ethanporcaro/eric-fulltext-meta huggingface dataset:
Mineral Supertrumps: A New Card Game to Assist Learning of Mineralogy
Author: Spandler, Carl
Date: 2016-05-00
Type: Journal Articles
Subjects: Mineralogy,Science Instruction,Educational Games,Earth Science,Active Learning,College Students,Student Surveys,College Science,Instructional Effectiveness,Learner Engagement,Learning Motivation,Secondary School Science,Questionnaires,Geology,Foreign Countries

Mineralogy is an essential component of Earth Science education, yet many students struggle to obtain adequate comprehension and knowledge of mineralogy during tertiary (postsecondary) degree programs. The use of educational games can be an effective strategy for science teaching as games provide an active learning environment that enhances student engagement and motivation. This paper introduces a new card game called ''Mineral Supertrumps'' that can be used to counter the challenge of learning mineralogy at either secondary or tertiary level. The card game includes information on the properties of 54 minerals, which include the most important rock-forming minerals as well as minerals of industrial and economic significance. The game is easy to learn and play, and it is designed to motivate learning of mineral properties through active and competitive game-play in a group setting. Group play also helps to build identity and culture around student cohorts, which may also promote learning outcomes. Most students in the second year of a tertiary geology program surveyed after playing the game found it enjoyable to play and considered it to be effective for enhancing learning about mineral properties and their application to society and other Earth Science disciplines. Nevertheless, our survey results also indicate that student engagement with the game (and hence, learning benefits) may be limited if the game is not integrated with other course content, and/or it is not linked to incentive-based exercises (e.g., assessment).
Using Prezi to Motivate Middle School Science Students
Author: Bender, Caroline
Date: 2012-00-00
Type: Journal Articles
Subjects: Middle School Students,Secondary School Science,Student Attitudes,Science Instruction,Learner Engagement,Teaching Methods,Multimedia Instruction,Pretests Posttests,Student Surveys,Intervention,Program Effectiveness,Attitude Change,Grade 7,Technology Uses in Education,Educational Technology

This study examined the effects of the use of a non-linear multimedia presentation model, Prezi, on middle school students' attitude toward learning science, engagement in school science, and the impact on learning science. Prezi was used as the primary instructional model for an intensive six-week intervention period in seventh grade science classrooms. A total of 28 students, from two science classes, participated in the study. Each student completed a pre- and post-survey to determine attitudes and beliefs about learning science and also completed two surveys at the end of the intervention to determine the effectiveness of Prezi as an instructional tool. Findings indicate small improvements in both students' attitudes and beliefs about learning science in general. However, results do show that Prezi is effective as a learning tool because it engages students in learning, helps students retain information, and for its ease and style of design and presentation. Results also indicated that Prezi was, most notably, effective in informing students about science topics, presenting information in an understandable way, and that Prezi would be an effective learning tool if used in other courses.
Counseling Instruction in the Online Classroom: A Survey of Student and Faculty Perceptions
Author: Cicco, Gina
Date: 2012-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Counselor Training,Counseling Techniques,Statistical Analysis,College Faculty,Alumni,Counselors,Graduate Students,Likert Scales,Counselor Qualifications,Teaching Methods,Online Surveys

