ethanporcaro/eric-fulltext-meta huggingface dataset:
Educational Technology: A Bibliometric Approach
Author: Günes, Ümit
Date: 2023-01-00
Type: Journal Articles
Subjects: Educational Technology,Bibliometrics,Educational Trends,Periodicals,Educational Research,Educational Environment,Teaching Methods,Computer Simulation,Distance Education

Educational technology (EdTech) possesses comprehensive content and an accumulation of topics requiring extensive analyses for monitoring its development over time. Conducting comprehensive analyses facilitates acquiring a plural perspective instead of subjective experiences and facilitates focusing on the places where deficiencies occur in the field. This research aims to determine general EdTech research trends and to monitor its developments over time and investigates EdTech research from aspects such as year, publication type, country, journal, institution, author, scientific field, keywords, inter-country relationships, citations, and interactions using the bibliometric method. The study analyzes 135,835 EdTech publications published between 1950-2021 in 156 journals located in the EdTech Journals 2021 list and Scopus database and presents the findings under four headings: numerical development of EdTech research by year, content changes, relationships among the research, and research impact. The number of publications on EdTech research increased post-2000, with most being performed in the fields of social sciences and computer sciences, a large portion are composed of articles, and USA is prominent in the country rankings and coauthor analyses. When examining the common word analyses, the topics of interactive learning environments, learning-teaching strategies, pedagogical issues, virtual reality, and distance learning are prominent. The most-cited journals in EdTech research are Computers and Human Behavior, Computers and Education, and Journal of Computer-Mediated Communication. This study evaluates EdTech research's numerical, contextual, and impact trends and is thought to contribute to the framework formed for future EdTech research. [This article includes an extended summary in Turkish.]
Towards an Equal Future: Reimagining Girls&apos; Education through STEM. Summary
Author: Sánchez-Tapia, Ingrid
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Equal Education,Womens Education,STEM Education,Educational Change,Educational Opportunities,Gender Differences,Disproportionate Representation,Role of Education,Student Empowerment

This document highlights major points detailed in the the full report, &quot;Towards an Equal Future: Reimagining Girls' Education through STEM.&quot; The following questions are addressed: (1) How is the learning crisis affecting girls? (2) Why is STEM learning so important for girls? (3) What are the gender disparities in STEM education? (4) Why are girls under-represented in STEM? and (5) How can we transform opportunities for girls through gender-responsive STEM education? A call to action concludes the report. [EQUALS Global Partnership for Gender Equality in the Digital Age (launched by ITU and four founding partners) assisted in the preparation of this report. For the full report, see ED627513.]
A World Ready to Learn: Prioritizing Quality Early Childhood Education. Global Report
Author: Borisova, Ivelina
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Educational Quality,Early Childhood Education,Educational Finance,Federal Aid,Budgets,Preschool Teachers,Standards,Educational Development,Preschool Education,Sustainable Development

UNICEF's first global report on pre-primary education presents a comprehensive analysis of the status of early childhood education worldwide. It also outlines a set of practical recommendations for governments and partners to make quality pre-primary education universal and routine. Noting that at least 175 million children -- 50 per cent of the world's pre-primary-age population -- are not enrolled in pre-primary programmes, the report urges governments to commit at least 10 per cent of their national education budgets to scale them up. Such funding should be invested in pre-primary teachers, quality standards and equitable expansion, the report states. [For the advocacy brief, see ED627519.]
A World Ready to Learn: Prioritizing Quality Early Childhood Education. Advocacy Brief
Author: Seidel, Brina
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Educational Quality,Early Childhood Education,Preschool Education,Educational Finance,Federal Aid,Budgets,Access to Education,Educational Improvement,Educational Development,Educational Policy,Equal Education,Sustainable Development

