ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Organizational Learning: Defining Units of Learning from Social Tools
Author: Menolli, André Luís Andrade
Date: 2013-00-00
Type: Journal Articles
Subjects: Social Networks,Computer Mediated Communication,Resource Units,Computer Software,Workplace Learning,Knowledge Management,Employees,Professional Development,Design,Experiments,Hypothesis Testing,Undergraduate Students,Questionnaires,Program Effectiveness,Teamwork,Problem Solving

New technologies, such as social networks, wikis, blogs and other social tools, enable collaborative work and are important facilitators of the social learning process. Many companies are using these types of tools as substitutes for their intranets, especially software development companies. However, the content generated by these tools in many cases is not appropriately organized. Therefore, this information is often not accessed by the company. Learning objects and units of learning are two e-learning concepts that allow content to be organized in a suitable sequence, thus improving its learning and reuse. Therefore, an approach is proposed to generate learning objects and units of learning from social tools in order to organize information for easy reuse. To evaluate the proposed approach, an experimental study was conducted and subjected to discursive textual analysis. The results show that the approach is viable for improving organizational learning in software development teams. Furthermore, the approach is efficient, especially in terms of the acquisition of new knowledge. It also helps to maintain the organizational pattern and minimize the reinvention of solutions and the repetition of errors.
(Mis)Conceptions about Geometric Shapes in Pre-Service Primary Teachers
Author: Žilková, Katarína
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Misconceptions,Geometric Concepts,Preservice Teachers,Elementary School Teachers,Geometry,Knowledge Level,Mathematics Instruction,Undergraduate Students,Scoring,Tests,Difficulty Level,Statistical Analysis

During the last reform, Slovakia has reduced geometry in curriculum in primary mathematics education. Pre-school education schools devote more time to geometry in curriculum, but this is not mandatory for all the children. In the primary schools, teachers devote very little lessons time to this problem. These lessons are mainly focused on technology of drawing rather than on creating the right conceptions, which results in below the average scores on international test results in Slovak students. One possible solutions is to improve the level of geometrical knowledge of primary education teachers and pre-service primary education teachers. This paper is focused on the knowledge of plane geometric figures and their properties. We found out that pre-service teachers in primary education have many misconceptions that started when these students were learning the subject matter during their lower level education. In order to be able to more effectively design the curriculum, didactics and methods for future math teachers, we decided to test pre-service primary education teachers in planar shapes during their first year of university. Some results are presented in the article.
Computational Technique for Teaching Mathematics (CTTM): Visualizing the Polynomial's Resultant
Author: Alves, Francisco Regis Vieira
Date: 2015-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Computer Software,Computer Uses in Education,Geometry,Computation,Visualization,Mathematics Instruction

We find several applications of the Dynamic System Geogebra--DSG related predominantly to the basic mathematical concepts at the context of the learning and teaching in Brasil. However, all these works were developed in the basic level of Mathematics. On the other hand, we discuss and explore, with DSG's help, some applications of the polynomial's resultant at the academic level. In this context, we have the opportunity to identify certain limitations of this software. In fact, when we consider the Algebraic Geometry (AG), some analytical methods permit to describe when two plane algebraic curves &quot;f&quot; and &quot;g&quot; have a common factor. So, we will show some cases that the CAS Maple is necessary too for providing some conclusive dates. Finally, with this example, we wish to describe/systematize and structure a proposal of a Computation Technique for Teaching Mathematics (CTTM) in the academic level.
Creativity and Motivation for Geometric Tasks Designing in Education
Author: Rumanová, Lucia
Date: 2015-00-00
Type: Journal Articles
Subjects: Creativity,Mathematics Instruction,Geometry,Geometric Concepts,Visualization,Technology Uses in Education,Foreign Countries,Preservice Teachers,Teaching Methods,Design,Problem Solving,Computer Software,Elementary School Mathematics,Secondary School Mathematics

