ethanporcaro/eric-fulltext-meta huggingface dataset:
TPACK Model as a Framework for In-Service Teacher Training
Author: Ortiz Colón, Ana María
Date: 2023-00-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Inservice Teacher Education,Teacher Effectiveness,Teacher Competencies,Teaching Methods,Faculty Development,Teacher Attitudes,Age Differences,Elementary School Teachers,Public School Teachers,Information Technology,Technology Uses in Education,Lifelong Learning

Research has proven that TPACK model can significantly contribute to teachers' training in their educational work, along with the training context, as well as to contribute to their initial training. The objective of this research is to analyze the level of teaching competence that teachers have according to TPACK model, as well as the variables that influence the technological implementation in the classroom. For the data analysis, we used a validated questionnaire composed by 47 items divided into the seven dimensions of TPACK model. We performed a stratified sampling by conglomerates in various stages, using public schools as a sampling unit. The sample is formed by 825 teachers. This is a descriptive and non-experimental investigation, where we performed a multivariate analysis of variance (MANOVA) test between the dimensions of the diagnosis scale and the socio-demographic variables. The most significant results have been the differences found regarding the educational stage and the age of the participants. It should be noted that the organization of the two stages, although based in the same principles and with common elements for the transition from one to another, is different. The study presents some adapted and focused training proposals in order to alleviate the training weaknesses of in-service teachers from TPACK model.
The Utilization of a Reading App in Business English Classes in Higher Education
Author: Zamborova, Katarina
Date: 2023-00-00
Type: Journal Articles
Subjects: Business English,English for Special Purposes,Computer Software,Computer Assisted Instruction,Teaching Methods,Classification,Second Language Learning,Second Language Instruction,Reading Instruction,Comparative Analysis,College Freshmen,Economics Education,Universities,Blended Learning,Foreign Countries

The article presents the research of empirical mixed methods on the use of a modern mobile reading app compared to traditional forms of teaching in English business classes in higher education in Slovakia. The research belongs to the theoretical frame of the mobile assisted language learning field that has generated an interest since the early 1990 thanks to the development of mobile technologies, their features, and their functions all over the world. The research sample consisted of 40 freshman students from the University of Economics in Bratislava who were equally divided into control and experimental groups. The experimental treatment lasted one semester and was based on analyzing books on a biweekly basis from Blinkist, the reading app based on the protocol the authors created, where three higher-level thinking domains of Bloom's taxonomy (Anderson &amp; Krathwohl, 2001) were identified. Students were also asked to read/listen to the books every week. Even though the current findings indicate no relationship between enhancing English reading skills and incorporating reading apps in a foreign language learning, SWOT analysis from focus group interviews shows different results. It is regarding the positive perception of working with the reading app in business English classes. Based on these findings, the authors make pedagogical implications about using reading apps as a part of the curriculum of blended learning in business English classes in higher education.
It Depends on You. Family Beliefs of Digital Technologies as a Regulator of Children&apos;s Screen Use
Author: Grané, Mariona
Date: 2023-06-00
Type: Journal Articles
Subjects: Beliefs,Computer Use,Family Environment,Parent Attitudes,Activities,Time,Parent Role,Parenting Styles,Parent Influence,Socioeconomic Status,Incidence,Preschool Children,Foreign Countries

Family attitudes and beliefs around digital technologies are a key factor in young children's digital habits in the home. This study involved conducting interviews with 46 families of children under 6 years of age to understand how parental perceptions determine the screen use of young children in terms of activities, content, and time. The aim is to provide knowledge for an in-depth reflection on media management in the home. A descriptive, quantitative study was designed, based on a questionnaire survey model to interview families. The results show few differences between the most positive and the most negative family perceptions of children's use of ICTs. The complexity of the analysis of parental digital education strategies and support systems is evident. The perceptions of families are based on a balance that avoids extremes, are shrouded in contradictions, and are regulated according to the needs of the context. This requires consideration of all the factors that influence children's digital habits: the socioeconomic context of families, parental digital habits, family perceptions, and the parental digital mediation strategies used.
Learning with Digital Technologies in Prison: A Scoping Review
Author: Barros, Rita
Date: 2023-06-00
Type: Journal Articles
Subjects: Educational Technology,Correctional Education,Correctional Institutions,Institutionalized Persons,Online Courses,Access to Education,Barriers,Individual Development,Educational Policy,Governance