This article will review the design, procedures, and results of a recent study conducted to survey the perceptions of counseling students and professionals regarding the delivery of counseling instruction in online courses. Few studies have addressed the appropriateness, effectiveness, and evaluation procedures of counseling skills instruction via the online classroom (Trepal, Haberstroh, Duffey, &amp; Evans, 2007). Counseling skills courses, especially those requiring field experiences, typically involve intensive and ongoing communication among counselors-in-training, their faculty supervisors, peers, and clinical or on-site supervisors. The frequent exchange of information among learners, faculty, and evaluators is primarily centered on critiquing and improving specific counseling skills and techniques. Exercises such as role-playing and mock counseling sessions are viewed as appropriate and necessary for the healthy development and practice of core counseling skills. Such skills are viewed as hierarchical, from basic attending skills to advanced development of personal theory (Ivey, Ivey, &amp; Zalaquett, 2010). Essentially, courses that teach counseling skills provide opportunities for practice, review, and assessment of core and advanced skills and the interpersonal skills that are prerequisites for their development. The study described in this article utilized a researcher-made survey instrument to obtain the perceptions of counselors-in-training, counseling faculty, and active practitioners on the instructional procedures, learning, and evaluation of counseling skill development within the online classroom. Many participants offered suggestions for the improvement of instruction within online courses and the incorporation of live interaction to supplement strictly asynchronous exchanges. The results of the survey revealed participants' concerns about the opportunities for students to practice skills sufficiently in online courses and the ethical responsibilities of academic program faculty to confirm skill mastery prior to graduation. Study findings also hold implications for pedagogues on the importance of considering learning styles in online classrooms (Cicco, 2009).
Quantifying the Level of Inquiry in a Reformed Introductory Geology Lab Course
Author: Moss, Elizabeth
Date: 2016-05-00
Type: Journal Articles
Subjects: Introductory Courses,Educational Change,Science Instruction,Cooperative Learning,Pretests Posttests,Scientific Concepts,Geology,Science Laboratories,Measures (Individuals),Achievement Gains,Scores,Course Descriptions,Undergraduate Students,Inquiry

As part of a campus-wide effort to transform introductory science courses to be more engaging and more accurately convey the excitement of discovery in science, the curriculum of an introductory physical geology lab course was redesigned. What had been a series of ''cookbook'' lab activities was transformed into a sequence of activities based on scientific inquiry and cooperative learning. The first two semesters were spent developing and implementing the new lab activities, and two more semesters were spent refining them. In the second semester of each of these two phases, students enrolled in the lab completed a 15-question version of the Geoscience Concept Inventory (GCI; Libarkin and Anderson, 2005); there were significant improvements from pretest to posttest scores. Student evaluations before and after the reform are not significantly different and overall positive. This paper presents an overview of the lab activities in the new curriculum, a detailed analysis of the type and level of inquiry in each lab, and the assessment of the impact on student learning.
Using iPad2 for a Graduate Practicum Course
Author: Sachs, Lindsey
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Graduate Students,College Faculty,Practicums,Surveys,Attitude Measures,Program Effectiveness,Public School Teachers

iPads and iPhones continue to impact academia, but the iPad2 provides features that could enhance teacher education programs. This paper addresses how eight graduate students and a faculty used iPad2 to support a graduate practicum course. Participants were asked to report how they used their iPad2 each week in the form of a written log and complete a survey after seven weeks. Participants used the camera or video feature to create educational tutorials, record video logs, record interviews, capture student footage for parent night presentations, record guest speaker presentations for future playback, archive students acting in performances for homework instruction, document follow up communication after professional development sessions. Others used Apps to improve delivery of instruction and record student collaborative group work with video and camera footage. Over 86% of respondents agreed or strongly agreed that if given a class set of iPad2's, student learning and performance would improve.
Transforming Undergraduate Research Opportunities Using Telepresence
Author: Pallant, Amy
Date: 2016-05-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Oceanography,Student Experience,Scientific Research,Telecommunications,Program Effectiveness,Ethnography