This advocacy brief summarizes the key findings from &quot;A World Ready to Learn: Prioritizing Quality Early Childhood Education. Global Report&quot; and its call to action for governments, donors, and partners to invest in pre-primary education. This brief addresses three of the toughest questions ministries of education and finance are likely to face when considering strategies to bolster their pre-primary education programmes: (1) Investing in pre-primary education vs. other levels of education; (2) Growing access vs. improving quality; and (3) Prioritizing expansion vs. emphasizing equity. [For the full Global Report, see ED627518.]
&quot;Plickers&quot;, the Fun State of Assessment and Evaluation: The Experiences of Social Studies Pre-Service Teachers
Author: Öner, Galip
Date: 2023-00-00
Type: Journal Articles
Subjects: Social Studies,Preservice Teachers,COVID-19,Pandemics,Web 2.0 Technologies,Technology Uses in Education,Distance Education,In Person Learning,Audience Response Systems,Program Implementation,Educational Benefits

In COVID-19 pandemic process, teachers paid effort to use Web 2.0 tools to make their classes interactive and more interesting in distance education. Central institutions have also planned and implemented various in-service trainings to support usage of technology by teachers. In the 2021-2022 academic year, distance education was terminated and face-to-face education was readopted. It can be argued that it is not acceptable to return to learning-teaching process in the classrooms without technology after two years of technology-based progress experienced with all the stakeholders of education. For this reason, it is important to make effective use of various web 2.0 tools in face-to-face education in order for students to experience and internalize technology as a teaching tool. In this context, the aim of this study is to reveal the opinions of social studies preservice teachers as regards the Plickers application that they experienced with secondary school students. Document analysis was used in the study. In this context, the reflective texts were used as a data source where 24 pre- service teachers shared their application experiences in the portfolios they prepared in the Information Technologies in Social Studies course. The obtained data were analyzed by document analysis consisting of review, detailed examination and interpretation steps. As a result of the study, it was determined that the preparation and application processes of Plickers were experienced as &quot;easy&quot; and that its advantages outnumber disadvantages.
GEAR UP Austin: Impacting Lives Project 2002-2003. Publication Number 02.13
Author: Alderete, Karen L.
Date: 2003-10-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,High School Students,College Preparation,College Readiness,Tutorial Programs,Summer Programs,School Counseling,Faculty Development,Parent Participation,College School Cooperation,Student Participation

This report summarizes the 2002-2003 program evaluation results of AISD's GEAR UP program, and the program's intent is to increase the number of low-income, at-risk students who are prepared to enroll in postsecondary institutions upon high school graduation.
Bilingual Education/ESL Program Evaluation Report. Publication Number 02.09
Author: González, Rosa María
Date: 2003-10-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Bilingual Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,School Districts,Elementary Secondary Education,State Legislation,English Language Learners,Hispanic American Students,Academic Achievement,Enrollment Trends,Faculty Development,Student Characteristics,Language Dominance,Ethnicity,Spanish,Reading Tests,Language Tests,Language Proficiency,Language of Instruction,Outcomes of Education,Scores

This report summarizes evaluation results of AISD's Bilingual Education/ESL programs for 2002-2003.
Parent and Community Involvement Summary Report, 2003-04. Publication Number 03.05
Author: Austin Independent School District (AISD)
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Parent Participation,Parent School Relationship,Community Involvement,School Districts,Teacher Attitudes,Knowledge Level,Teacher Competencies,School Personnel,Attitudes,Educational Resources,Faculty Development,Access to Information,Administrator Role,Specialists,Partnerships in Education,Parent Attitudes

This report summarizes some Austin Independent School District (AISD) parent and community involvement activities for the 2003-2004 school year.
Prekindergarten Expansion Grant Evaluation, 2003-04. Publication Number 03.04
Author: Curry, Janice
Date: 2004-10-00
Type: Reports - Evaluative
Subjects: Preschool Education,School Districts,Grants,Program Evaluation,Preschool Children,Economically Disadvantaged,Low Income Students,Program Effectiveness,Prereading Experience,Literacy Education,Program Descriptions,Reading Programs,Cognitive Development,School Schedules,Preschool Teachers,Faculty Development

This report summarizes Austin Independent School District (AISD) prekindergarten program activities for the 2003-2004 school year.
Unlocking the Power of Digital Technologies to Support &quot;Learning to Earning&quot; for Displaced Youth
Author: Mullan, Joel
Date: 2021-08-00
Type: Reports - Research
Subjects: Youth,Refugees,Education Work Relationship,Program Effectiveness,Multimedia Materials,Information Technology,Job Training,Transitional Programs,Job Search Methods,Teleworking,Program Design,Program Implementation,Technology Uses in Education

