ethanporcaro/eric-fulltext-meta huggingface dataset:
Planning and Evaluating ICT in Education Programs Using the Four Dimensions of Sustainability: A Program Evaluation from Egypt
Author: Pouezevara, Sarah
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Sustainability,Program Evaluation,Females,Educational Technology,Educational Planning,Equal Education,Access to Education,Program Implementation,Interviews,Questionnaires

This paper presents the findings from a program evaluation of an ICT in education project within the USAID-funded Girls Improved Learning Outcomes (GILO) program. The evaluation uses a framework of four dimensions of ICT sustainability to examine the appropriateness of the design and implementation of the project, which provided simple, relevant technology to 166 schools in Upper Egypt. Project implementation, as described in this article, was carried out with a view towards both rapid and efficient rollout and long-term sustainability. The evaluation study aimed to determine the extent to which the ICT component inputs were still in place and being used by the school and community one year after direct project support had ended. The findings suggest that ICT in education projects must favor neither the hardware nor the pedagogical aspects of the technology. Instead they layer the pedagogical use of technology on top of a deliberate technology infrastructure. The technical and pedagogical aspects of the program should be treated as two distinct efforts with separate, but complementary goals. Paying attention to social, political, economic, and technological dimensions during the process can make a difference in sustainability and, ultimately, success of the initiative.
Revisioning Information and Communication Technology for Development (ICT4D) at the Comparative &amp; International Education Society (CIES): A Five-Year Account (2009-2013)
Author: Kang, Haijun
Date: 2014-00-00
Type: Journal Articles
Subjects: International Education,Conferences (Gatherings),Technological Advancement,Influence of Technology,Information Technology,Educational Research,Conference Papers,Content Analysis,Trend Analysis,Educational Opportunities,Barriers,Geographic Distribution,Institutional Characteristics,Participation,Technology Integration,Communities of Practice,Research Needs,Educational Technology,Comparative Education,Change Agents,Educational Development

The purpose of this paper is to provide an account of how Information and Communication Technology (ICT) has evolved as a key topic and research area at the Comparative and International Education Society (CIES) conference. The past five years' CIES conference papers with an ICT component are reviewed for common development trends, opportunities, and challenges. The findings include: 1) ICT has a strong presence at CIES; 2) Countries from Asia, Africa and Northern America regions have been the major contributors to CIES; 3) Educational institutions, private and professional organizations and companies have been the key ICT4D players at CIES; 4) The interaction between ICT and other areas has been established; 5) ICT4D SIG is suggested to further claim its role of connecting, building, and strengthening ICT4D community of practice at CIES. Recommendations are also made for the development of a broad research agenda for the field to grow and mature in this connected global ICT context.
ICT Oriented toward Nyaya: Community Computing in India's Slums
Author: Byker, Erik J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Computers,Information Technology,Poverty,Slums,Urban Areas,Case Studies,Community Programs,Social Justice,Educational Technology,Social Environment,Qualitative Research,Observation,Focus Groups,Interviews,Teacher Attitudes,Student Attitudes

In many schools across India, access to information and communication technology (ICT) is still a rare privilege. While the Annual Status of Education Report in India (2013) showed a marginal uptick in the amount of computers, the opportunities for children to use those computers have remained stagnant. The lack of access to ICT is especially common in India's urban slum areas, which is privy to the &quot;Matthew Effect&quot; (Merton, 1968) where the poor become poorer based in part on the scarcity of high-tech resources. This article's purpose is to describe and report on ICT program interventions that target young people living in India's slums. Specifically, the article examines a case study of a grassroots effort, called the &quot;community computing model,&quot; in Bangalore, India. Using Amartya Sen's work on nyaya and Paulo Freire's work on conscientization, the article explains how this model of community computing infused and developed a social justice oriented and deeper &quot;critical consciousness&quot; of the slum community where this computer center was situated.
Assessment of Adolescent Perceptions on Parental Attitudes on Different Variables
Author: Ersoy, Evren
Date: 2015-09-00
Type: Journal Articles
Subjects: Adolescent Attitudes,Statistical Analysis,Foreign Countries,Democratic Values,Parent Attitudes,Gender Differences,Family Structure,Siblings,Family Income,Parents,Educational Attainment,Marital Status,Secondary School Students,Discipline,Parenting Styles,Questionnaires