In this paper we focus on creativity needed for geometric tasks designing, visualization of geometric problems and use of ICT. We present some examples of various problems related to tessellations. Altogether 21 students--pre-service teachers participated in our activity within a geometry course at CPU in Nitra, Slovakia. Our attempt was to familiarize pre-service teachers with different teaching methods and approaches since we consider it highly important to make them aware of problems of educational process. Students became familiar with tessellation and within the described activity they solved application tasks using didactical software GeoGebra. Tessellation is considered an appropriate means of motivation and activation of students in mathematics. In the paper there are also students' solutions presented.
An Educational Program of Mathematical Creativity
Author: Petrovici, Constantin
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Instruction,Creativity,Urban Schools,Preadolescents,Teaching Methods,Statistical Analysis,Program Evaluation,Program Effectiveness,Creative Teaching,Psychoeducational Methods,Problem Solving,Extracurricular Activities,Workshops,Elementary School Students,Grade 4,Grade 5,Grade 6

In this article we intend to analyze the effectiveness of an educational program of mathematical creativity, designed for learners aged 10 to 12 years, which has been implemented in an urban school of Iasi, Romania. This analysis has both a psycho-educational dimension and a statistical analysis one. The psycho-educational dimension refers to the coordinates of such a program: the curriculum vision and the teleological configuration, the structure, the teaching and assessment strategies applied in this program. The statistical analysis dimension refers to the evaluation of the performance and effectiveness of this program in terms of fluency, flexibility, originality, elaboration and sensitivity to problems, the five qualities of creative thinking. This evaluation will be performed using the SPSS on the results of two mathematical creativity tests administered to an experimental group before and after the implementation of the program. Our intention is to prove, using the SPSS statistical interpretation, that such education programs of mathematical creativity, despite their difficulties, may become a rich resource in the innovation of creative teaching, which can be exploited by the teachers to improve their didactic performance.
What Software to Use in the Teaching of Mathematical Subjects?
Author: Berežný, Štefan
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computer Software,Teaching Methods,College Mathematics,Foreign Countries,Computer Uses in Education,Educational Technology,Statistics,Programming,Student Attitudes,Engineering Education

We can consider two basic views, when using mathematical software in the teaching of mathematical subjects. First: How to learn to use specific software for the specific tasks, e. g., software Statistica for the subjects of Applied statistics, probability and mathematical statistics, or financial mathematics. Second: How to learn to use the software that is available to us to solve specific mathematical problems from different areas of mathematics and applied mathematics. My article describes the practical use of the software in the teaching of mathematical subjects and my experience with its use by the students and the pedagogues. In our computer laboratory our students use the following software: MS Office (MS Excel), LibreOffice (LO Calc), MATLAB 2010b, Octave, wxMaxima, and LATEX. We use this software in the following mathematical subjects: Operational Analysis, Linear and Quadratic Programming, Numerical Mathematics, Applied Statistics, Queuing Theory, and Fundamentals of the LATEX. Eight years of experience with the usage of these programs have shown us, how we can improve the teaching process of the mathematical subjects at the technical universities with freely available software.
Visual Representations in Mathematics Teaching: An Experiment with Students
Author: Debrenti, Edith
Date: 2015-00-00
Type: Journal Articles
Subjects: Problem Solving,Mathematics Instruction,Mathematics Skills,Word Problems (Mathematics),College Students,Experimental Groups,Conventional Instruction,Mathematical Models,Comprehension,Student Surveys,College Freshmen,Foreign Countries,Mathematical Concepts,Comparative Analysis,Teaching Methods

General problem-solving skills are of central importance in school mathematics achievement. Word problems play an important role not just in mathematical education, but in general education as well. Meaningful learning and understanding are basic aspects of all kinds of learning and it is even more important in the case of learning mathematics. In order to efficiently enhance students' problem solving skills they should be assigned world problems which are new to them and to which they themselves have to find the steps to the solution, the algorithm. A number of researches, experiments and scientific papers in the didactics of mathematics prove that the role of visual representations in word problem solving is essential. Visual representation often helps in understanding a problem. Using visual representations leads to a better understanding and to improving special mathematical reasoning. The present paper presents an experiment involving university students who have been asked to solve a logical problem. There were three experimental groups. The aim was to find out whether problem solving is more efficient when using the traditional method (working on paper, with pencil) or when using a model.
Where Are the Quadratic's Complex Roots?
Author: Páll-Szabó, Ágnes Orsolya
Date: 2015-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Computer Assisted Instruction,Visualization,Teaching Methods,Equations (Mathematics),Problem Solving,Color,Educational Technology,Foreign Countries,Mathematical Concepts

