &quot;The COVID-19 Pandemic from an Adult Literacy Practitioner-Scholar Perspective: &quot;Where We Were,&quot; &quot;Where We Are,&quot; &quot;and Where We Should Be Going,&quot; see EJ1304822.]
Teaching Place Value to Students with Learning Disabilities in Mathematics
Author: Rojo, Megan M.
Date: 2021-09-00
Type: Journal Articles
Subjects: Students with Disabilities,Learning Disabilities,Mathematics Instruction,Number Concepts,Fundamental Concepts,Concept Teaching,Concept Formation,Evidence Based Practice,Intervention,Grade 2

According to National Council of Teachers of Mathematics (NCTM), students must develop a conceptual understanding of place value by second grade to understand that mathematics processes are more than a set of procedural steps. Yet, students with learning disabilities in mathematics typically struggle to understand place value in a deeper, conceptual sense, which can have a negative impact on their future performance where application of place value concepts are foundational. Therefore, early interventions targeting place value instruction are critical for building a solid foundation in mathematics for students with learning disabilities. This article provides teachers with an overview of five place-value principles, which are critical for student success; and evidence-based practices for teaching those principles.
Reciprocal Peer Coaching and Teaching Teams&apos; Use of Pyramid Model Practices
Author: Golden, Adrienne K.
Date: 2021-09-00
Type: Journal Articles
Subjects: Peer Relationship,Coaching (Performance),Team Teaching,Models,Program Effectiveness,Faculty Development,Preschool Teachers,Intervention

A multiple probe design across behaviors, replicated across teaching teams, was used to evaluate the effectiveness of training plus reciprocal peer coaching on teaching teams' implementation of Pyramid Model (PM) practices. In this study, teaching teams (three dyads and one triad) were provided with training around the use of targeted PM practices and reciprocal peer coaching. Coaching required teachers within each team to observe and provide feedback to one another around their use of targeted PM practices. Data from this study indicate reciprocal peer coaching is an effective and efficient way for early childhood teaching teams to increase their use of PM practices. Increased use of PM practices generalized across classroom activities and maintained following the removal of peer coaching. Results, limitations, impacts on the field, and next steps are discussed.
A Comparative Study on the Education Systems in the Turkic Countries
Author: Ergin, Ismet
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Education,Educational Practices,Educational Objectives,Educational Development,Preschool Education,Elementary Secondary Education,Higher Education,Vocational Education,Compulsory Education,Academic Standards,Foreign Countries

The purpose of this research is to examine the structure of education and training in the Turk World and to compare them with each other. In the study, the general structure, development and current situation of the education and training systems of the Turk World has been researched in detail and compared. In this comparative study, a horizontal approach was used that examined the elements of different education systems as a whole. The education and training systems in these countries, the stages of the educational institutions, the structure of the institutions that educate students, the admission conditions of the students to the schools, the duration of education, the status of higher education, and postgraduate education were examined, and evaluated. The education and training systems of the countries in the Turk World were first researched one by one and explanations were made in the light of the gathered information, then the tables were created with the information, the information in the tables was analysed and explanations were made under the tables. In the conclusion part, the information in the tables for all countries was summarized, the current situations were compared, and evaluations were made. At the stage of data collection; printed scientific resources such as thesis, books, journals, and articles related to the education and training systems applied in the Turk World were used. The data gathered were analysed using descriptive analysis approach according to the criteria determined with the aims of the research. As a result, it has been determined that there are similarities and differences in the structure of the education and training of the Turk World, and these determinations have been revealed. The main differences achieved are; secondary education (high school) and higher education periods, and the difference in the age of starting primary school. The duration of basic education (primary school) is the same in all countries. The Turk World should establish common quality standards in education and training, reflect these standards in their programs, and carry out remedial studies to bring education and training to the level of exclusive civilizations and put them into practice as soon as possible.
Adopting TPACK to Video Technology in the Context of the Jordanian Education System
Author: Ajloni, Mosah
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Models,Teacher Role,Role Perception,Creativity,Value Judgment,Classroom Environment,Media Selection,Instructional Effectiveness,Foreign Countries