The rising number of forcibly displaced persons (FDPs) and the growing duration of displacement have made building economic resilience a priority, particularly for young people. By 2019, the global population of FDPs had doubled to 80 million. The majority of FDPs (86 per cent) live in low- or middle-income countries where host communities are themselves affected by food insecurity, malnutrition and weak labour markets. Youth comprise a significant share of the forcibly displaced population. Half of all refugees are aged under 18, with young adults aged 18-24 constituting another 13 per cent of the total. In addition, there are nearly 10 million internally displaced persons between the ages of 15 and 24 full of hope but lack opportunities to realize their potential. Technology is playing a growing role to provide education, training and employment, including in humanitarian and migration responses. By driving a shift to online work and training on an unprecedented scale, albeit not universally, the COVID-19 pandemic has significantly accelerated the use of digital technologies in programmes that support school-to-work transition, including solutions focused on youth who are FDPs, in host communities, or are otherwise vulnerable. This report, funded in part by the Ministry of Foreign Affairs of the Netherlands' PROSPECTS partnership, provides an overview of how digital technologies are being used to support youth's transition from school to work, 'learning to earning', in displaced and host communities. Based on a rapid analysis of emerging approaches and lessons in this burgeoning space, the report's purpose is to inspire concerted attention and action to ensure effectiveness and scale of such digital enablers. [This report was partially funded through the Partnership for improving prospects for forcibly displaced persons and host communities (PROSPECTS), which is supported by the Ministry of Foreign Affairs of the Netherlands. For the Executive Summary, see ED627533. For the &quot;Compendium of Solutions,&quot; see ED627535.]
Career and Technology Education Evaluation Report 2002-2003. Publication Number 02.02
Author: Huskey, Barton
Date: 2003-06-00
Type: Reports - Evaluative
Subjects: School Districts,Vocational Education,Equal Education,College Readiness,Career Readiness,Middle Schools,High Schools,School Counselors,School Guidance,Student Characteristics,Courses,Student Recruitment,Occupations,Enrollment,Internship Programs,Educational Certificates,Articulation (Education)

The Career and Technology Education (CATE) program integrates occupational learning into a curriculum of academic coursework. During 2002-2003, 1,217 CATE classes were held in Austin Independent School District (AISD), serving 12,343 AISD students.
Parent and Community Involvement Summary Report, 2002-03. Publication Number 02.11
Author: Washington, Wanda
Date: 2003-10-00
Type: Reports - Evaluative
Subjects: School Districts,Parent Participation,Community Involvement,Parent School Relationship,Teacher Attitudes,Knowledge Level,Teacher Role,School Personnel,Role,Leadership Responsibility,Administrator Role,Specialists,Elementary Secondary Education,Access to Information,Teacher Competencies,Attitudes,Educational Resources,Partnerships in Education,Parent Attitudes

This report summarizes evaluation results of some of Austin Independent School District's (AISD's) efforts to involve parents and community members during 2002-2003.
Unlocking the Power of Digital Technologies to Support &quot;Learning to Earning&quot; for Displaced Youth. Executive Summary
Author: United Nations Children's Fund (UNICEF)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Youth,Refugees,Education Work Relationship,Program Effectiveness,Multimedia Materials,Information Technology,Job Training,Transitional Programs,Job Search Methods,Teleworking,Program Design,Program Implementation,Technology Uses in Education,Barriers,Labor Needs,Access to Computers,Job Skills

This executive summary of &quot;Unlocking the Power of Digital Technologies to Support &quot;Learning to Earning&quot; for Displaced Youth&quot; provides key insights and a roadmap for action from the full report, which itself provides an overview of how digital technologies are being used to support youth's transition from school to work, 'learning to earning', in displaced and host communities. Based on a rapid analysis of emerging approaches and lessons in this burgeoning space, the report's purpose is to inspire concerted attention and action to ensure effectiveness and scale of such digital enablers. [This executive summary and the accompanying full report were partially funded through the Partnership for improving prospects for forcibly displaced persons and host communities (PROSPECTS), which is supported by the Ministry of Foreign Affairs of the Netherlands. For the full report, see ED627529. For the &quot;Compendium of Solutions,&quot; see ED627535.]
Unlocking the Power of Digital Technologies to Support &apos;Learning to Earning&apos; for Displaced Youth. Compendium of Solutions
Author: Mullan, Joel, Comp.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Youth,Refugees,Education Work Relationship,Multimedia Materials,Information Technology,Job Training,Transitional Programs,Job Search Methods,Teleworking,Technology Uses in Education,Barriers,Labor Needs,Access to Computers,Job Skills,Program Descriptions,Job Development,Opportunities,Employment