A picture is worth more than a thousand words--in mathematics too. Many students fail in learning mathematics because, in some cases, teachers do not offer the necessary visualization. Nowadays technology overcomes this problem: computer aided instruction is one of the most efficients methods in teaching mathematics. In this article we try to discuss some methods of visualizing complex roots, with examples. The first method presented is the auxiliary polynomial method, followed by the the tangent line method. One of the most interesting but less known method is Lill's circle. Another method discussed in the article is Domain Coloring via the Color Wheel.
The Nature and Provision of Technology Education in Ireland
Author: Carty, Anthony
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Secondary Education,Curriculum Design,Educational Administration,Certification,Graduation,Comparative Analysis,Design,Teacher Education Programs,Academic Degrees,Evaluation Methods

In an increasingly technological world, technology education programs designed to meet the needs of the demanding technological environment must be planned and coordinated efficiently. In response to this changing technological environment, the provision of technology education in Ireland is currently undergoing development. The educational process in Ireland is government driven, as in other European countries. Technical subjects have been included in the Irish curriculum since 1885 as manual instruction and educational handicraft. These subjects were entitled Metalwork, Woodwork, and Technical Drawing. The introduction of Technology as a subject in its own right occurred in 1989, based on the rationale that technology education was seen important for economic success. The recognized importance of technological literacy in providing a broad and balanced education highlights the importance for the inclusion of technology education in the core curriculum. As is true in most countries, there are a lot of issues, ideologies, and philosophies that must reach compromise before progress can be made. Ireland is an example of such a country.
The Ford Partnership for Advanced Studies: A New Case for Curriculum Integration in Technology Education
Author: Zinser, Richard
Date: 2005-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Integrated Curriculum,Technology Education,High Schools,Secondary School Teachers,Secondary School Students,Instructional Design,Academic Standards,Instructional Materials,Curriculum Development,Program Implementation,Curriculum Implementation,Needs Assessment,Technological Literacy

The Ford Motor Company launched a new pre-engineering curriculum for high schools in the Fall of 2004. Building on an earlier manufacturing program, the development process for the Ford Partnership for Advanced Studies took approximately three years. Ford and the course designers wanted the new program to incorporate the best principles and practices of technical/technology education at the secondary level. Therefore a conscious effort was made to integrate national curriculum standards in the design phase; in addition, there are explicit connections in the instructional materials between the academic and technical content for both teachers and students. This article reviews the rationale and the strategies for academic integration, and shows how the new Ford program is a prominent example of effective curriculum development in technology education. The product of this process is a coherent series of five courses that are educationally sound and that address national standards in academics, technology, and engineering.
Instructional Internships: Improving the Teaching and Learning Experience for Students, Interns, and Faculty
Author: Hemmerich, Abby L.
Date: 2015-06-00
Type: Journal Articles
Subjects: Teacher Interns,Internship Programs,Undergraduate Students,Student Attitudes,Teaching Assistants,Qualitative Research,Essays,Clinical Experience,Mentors,Teaching Experience,Reflective Teaching

Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate students' perceptions of teaching and learning following an Instructional Internship experience, where they served as teaching assistants for foundational knowledge courses in the major. Using a qualitative research design, we coded 31 participants' statements from pre- and post-internship essays and identified major themes and sub-themes. Our results indicate that by participating in a teaching experience, students develop a deeper appreciation for the relationships between classroom pedagogy, their own learning, and clinical practice. While this study focuses on a pedagogical experience for undergraduate students in a Communication Sciences and Disorders program, the principles and results are generalizable to other professions that train students to provide clinical and educational services.
East Meets West: What Americans and Hong Kong People Think about Technology
Author: Volk, Kenneth S.
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Opinion,Technological Literacy,Computer Attitudes,Comparative Analysis,Cultural Differences,Demography,Telephone Surveys,Interviews,Questionnaires,Technology Education