The challenges of a knowledge-based society require the development of digital skills recognizing the potential of learning supported by technologies. Within this scope, and based on research published over the last decade, a scoping review of 66 articles was performed to create a framework derived from existing literature to analyse approaches to identify views about learning supported by digital technologies in prison environments. The results allowed both the presentation of an evolutionary perspective of the state of art regarding digital technologies in prison education and to identify four views: Technical, Humanistic, Regulatory, and Organizational and Community. These views and the critical recognition of the approach that underpins them can contribute to understanding complementary roads to reach the political goals recommended for contemporary prison education, putting the focus on the promotion of conditions of lifelong learning in line with the challenges of the 21st century.
Understanding the Meaning of a Digital School from the Perspective of Primary School Teachers
Author: Cruz, Elisabete
Date: 2023-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Educational Technology,Technology Uses in Education,Foreign Countries,Access to Computers,Faculty Development,Teaching Methods,Student Motivation,Student Evaluation,Inclusion,Cooperation

The Escol@s Digitais Project, under development in all public primary schools of Amadora Municipality (Portugal), aims to support the process of digital transformation in school dynamics. In this article, we examine the meaning that the teachers who participate in this project attribute to the &quot;digital school&quot; concept. For this purpose, we mobilized a corpus of qualitative data obtained through an online questionnaire that included an open question, formulated in the following terms: &quot;What do you think a `digital school´ could be?&quot;. The analysis carried out, with peer validation, highlighted three dimensions that help us to understand the &quot;digital school&quot; concept in a holistic way: the first dimension underlines the elementary requirements to ensure the digitalization process in schools (strategic dimension); the second dimension highlights the pedagogical potential of digital tools (pedagogical dimension); and the third dimension emphasizes a set of values and principles by which any school, more or less digital, should guide its action (axiological dimension). In conjunction with the results of recent studies, it is concluded that the ongoing digital transformation process, despite being complex and multifaceted, is necessary to raise education to a qualitatively higher level.
A Comparative Study for Mental Health Challenges of Students: Online versus On-Campus Education
Author: Suleymanova, Sara
Date: 2023-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Mental Health,Online Courses,Distance Education,Student Attitudes,Engineering Education,College Students,Private Colleges,Foreign Countries,In Person Learning,Coping,Student Evaluation,Student Adjustment

The COVID-19 pandemic has changed the way instructors teach and students learn. Rather than receiving education face-to-face on-campus, remote online education emerged as an alternative solution. If implemented properly though, online education can have its positive impact on the teaching and learning processes. Online education, however, may have its deficiencies, especially in terms of mental health. This paper is a follow-on study comparing students' perceptions towards remote online education versus their perceptions towards on-campus education as regards mental health specifically. Involving sixty-two engineering students at a private university in Dubai, where this study was implemented, the researchers utilized a questionnaire focusing on both online and on campus education models, which was conducted during the COVID-19 lockdown time and on-campus education following the lockdown period. Based on the study's findings, most respondents were in favor of on-campus education, particularly in relation to its impact on student mental health.
A Critical Analysis of the Effects of Twitter on Student Engagement and Grades
Author: Alshaye, Ibrahim Abdullah
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Media,Learner Engagement,Grades (Scholastic),Correlation,Educational Technology,College Students,Secondary School Students,Student Motivation,Student Attitudes,Cooperation,Student Participation

Social media, such as Twitter, have skyrocketed in popularity over the past few years. In fact, social media have been widely used by students and instructors as teaching and learning tools. In response to the increasing use of Twitter in the educational field, we have collected ten studies between 2011 to 2020 in order to assess the relationship between social media, specifically Twitter, and students' engagement and grades. We have conducted a meta-analysis to provide empirical evidence concerning the impact of Twitter on student engagement and achievement. Furthermore, we have utilized the manual approach of content analysis in order to code these articles. Overall, metadata suggests that Twitter has a stronger impact on student engagement than on grades. Nevertheless, its impact is not necessarily positive, especially on grades.
Bibliometric Analysis of Articles on Digital Educational Environments
Author: Ioseliani, Aza D.
Date: 2023-00-00
Type: Journal Articles
Subjects: Bibliometrics,Electronic Learning,Educational Environment,Citation Analysis,Information Retrieval,Educational Technology,Technology Uses in Education

This study's main objective is to present bibliometric data on articles related to digital educational environments (DEEs) published in the journals indexed in Scopus database between 2003 and February 2023. The data collected from 61 articles published within the study's scope were subjected to bibliometric analysis based on six categories: number of articles and citations, most cited articles, most used keywords, most influential countries, most-important institutions, and the most important journals. This study was designed as a descriptive study and offers bibliometric network maps of the most popular papers, keywords and countries, institutions, and journals. VOS viewer was used to create network diagrams and bibliometric analyses. The bibliometric analysis showed that the most frequently used keywords were digital learning environment(s), digital educational environment. The most prolific authors related to DEE are Antón-Sancho, Vergara, Barana, and Marchisio. The results showed that DEE studies were started in 2003 and the most articles were published in 2021. This study presents a global perspective on DEEs and proposes vision for future research.
Effects of Visual Input Enhancement and Working Memory on Grammar Learning by Korean EFL Learners
Author: Cho, Juhyung
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Visual Stimuli,Short Term Memory,Reading Comprehension,Grammar,English (Second Language),Second Language Instruction,Teaching Methods,Undergraduate Students,Visual Aids