The purpose of this study is to examine secondary school student perceptions of parental attitudes with regards to specific variables. Independent samples t test for parametric distributions and one-way variance analysis (ANOVA) was used for analyzing the data, when the ANOVA analyses were significant Scheffe test was conducted on homogeneous variance and Tamhane's T2 test was conducted when the analyses were not homogeneous. Kruskal Wallis H test was conducted on non-parametric distributions and Mann Whitney-U test was conducted when the Kruskal Wallis H analyses were significant. It was observed that the democratic attitude dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, number of siblings and income level variables; but is significantly different according to the parental educational status, whether parents are alive and marital status of the parents' variables. It was observed that the protective-willing dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the gender, income level, whether parents are alive and marital status of the parents' variables; but is significantly different according to the parental educational status and number of siblings' variables. It was observed that the authoritarian dimension, which is a sub-dimension of parental attitudes that students perceive, does not significantly differ from the educational status of mother, number of siblings, income level, whether parents are alive and marital status of parents variables; but is significantly different according to the gender and educational status of the father variables.
The Opinions of Instructors Teaching Turkish to Foreigners about the Writing Skills of Syrian Students
Author: Sengül, Murat
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Turkish,Teacher Attitudes,Content Analysis,Coding,Second Language Instruction,Writing Instruction,Writing Skills,Arabs,Foreign Students,Qualitative Research,College Faculty,Structured Interviews,Student Attitudes,Syntax,Grammar,Punctuation,Teacher Competencies,Social Bias,Negative Attitudes,Vowels,Sentences,Visual Stimuli,Teaching Methods,Culturally Relevant Education,Evaluation Methods

This study focuses on the difficulties experienced by the instructors while teaching writing skill to Arabians from Syria, and how these difficulties could be overcome. The study group of the research includes 11 instructors working in Turkish Teaching Centers (TTCs) of Cukurova University and Adana Science and Technology University. The data collected through the use of interview forms prepared by the researcher. After the interviews, content analysis was performed on the data collected. Following the content analysis, the data were analyzed by the researchers and grouped under certain titles and codes. Based on the content analysis, it is found that there is a lack of experts in teaching Turkish as a foreign language and materials particularly designed and developed for teaching Turkish writing are needed. Moreover, the teaching of suffixes, umlaut letters and conjunctions are problematic areas while teaching writing skills to Arabians from Syria. Suggestions have been put forward to overcome the difficulties reported by the instructors based on the findings of the study.
Ten Guiding Principles for Designing Online Modules That Involve International Collaborations
Author: Porcaro, David
Date: 2014-00-00
Type: Journal Articles
Subjects: International Cooperation,Design Requirements,Educational Practices,Educational Principles,Learning Modules,Online Courses,Electronic Learning,Instructional Design,Cooperative Programs,Teamwork,Inservice Teacher Education,Program Administration,Group Dynamics,Trust (Psychology),Collegiality,Partnerships in Education,Agency Cooperation,Scheduling,Expectation,Recognition (Achievement),Cultural Awareness,National Norms,Multilingualism,Multimedia Materials,Usability,Standard Setting,Foreign Countries

As ideas and personnel flow across borders, there are many opportunities for instructional designers to collaboratively design online modules with international teams. These collaborations can take many shapes, as varying levels of localization and within-team communication are employed. This paper looks at ten guiding principles that are shaping the work of an online module development project for training inservice teachers in Jordan. These principles can be effectively applied to a variety of cross-national collaborations for a wide range of settings.
The Forum BEVI Project: Applications and Implications for International, Multicultural, and Transformative Learning
Author: Wandschneider, Elizabeth
Date: 2015-00-00
Type: Journal Articles
Subjects: Transformative Learning,Study Abroad,Global Education,Educational Trends,Higher Education,International Cooperation,Research,Partnerships in Education,Job Training,Skill Development,Cultural Awareness,Cross Cultural Training,Outcomes of Education,Correlation,Program Descriptions,World Views,Measures (Individuals),Profiles,Institutional Characteristics,Cultural Differences,Multiple Regression Analysis,Pretests Posttests,Mixed Methods Research