The compendium of solutions is a supporting document to the report &quot;Unlocking the Power of Digital Technologies to Support 'Learning to Earning' for Displaced Youth.&quot; The compendium supplements the lessons learned and recommendations outlined in the main report by providing a deeper dive into the context, design, and implementation experiences of 10 promising solutions which are working to empower displaced and other marginalized youth in their 'learning to earning' journeys through digital technology. These 10 solutions represent a range of solution typologies -- from learning and skills to job matching and digital employment and entrepreneurship solutions -- being implemented across a variety of geographies, languages, and school-to-work transition stages. While the compendium is not intended to be an evaluation or in-depth review of the featured solutions, it highlights several key aspects of these promising solutions to act as models for governments, policy makers, international donors, and local organizations to consider in the design and implementation of future policies and programmes. [The compendium and the main report were partially funded by the Partnership forimproving prospects for forcibly displaced persons and host communities (PROSPECTS),which is supported by the Ministry of Foreign Affairs of the Netherlands. For the full report, see ED627529. For the Executive Summary, see ED627533.]
Talent on the Move: Listening to Children and Young People on the Move to Unlock Their Potential
Author: United Nations Children's Fund (UNICEF)
Date: 2021-07-00
Type: Reports - Research
Subjects: Migrants,Refugees,Migrant Children,Young Adults,Adolescents,Attitudes,Academic Aspiration,Occupational Aspiration,Education,Training,Employment,Incentives,Opportunities,Academic Aptitude,Employment Potential,Talent Development,Empowerment

There are an estimated 281 million international migrants. One in five is a young person and 36 million are children. Worldwide, more than 4 out of 10 forcibly displaced persons are younger than 18, with 33 million children living in forced displacement at the end of 2019 -- either as internally displaced persons within their country or abroad as refugees or asylum seekers. Young migrants, refugees and internally displaced persons (IDPs) across continents represent a unique, untapped pool of talent, ideas, and entrepreneurship. Often resilient, motivated and with experience in overcoming adversity, they have the potential to help solve some of our greatest challenges. Powered by the voices of youth, this report harnesses the technology of U-Report to ask 8,764 young people on the move, aged between 14 and 24, if they felt heard and invited them to share their aspirations to learn and earn. According to this poll, nearly 40 per cent of young people on the move identify education and training as their biggest priorities, and 30 per cent prioritized looking for a job. As the examples in this report highlight, young people on the move are a force for success. But only by creating incentives and opportunities for them to fulfil their aspirations can we turn their passions, energy and hopes into something productive and empowering.
Title V Summary Report, 2002-2003. Publication Number 02.03
Author: Huskey, Barton
Date: 2003-06-00
Type: Reports - Descriptive
Subjects: School Districts,Elementary Secondary Education,Educational Legislation,Federal Legislation,Federal Aid,Educational Improvement,Public Schools,Private Schools,Educational Change,Educational Innovation,At Risk Students,Resource Allocation,Expenditures,College Readiness,Underachievement,Minority Group Students,Itinerant Teachers,Library Personnel,Mentors,Volunteers,Coordinators,Health Services,Delinquency

This report summarizes evaluation results for AISD's federally-funded Title V program activities for the 2002-2003 school year.
Telecommunications Infrastructure Fund Board Grant, Evaluation Report 2002-03. Publication Number 02.04
Author: Samii-Shore, Karin
Date: 2003-07-00
Type: Reports - Evaluative
Subjects: Telecommunications,Public Schools,Grants,Access to Computers,Technological Literacy,Program Effectiveness,Faculty Development,Teacher Attitudes,Student Attitudes,Technology Integration,Summer Programs,Educational Technology,High Schools