This paper focuses on the use of video technology (VT) in Jordanian schools. The Jordanian Ministry of Education (MoE) has endorsed the use of VT in schools in recent times thus the number of schools employing VT in Jordan is expected to increase dramatically in the near future. One of the existing pedagogical frameworks that can help in understanding the integration of VT into teaching is TPACK. However, TPACK does not provide sufficient insight or understanding into the integration of this specific form of technology. Therefore, this paper presents the conceptualization of a novel modified theoretical framework specific to VT, namely Video-TPACK, which is adopted from TPACK. This paper then introduces a novel collection of pedagogical processes that can be integrated into Video-TPACK, namely Video-Based Pedagogical Processes (VBPPs). Engaging the VBPPs may encourage a &quot;sweet spot&quot; balance of teacher knowledge domains thus an optimal pedagogical outcome becomes more likely.
TPACK for Meaningful Learning Survey: &quot;Paths&quot; for Professional Development of Biology Teachers in Brazil
Author: Rolando, Luiz Gustavo Ribeiro
Date: 2021-04-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Professional Development,Inservice Teacher Education,Correlation,Biology,Science Instruction,Science Teachers,Teacher Attitudes,Age Differences,Teaching Experience,Self Efficacy,Public Schools,Foreign Countries

In the last decade different instruments were developed to empirically test the TPACK theoretical framework. The TPACK for Meaningful Learning survey was the first survey to obtain statistical validation for all seven predicted constructs. In the present work we used a version of the TPACK for Meaningful Learning survey adapted and validated in the Portuguese language to investigate the TPACK perceptions of Brazilian biology teachers, their interrelationships and relations with demographic variables. Results indicate a strong positive correlation between the constructs that hold the technology component. Path analysis corroborated the hypothesis that TK influences TPK and TCK, and that these two constructs directly influence TPACK. Evidence showed that the variables &quot;age&quot; and &quot;years of service&quot; influence teachers' perceptions, especially the constructs that hold the technology component. Results obtained in the present study are discussed considering the empirical results obtained in other countries using the TPACK for Meaningful Learning survey. Taken together, our research findings contribute to foster professional development strategies for teachers that aim at the integration of technologies in teaching.
Understanding the Effect of Culture on E-Book Popularity during COVID-19 Pandemic
Author: Malaquias, Rodrigo Fernandes
Date: 2021-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Cultural Influences,Influence of Technology,Trend Analysis,Books,Electronic Publishing,Adoption (Ideas),Foreign Countries,Masculinity,Power Structure,Individualism,Risk,Access to Information

Coronavirus Pandemic has changed the way that people live, interact and communicate with others. Some modifications are transitory, while others seem to be permanent. Seeking for social and human development, many individuals find in educational courses a way to get a better quality of life. During the lockdown periods, reducing human contact, information technology plays an important role to enable the access of books by individuals. Cultural factors at a country level also can expand or decrease the interest in information technologies to access electronic books (e-books). Therefore, considering the lockdown limitations during the COVID-19 pandemic, this paper tests the effect of culture on e-book popularity among different countries. First, we observed a significant increase in the popularity of e-books during the lockdown period, which reinforces the potential that information technology has to generate different values for individuals and firms during lockdown restrictions. Large countries, and countries with better levels of information technology tend to search more for e-books during the lockdown. Moreover, masculinity and power distance are two dimensions of culture that seem to be related to the changes in the interest of e-books during pandemics. These results highlight new questions that can be explored in further research.
Use of Twitter Technology in Educational Learning
Author: Sunday, Ajibo Anthony
Date: 2021-04-00
Type: Journal Articles
Subjects: Teaching Methods,Social Media,Educational Technology,Learning Experience,Technology Uses in Education,Educational Experience,Student Attitudes,Teacher Attitudes,Faculty Development,Developing Nations,Futures (of Society),Educational Trends,Trend Analysis,Educational Benefits

This paper explores the use of Twitter technology in educational learning and teaching in education system. The objectives of this study emphasizes on the contributions of Twitter to personal and educational learning experience, and its adoption for professional development in 21st century. Twitter technology was invented as a media outlet in 2006, to provide a unique kind of communication that allows only 140 numbers of characters. It is a technology that permits users to send and receive information on website, from mobile or computer-enabled internet. A Twitter requires a valid email address to sign up for an account and equally set up private profiles in line with the system command. Users share pictures, videos among other educational materials of what is happening in the world. Twitter is a social media platform that has drawn the attention of its users, especially the students and educators around the world. Secondary sources of data collection were adopted in the paper review. In spite of the short comings of Twitter technology, major findings revealed that the use of Twitter technology is becoming a common usage among students and professional development of educators across the world. Recommendations include the need for sustained campaign of the use of Twitter technology in institutions of learning across the world, especially in the developing countries, and the pedagogical adoption of Twitter for professional development of the future of education, as opposed to traditional method of teaching.
The Role of Web2.0 and Social Media Tools in Foreign Language Learning
Author: Baytekin, Muhammed Emin
Date: 2021-04-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Social Media,Technology Integration,Computer Assisted Instruction,Second Language Instruction,Second Language Learning,English (Second Language),Student Motivation,Positive Attitudes,Instructional Effectiveness,Language Skills,Skill Development,Cooperative Learning,High School Students,Adolescents,Foreign Countries