A few years ago, Rose and Dugger (2002) published the results of a public opinion poll on &quot;What Americans Think about Technology.&quot; Sponsored by the International Technology Education Association (ITEA) and conducted by the Gallup Organization, this ITEA/Gallup poll revealed many things about the public's understanding and attitudes about technology, as well as their ideas about technology in the school curriculum. One objective of the ITEA/Gallup poll was to determine if the public's perception of technology is congruent with that of the experts. Similarly, Hong Kong is now going through dialogue and critical self-examination about technology education. Considering that technology transcends international borders, many socioeconomic parallels exist between the US and Hong Kong, and both societies recognize the imperative of having a technically literate citizenry, a study was conducted on what Americans and Hong Kong people think about technology. Given the commonalities between the US and Hong Kong, this study seeks to ascertain if there is a similar understanding and knowledge of technology, as well similar concepts and priorities about technology education. In doing so, this study adds to the body of knowledge about cross-cultural, cross-country comparisons relating to technology, as well as the appropriateness of generalizing technology education curriculum in a global context. To facilitate making comparisons, the study conducted in Hong Kong used a similar instrument to that used in the ITEA/Gallup poll. The methodology, findings, and implications of the study are detailed herein.
Integrating the Study of Technology into the Curriculum: A Consulting Teacher Model
Author: Erekson, Thomas
Date: 2006-00-00
Type: Journal Articles
Subjects: Technology Integration,Vocational Education,Technological Literacy,Secondary Education,Technological Advancement,Secondary School Curriculum,Interdisciplinary Approach,Integrated Curriculum,National Standards,Barriers,Special Education,Special Education Teachers,Comparative Analysis

The transition to technology education has been grounded in the dramatic changes that technology and technological innovations have brought to all aspects of society. Thus, the need arose to assure that all students have experience in technology education in order to acquire technological literacy. While there are many of models for technology education, organizing technology education as separate and distinct courses is the most common approach at the middle and high school levels. While there are many examples of successful technology education programs that are grounded in the separate subject approach, questions have surfaced such as: Must the profession pursue disciplinary status or are there other educational strategies that will achieve the educational goal of technological literacy for students and co-equal status for technology teachers? Should technology education become a catalyst for blurring the boundaries among the disciplines? The purpose of this article is to present an alternative approach for the delivery of technological literacy education utilizing an integrative model.
Moving Towards Technology Education: Factors That Facilitated Teachers' Implementation of a Technology Curriculum
Author: Barnes, Roy
Date: 2005-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Education,Curriculum Development,Curriculum Implementation,Secondary School Curriculum,Secondary School Teachers,Interviews,Qualitative Research,Leadership Styles,Models,Educational Trends,Trend Analysis

Australia has a National Technology Statement (Curriculum Corporation, 1994) that specifies the content and process of technology studies in schools. However, as in the United States, the implementation of curricula is a state responsibility. In the state of Queensland the implementation has been a very gradual process with schools having the option of adopting new curricula on a school-by-school basis or waiting until implementation becomes mandatory in 2007. To a large extent, technology teachers have adopted a wait and see approach (INTAD, 2001), and are expecting a systemic curriculum direction, professional development, and the provision of resources (Warner, 2001). Failure to implement the new curriculum may jeopardize the future viability of the subject area, as there is no statutory obligation for schools to offer specialized technology subjects. Against this general trend, a core group of approximately 40 progressive teachers, from a total cohort of about 1150 (Warner, 2001), have chosen to implement a school-based technology curriculum. These teachers have modified the existing shop-based syllabi and pre-empted the new technology curriculum mandate (Warner, 2001). This situation poses a question that has formed the basis of this research. What factors have influenced these junior secondary school traditional technology teachers to implement a new technology education curriculum? This study focused on identifying factors that influenced a small group of Queensland teachers to implement a new technology curriculum voluntarily. Narrative interviews were conducted and a qualitative analysis followed which emphasized the importance of the subjective experience of the individuals. This project was unique on two accounts. Firstly, limited research has been undertaken into changing curriculum practice in technology education and secondly, due to the school-based management framework in Queensland, the changes have been implemented in a non-systemic curriculum environment. The methodology, findings, conclusions and recommendations of this study are described herein.