This report summarizes evaluation results of AISD's Telecommunications Infrastructure Fund (TIF) Board Public School Grants for the 2002-2003 school year.
Prekindergarten Expansion Grant Evaluation, 2002-03. Publication Number 02.05
Author: Curry, Janice
Date: 2003-10-00
Type: Reports - Evaluative
Subjects: School Districts,Preschool Education,Grants,Limited English Speaking,Economically Disadvantaged,Homeless People,School Schedules,Preschool Children,At Risk Students,Student Characteristics,Minority Group Students,Racial Differences,Ethnicity,Language Usage,Attendance,Beginning Reading,Spanish Speaking,Mathematics Achievement,Reading Skills,Reading Achievement,Faculty Development,Textbook Selection,Program Effectiveness,Developmentally Appropriate Practices,Budgets

This report summarizes evaluation results from AISD's Prekindergarten Expansion grant program during 2002-2003.
Title I Facilities for Neglected or Delinquent Youth Summary Report: 2002-2003. Publication Number 02.06
Author: Washington, Wanda
Date: 2003-09-00
Type: Reports - Descriptive
Subjects: School Districts,Federal Aid,Delinquency,At Risk Students,Child Neglect,Elementary Secondary Education,Educational Legislation,Federal Legislation,Foster Care,Institutionalized Persons,Child Abuse,Public Schools,Student Characteristics,Residential Programs,Correctional Institutions,Academic Achievement,Educational Attainment

This report summarizes evaluation results from AISD's federally-funded Title I supported activities at facilities for neglected youth and facilities for delinquent youth during 2002-2003.
Title I Evaluation, 2002-03. Making Progress and Being Accountable in Education. Publication Number 02.07
Author: Doolittle, Martha
Date: 2003-10-00
Type: Reports - Evaluative
Subjects: School Districts,Federal Aid,Educational Finance,Federal Legislation,Elementary Secondary Education,Educational Legislation,Academic Achievement,At Risk Students,Public Schools,Private Schools,Resource Allocation,Expenditures,Student Characteristics,Teacher Certification,Teaching Experience,Extended School Day,Low Income Students,Limited English Speaking,Immigrants,Minority Group Students,Bilingual Education,English (Second Language),Special Education,Gifted Education,Homeless People,Teacher Qualifications,Paraprofessional School Personnel,Parent Participation,School Choice,Educational Improvement,Racial Differences,Ethnicity

This report summarizes evaluation results from AISD's federally-funded Title I program activities during 2002-2003.
Accelerated Reading Instruction (ARI) Grant Evaluation, 2002-03. Publication Number 02.10
Author: Curry, Janice
Date: 2003-11-00
Type: Reports - Evaluative
Subjects: Acceleration (Education),School Districts,Reading Instruction,Reading Achievement,Grants,State Legislation,Strategic Planning,Kindergarten,Elementary School Students,Intervention,Reading Tests,Scores,Summer Schools,Program Evaluation,Program Effectiveness,Reading Programs,State Aid

This report summarizes evaluation results of AISD's state-funded Accelerated Reading Instruction (ARI) grant activities for 2002-2003.
Title IV Safe and Drug Free Schools and Communities Evaluation Report, 2002-2003. Program Evaluation in an Era of Reduced Resources. Publication Number 02.14
Author: Oswald, Kim Johnson
Date: 2003-11-00
Type: Reports - Evaluative
Subjects: School Districts,Grants,Prevention,Substance Abuse,Violence,Federal Aid,School Safety,Educational Legislation,Federal Legislation,Program Effectiveness,Administrator Role,Secondary Education,Student Attitudes,Teacher Attitudes,Student Behavior,Weapons,Expenditures,School Community Programs,Intervention,Needs Assessment,Discipline,Peer Influence,Academic Achievement,Parent Attitudes,Elementary Secondary Education,Incidence,Peer Teaching,Mentors,Experiential Learning,Family Programs,Specialists,Counseling

This report summarizes evaluation results for AISD's federally-funded Title IV Safe and Drug-free Schools and Communities program activities for the 2002-2003 school year.