Learning a language in an effective way has always been considered one of the most important subjects of educational sciences. Lots of theories and assumptions have been put forward and issues have been criticized. Among all these arguments, motivating the learner and help them to improve their self-autonomy can be considered as the most vital point. In 2020, learners changed their view of the world as well as their way of learning. To be able to catch them, language teachers have numerous options to utilize in our classrooms. At this point; Web2.0 tools and SNSs (Social Networking Sites) are considered vital. Utilizing our teaching styles into MALL (Mobile Assisted Language Learning) may help us to raise learners' awareness. Designing the lessons around Web2.0 tools and SNSs motivate students to engage in collaborative learning. To test the effect of using Web2.0 tools and SNSs on the language learning process 107 high school students were chosen for the current study. The participants were already aware of using Web2.0 and SNSs tools and they had been practicing this process since September 2019. The questionnaire was applied to participants in June to collect their ideas about Web 2.0 and social media tools on foreign language education. After the test, an online interview was organized to record their authentic and sincere feelings towards the usage of those tools in foreign language education. Collected data were calculated with SPSS to be able to observe some important variables. According to the findings, it is obvious that the majority of students prefer and enjoy using Web 2.0 and social media tools in their learning process and their motivation increases naturally as they use it frequently.
Digital Storytelling in L2 Writing: The Effectiveness of &quot;Storybird Web 2.0 Tool&quot;
Author: Kazazoglu, Semin
Date: 2021-04-00
Type: Journal Articles
Subjects: Middle School Students,Story Telling,Educational Technology,Technology Uses in Education,English (Second Language),Second Language Instruction,Student Attitudes,Web 2.0 Technologies,Foreign Countries,Writing (Composition),Grade 8,Early Adolescents

At the beginning of the 21st century, computer-assisted instruction dominated most of the fields of language education. Within this frame, writing has evolved in second language education as a result of technological changes. There have been a great number of studies on the benefits of computer-assisted writing. On the other hand, some studies suggest that writing on a computer has drawbacks, especially for creativity and originality. To contribute to this ever-lasting debate, this study hypothesizes that computer-assisted writing has a positive role on generation Z (Gen Z). In a study by Adobe (2016), Gen Z students are found to see tech and creativity as an important and intersecting aspect of their identities. This case study explores the Turkish middle school students' experiences on the integration of a digital storytelling tool called Storybird in their English classrooms. The current study is conducted at a state school with the participation of 6 students who are in 8th grades. The main goal of this research study is to discover the students' overall reflections on writing English through Storybird web 2.0 tools. The data is collected through pre- and post- open-ended questionnaires, observations, and pictures. The results show that Storybird has a positive impact on the students' perspectives towards L2 writing. Accordingly, it can be deducted from the findings that Storybird can be used as an effective digital tool for enhancing L2 writing in an EFL classroom.
The Evolution of Italian E-Learning between the Two Millenniums (1995-2005)
Author: De Martino, Delio
Date: 2021-04-00
Type: Journal Articles
Subjects: Educational History,Electronic Learning,Distance Education,Universities,Teaching Methods,Foreign Countries,Information Technology,Technological Advancement,Online Courses,Consortia

This essay tries to trace the most important steps of Italian e-learning between 1995 and 2005, a crucial time for the success of the Distance Learning in Italy. From the first degree course entirely in e-learning (by the Politecnico di Milano) some excellence e-learning centers of research and experimentation were born until the institutionalization of the telematic universities, and in these years they laid the basis of the actual e-learning panorama. Despite the technologic, infrastructural and cultural gap with other European countries and in accordance with the evolution of pedagogical models between 1995 and 2005, e-learning became an increasingly high value option for almost all the University community.