This study aimed to investigate the effect of visual input enhancement (VIE) on the comprehension of reading texts and the learning of two grammatical forms: English relative clauses and articles. Individual learners' working memory (WM) capacity was also tested to explore its impact on the effectiveness of VIE. A total of 48 Korean college learners of English were assigned into three groups: (a) relative group receiving VIE on relative clauses (b) article group receiving VIE on articles, and (c) a control group receiving no VIE. Results showed that VIE did not have any negative effect on the learners' reading comprehension. Rather, it had positive effects on the learning of the two grammatical forms. According to the findings, VIE on relative clauses enhanced the learners' receptive knowledge of the grammatical form, whereas VIE on articles enhanced the learners' productive knowledge of the form. There was a potential link between the effectiveness of VIE and the learners' working memory processing ability. Pedagogical implications are also discussed based on these findings.
Feature Importance Ranking of Translationese Markers in L2 Writing: A Corpus-Based Statistical Analysis across Disciplines
Author: Lee, Younghee Cheri
Date: 2023-00-00
Type: Journal Articles
Subjects: Translation,Second Language Learning,Journal Articles,Documentation,Computational Linguistics,Phrase Structure,Native Language,Writing (Composition),Language Patterns,Word Frequency,Comparative Analysis,Intellectual Disciplines,Statistical Analysis,Form Classes (Languages),Language Universals,Writing Processes,Language Processing,English,English (Second Language)

In recent years, an array of studies has focused on 'translationese' (i.e., unique features that manifest in translated texts, causing second language (L2) writings to be similar to translated texts but different from native language (L1) writings). This intriguing linguistic pattern has motivated scholars to investigate potential markers for predicting the divergence of L1 and L2 texts. This study builds on this work, evaluating the feature importance ranking of specific translationese markers, including standardized type-token ratio (STTR), mean sentence length, bottom-frequency words, connectives, and n-grams. A random forest model was used to compare these markers in L1 and L2 academic journal article abstracts, providing a robust quantitative analysis. We further examined the consistency of these markers across different academic disciplines. Our results indicate that bottom-frequency words are the most reliable markers across disciplines, whereas connectives show the least consistency. Interestingly, we identified three-word lexical bundles as discipline-specific markers. These findings present several implications and open new avenues for future research into translationese in L2 writing.
Promoting Service-Learning through an Interdisciplinary and Decentralized Faculty Fellow Program
Author: Cummins, Shannon
Date: 2023-04-00
Type: Journal Articles
Subjects: Service Learning,Interdisciplinary Approach,Fellowships,College Faculty,Outcomes of Education,Models,Teacher Attitudes,Faculty Development

The adoption of service and community-based learning can be a challenge across college campuses. Some units or departments might embrace the approach, while others believe it cannot be done in their discipline. Despite being shown to offer benefits for learning and retention, recruiting faculty participation in service and community-based learning (SL/CBL) can be challenging. This article describes the origination and first two years' outcomes of a decentralized Faculty Fellows Program (FFP) across six colleges at a metropolitan university. After collaborating with college administration to determine priorities, the first cohort of faculty recruited for the FFP was tasked with serving as a resource for fellow college faculty/staff. This paper utilizes the fellows' end-of-year reports organized around priorities and goals, activities planned or undertaken, and the fellow's reflections of the year to conduct a qualitative analysis. Results show the FFP allowed an individualized approach to address goals, determine tactics, and achieve outcomes across college units and offers an opportunity for implementation at any university because of its decentralized structure and ability to adjust to the needs of any specific college or unit.
The Good Practices for Implementation of Cyber Security Education for School Children
Author: Ondrušková, Dana
Date: 2023-00-00
Type: Journal Articles
Subjects: Best Practices,Curriculum Implementation,Information Security,Elementary School Students,Foreign Countries,Computer Science Education,Safety