In a diverse portfolio of curricular and programmatic options in colleges and universities, global education has become highly prominent over the past 50 years. To take one of any number of indices in this regard, the Institute of International Education (2014) reported that a record number of global students, 886,052, studied at U.S. institutions in 2013-14 (up 8.1 percent over the previous year) and 289,408 American students studied abroad in 2012-13 (an increase of 2.1 percent over the previous year) (see also International Association of Universities, 2010; Knight, 2006). At a complementary level, institutions of higher education now are interested in &quot;the internationalization of research, offering dual degrees with foreign partners, establishing a branch of campuses abroad,&quot; among other areas of emphasis (Marmolejo, 2011). Duru and Poyrazli (2007) contend that these sorts of trends demonstrate the important role that colleges and universities play in training workers for entry into the global marketplace. Likewise, Green (2013) notes that &quot;higher education institutions in the United States are increasingly using the language of 'global citizenship' to describe the skills and habits they seek to cultivate in their students&quot; (p. 52). Against this introductory backdrop, the authors begin this article with an overview of global education in the United States and a review of assessment instruments and approaches. They then go on to present 15 implications from the Forum-BEVI Project, a multi-year, multi-site assessment initiative that examined the processes and outcomes of international, multicultural, and transformative learning. Ultimately, it is the authors' hope that this project and its fifteen implications contribute to: (1) a deeper understanding of the complex interactions and fascinating processes that are associated with who learns what and why, and under what circumstances as well as; (2) greater appreciation for the demonstrable fact that such complexities can, and must, be assessed with depth, persistence, and rigor.
Doctors Online: Learning Using an Internet Based Content Management System
Author: Pullen, Darren
Date: 2013-00-00
Type: Journal Articles
Subjects: Internet,Web Based Instruction,Database Management Systems,Instructional Design,Continuing Education,Medical Education,Educational Technology,Distance Education,Electronic Learning,Online Courses,Instructional Effectiveness,Qualitative Research,Statistical Analysis,Courseware,Usability,Self Evaluation (Individuals),Pretests Posttests,Achievement Tests,Demography,Correlation,Knowledge Management,Behavior Change,Participant Satisfaction,Profiles,Higher Education,Foreign Countries

The past century has seen spectacular gains in the breadth and depth of medical knowledge, but the potential of these gains has been hampered by a slow system of disseminating knowledge. Over the course of medical education numerous technologies and methods have been used to deliver continuing medical education (CME) to health care professionals (HCPs). These methods have included postal correspondence, two-way radio conferencing, video conferencing and in the last decade the Internet. The emergence of the World Wide Web (WWW) in the early 1990s, coupled with increasing computer processing power, reduced computing costs and more creative content management systems have led to more CME materials and resources going &quot;online&quot;. This has in turn greatly sped up the dissemination of medical knowledge. This paper reports on a contemporary study that assessed the pedagogical and instructional design (e-pedagogy) effectiveness of online CME courses offered by one large Australasian continuing education provider.
Unsystematic Technology Adoption in Cambodia: Students' Perceptions of Computer and Internet Use
Author: Richardson, Jayson W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Computer Uses in Education,Educational Technology,Internet,Urban Schools,Questionnaires,Access to Computers,Student Attitudes,Computer Attitudes,Developing Nations,Statistical Analysis,Student Surveys

This study was designed to understand how upper secondary school students in Cambodia perceive the use of computers and the Internet. Data were collected from students in three urban upper secondary schools (n = 1,137) in Cambodia using questionnaires. The data indicate that the more exposure a Cambodian student had to computers and the Internet the more favorable their attitudes were toward these technologies. Additionally, students with limited exposure to these technologies were more likely to have increased anxiety about using such technologies. The findings are discussed using Rogers' conceptualization of the Diffusion of Innovations theory. This study is the first of its kind aimed at understanding the perceptions and use of digital technology by Cambodian upper secondary students.
Sustaining a Nepali Telecenter: An Ethnographic Study Using Activity Theory
Author: Lee, Jeffrey
Date: 2014-00-00
Type: Journal Articles
Subjects: Telecommunications,Foreign Countries,Barriers,Ethnography,Sustainability,Access to Computers,Information Technology,Services,Rural Areas,Community Needs,Older Adults,Gender Differences,Interviews,Energy

While advances have made it possible for the average Nepali to access mobile phones, computers, and digital cameras, barriers continue to impede access. Like other governments, Nepal responded in 2004 by creating about 80 telecenters to push sustainable technology to its people. Five years later, most telecenters struggle with sustainability. This ethnographic study explores tensions youth face when using a telecenter located in Sankhu, Nepal, a Newari village 20 kilometers southeast of Kathmandu. To understand the complex tensions, an ethnographic approach was adopted as the method for data collection. Given the nature of the problem, Activity Theory was used as a framework for analyzing and understanding the tensions. Tensions are categorized in order of frequency as they appeared in the data. Major tensions included gender norms, generational distrust, lack of awareness, and funding. Moderate tensions included lack of training and time. Minor tensions were location, power, and connectivity.
The Role of Staff in Quality Improvement in Early Childhood
Author: Sims, Margaret
Date: 2015-09-00
Type: Journal Articles
Subjects: Early Childhood Education,Educational Quality,Total Quality Management,Staff Role,Educational Policy,Educational Trends,Educational Practices,Literature Reviews,Child Care,Child Caregivers,Leadership Effectiveness,Teacher Qualifications,Caring,Performance Factors,Foreign Countries