The increasing use of the Internet calls upon the need for adequate cyber security awareness to better face the risk and dangers connected with the online environment. This research presents an experiment that revealed the cyber security awareness of children at Czech primary schools. They were tested for their skills to distinguish different online risks. After the pre-testing children received training and with the time delay they filled in very similar questionnaires. The re-testing measured how well the children retained the training and their ability to use the skills in the virtual environment. The results show only a moderate level of cyber security awareness at the initial testing. The one-off training had only an insignificant impact on their online behavior. The research reveals an important finding. One-off training does not affect their responsive online behavior and is not a suitable solution for effectively improving online safety skills. The task is to involve cyber security awareness education in the whole educational process. Based on the literature and conducted research this paper provides a set of recommendations for the designers of the cyber security school curriculum.
The Social Perceptions of Young Children&apos;s Use of Smart Devices in South Korea: Evidence from Big Data Methodologies
Author: Lee, Sang Eun
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Attitudes,Educational Technology,Technology Uses in Education,Public Opinion,Teacher Attitudes,Journalism,Attitudes,Parent Attitudes,Data Analysis,Data Collection,Telecommunications,Handheld Devices,Young Children

The study explored the social perceptions of young children's use of smart devices in South Korea using big data methodologies. Big data methodologies allowed to uncover underlying thoughts and feelings about young children's use of smart devices that had not been discovered in existing studies. The study extracted raw data from three different groups: the public, the journalist, and academia. Then, the study conducted keyword frequency, sentiment analysis, and CONCOR analysis with UCINET 6.0. The results of the study revealed that each group viewed young children's use of smart devices in a different way. The public was interested in effective use of smart devices while the journalist focused on educational aspects. The academia focused on parents' perception of smart devices from a developmental perspective. Regarding the results of sentiment analysis, they showed that each group had different opinion on young children's use of smart devices. The public had an ambivalent attitude toward young children's use of smart devices. While the journalist showed a positively inclined attitude, the academic had a negatively inclined attitude.
The Influence of Cognitive Training Using Mobile Applications on Attentional Control and Impulsivity among Pre-Service Teachers
Author: El-Badramany, Mohamed Atef
Date: 2023-00-00
Type: Journal Articles
Subjects: Cognitive Development,Training,Computer Oriented Programs,Attention Control,Conceptual Tempo,Self Control,Reaction Time,Preservice Teachers,Task Analysis,Problem Solving,Foreign Countries,Mathematics,Puzzles,Educational Games,Color,Interference (Learning),Visual Stimuli

The purpose of this study was to investigate the influence of cognitive training (CT) using mobile applications on attentional control and impulsivity among pre-service teachers. Pre-service teachers were divided into two groups: experimental (n=25) and control (n=14) groups, they were selected from a large sample (n=718). Over 28 sessions, the training group engaged in CT tasks (the tower of Hanoi [TOH] and simple reaction time [SRT]), whereas the control group did not participate in training sessions or understand the main goal of the study. In the criterion tasks (matching familiar figures and numerical Stroop), all participants were pre- and post-tested. CT using mobile applications helps us see how the trained group's attentional control and impulsivity had influenced. we also observed the progress of trained group as measured by number of moves or time for TOH, and reaction time (RT) for SRT. Other effects were observed in comparison to a control group that underwent no training. There were changes in impulsivity in post-test in favor of training group according to number of moves, and time component of matching familiar figures test. Corresponding to attentional control, the finding indicated that there were changes in (number and size) RT component in post-test in favor of training group.
Long-Term Effects of STEM Enrichment Programs on Wages among Under-Represented Minority Students
Author: Ghazzawi, Dina
Date: 2023-02-00
Type: Journal Articles
Subjects: STEM Education,Enrichment Activities,Wages,Minority Group Students,Disproportionate Representation,Education Work Relationship,Racism,Salary Wage Differentials,Human Capital,College Graduates,STEM Careers,Student Participation

This study focuses on the increasing disparities in STEM education achievement and long-term wage earnings of under-represented minority groups. As part of national efforts to improve the diversity of the STEM workforce, this study uses longitudinal data from the University of Houston's Education Research Center (UH-ERC) to examine the effect of participation in a STEM-focused intervention program (Houston-Louis Stokes Alliance for Minority Participation) on wage earnings across students from traditionally under-represented groups. Data analysis consisted of propensity score matching analysis, followed by an ordinal logistic regression model to measure program participation effects on wage earnings. Findings indicate a significant negative association between participation in the STEM intervention program and long-term wage earnings. Results highlight the role of structural racism and human capital on perpetuating achievement and wage gaps across race and socio-economic status. Recommendations focus on career preparedness as a tool to increase the human capital of under-represented groups and institutional shifts in policy and program components that strive to reduce the impact of structural racism on this subpopulation of students. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n1. The page range cited on the PDF (pp. 66-86) is incorrect. The correct page range is pp. 66-87]