There is international recognition of the importance of high quality services for young children with a consensus that three pillars contribute to quality improvement: adult: child ratios, staff qualifications and group size. In Australia over the past 5 years, early childhood policy has attempted to drive improvements in early childhood service quality through national regulations for both adult: child ratios and qualifications. However, a review of early childhood history demonstrates that service quality in the past tended to depend more on the dedication of staff who were expected to be emotionally rewarded through their caring roles rather than from the pay and status associated with their work. The current political direction in Australia is now tending again towards this latter position. We review the literature associated with both positions in relation to quality improvement and flag our concerns for the future.
Developing a Friendly and Productive Language Learning Environment (FPLE) Using the Learner as a Resource
Author: Masaazi, Fred M.
Date: 2015-09-00
Type: Journal Articles
Subjects: Foreign Countries,Language Acquisition,Language Skills,Educational Environment,Teacher Role,Student Role,Speech Skills,Reading Skills,Writing Skills,Social Theories,Constructivism (Learning),Teaching Methods,Educational Benefits

This article addresses the need to develop a friendly and productive Language learning environment (FPLE) using the learners as a resource in schools in Uganda. This is in light of the persistent challenging reality that the teaching and learning of languages in schools appears to be still largely traditional, teacher-centered and examination-oriented, thus not as learner friendly and productive as the case should be. A teacher-centered approach alienates the learner from the instructional process and this affects their levels of attainment and performance. As a result, performance in languages in Uganda is not as good as it should be. The article gives an introduction, explores the nature, characteristics and functions of language, outlines the aims of learning Language and language skills, theoretical review, examines the context of a productive language learning environment, with focus on the roles of the teacher and learner as resource persons, and lastly presents the psychological, sociological and educational advantages of a productive language learning environment.
The Effects of Activity and Gain Based Virtual Material on Student's Success, Permanency and Attitudes towards Science Lesson
Author: Tas, Erol
Date: 2015-09-00
Type: Journal Articles
Subjects: Science Instruction,Science Achievement,Computer Simulation,Teaching Methods,Student Attitudes,Quasiexperimental Design,Grade 6,Elementary School Students,Attitude Measures,Units of Study,Control Groups,Pretests Posttests,Computer Software,Statistical Analysis,Web Based Instruction,Content Validity,Foreign Countries,Taxonomy,Cognitive Processes,Correlation,Constructivism (Learning),Science and Society

The main objective of this study is to research the effects of a student gains and activity based virtual material on students' success, permanence and attitudes towards science lesson, developed for science and technology lesson 6th grade &quot;Systems in our body&quot; unit. The study, which had a quasi-experimental design, was conducted with the participation of a total of 70 6th graders in a primary school. Before the study, a virtual material was developed by research which consisted of interactive activities for each of students' gains of the unit. In the experimental group, the virtual material was used by the teacher while teaching the unit. The Unit was treated in the usual way in the control group during the study. Achievement test, permanence test and science and technology lesson attitude scales were used as data collection tools and they were conducted on both groups as pre-test and post-test. SPSS 17 package program was used in the analysis of the data. As a conclusion, a significant difference in favor of the experimental group was found in students' achievement. But, it was not seen that virtual material based on activity and gain affected permanency in a positive way. Also, no statistically significant difference was found between groups as to students' achievement. In addition, when the attitudes of experimental and control group students towards the lesson after the study were examined, no statistically significant difference was found in post-test and permanency tests.
The Usage and Impact of Internet Enabled Phones on Academic Concentration among Students of Tertiary Institutions: A Study at the University of Ibadan, Nigeria
Author: Ezemenaka, Emeka
Date: 2013-00-00
Type: Journal Articles
Subjects: Internet,Foreign Countries,Access to Computers,Academic Achievement,Student Attitudes,Questionnaires,Interviews,Undergraduate Students,Telecommunications,Correlation,Statistical Analysis,Social Networks

The usage of Internet enabled phones has been a 21st century phenomenon that spreads for different purposes and functions. This study looks into the usage and perceived effect implications internet enabled phones have on the academic performance of the tertiary students using University of Ibadan students in Nigeria as a case study. The study was carried out in order to understand and bring to fore if the students' academic performance is affected due to the time channelled to the phone during class hours which has a general perception as a medium of distractions to students. The retrieval of the information gotten from this study was done with structured questionnaires administered to 200 students to obtain their personal opinions, while 15 in-depth interviews were conducted to have a grounded knowledge opinions of the students simultaneously with the data gathered during the course of this study. The analysis of the students' perception showed that the internet enabled phone usage does not affect the academic performance of the students but distractions by the usage of phone were notably admitted.