The National Science Foundation funded the &quot;Transforming Remotely Conducted Research through Ethnography, Education, and Rapidly Evolving Technologies&quot; (TREET) project to explore ways to utilize advances in technology and thus to provide opportunities for scientists and undergraduate students to engage in deep sea research. The educational goals were to engage students in research in which they develop a hypothesis and research plan, experience a distant environment, collect data remotely, and interact with the scientific community. Eight undergraduate students from three universities participated, working closely with a professor at their institution with additional mentoring by other scientists. This paper describes the educational portion of TREET, students' experiences conducting ocean science research using telepresence, and lessons learned about the promise and challenges of using telepresence to engage undergraduate students in research. The TREET project consisted of three phases: Phase I, a seminar and the development of a research plan; Phase II, a telepresence-enabled cruise; and Phase III, a postcruise seminar and data analysis. An evaluation of the program shows that students conducted their own research and experienced real-world scientific challenges associated with working at ocean depths from shore. While the experience was valuable for students, there were several lessons learned that have implications for future implementations of telepresence-enabled programs, including the importance of scheduling research experiences for undergraduate students, providing support for data analysis, building community, and developing clear communication strategies from the remote site. The TREET project represents a promising step in imagining the future in which telepresence can open more opportunities for undergraduates.
Cross Curricular Connections: An Innovative Model for Curriculum Transaction
Author: Jeya Harish, H. G.
Date: 2012-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Science Instruction,Teaching Methods,Integrated Curriculum,Science Curriculum,Elementary Secondary Education

Students want to discuss each and everything related to the subject as well as the personal matters with their teacher. This shows that they trust their teachers so much than anyone else. So it is the duty of the teacher to teach the subject with more and more concrete examples and connections with the day to day life. They should connect the subject with all disciplines so that rather than opening the new memory location the information will store on the location which was already created on the brain. In the light of the above discussion researcher (authors) decided to carry out a research (article) on Cross Curricular Connections. Cross Curricular Connections to science instruction can result in rich and meaningful experience for students. The article that follows describes Cross-Curricular or interdisciplinary connections and their values to learners. Then, it lists specific considerations a Science teacher, or any other teacher, should consider before setting aside instructional time to make Cross Curricular Connections.
An Investigation into the Secondary Schools In-Service Teachers' Selected Variables on Interactive Computer Technology (ICT) Competency
Author: Adodo, S. O.
Date: 2012-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Computer Literacy,Age Differences,Gender Differences,Teaching Experience,Correlation,Statistical Analysis,Multiple Regression Analysis,Computer Attitudes,Self Concept,Predictor Variables,Foreign Countries,Questionnaires

The use of computer technologies has come to stay, an individual, group of individual and society who is yet to recognize this fact is merely living. The introduction of Information and Communication Technology (ICT) into the education industry has caused transformation in instructional process. The study investigated the in-service teachers instinctive variables and their competency at using interactive computer technologies (ICTCS). 240 teachers' were selected as sample for the study. Two research instruments (self concept scale, Attitude to Interactive Computer Technology Scale (AICTS) and Computer Interactive skills Scale (CISS). Correlation matrix, t-test statistics, ANCOVA and multiple regression analysis was used to analyse the data collected. The finding revealed that the instinctive variables significantly predicted the independent variable. Also, teachers gender did not make any significant contribution to their (ICTS) Competency. While teachers age and year of service significantly contribute to their ICTS competencies. A significant difference exist between the teachers age, teachers' year of service and their competency in ICTS.
Designing Innovative Counseling Courses: Combining Technology, Theory, and Practice
Author: Cicco, Gina
Date: 2012-00-00
Type: Journal Articles
Subjects: Counselor Training,Graduate Study,Instructional Innovation,Instructional Design,Courses,Team Teaching,Counselor Educators,Individualized Instruction,Cognitive Style,Graduate Students,Technology Uses in Education,Theory Practice Relationship,Teacher Collaboration,Lesson Plans,Assignments,Behavioral Objectives,Student Evaluation

This article will discuss the development of an innovative instructional design for teaching graduate courses in counselor education programs. The teaching strategies that will be highlighted evolved during a collaborative team-teaching project conducted by two counselor educators. These two faculty members worked together to redesign a course in organizational and administrative theory for school counselors-in-training. Their project will be described as well as the resultant conceptual model for integrating technology, theory, and practice through employing differentiated instruction. The proposed instructional design includes consideration of students' learning-style preferences. Countless studies document the many benefits of accommodating students' learning styles in the classroom, as doing so improves students' academic performance, learning outcomes, and overall attitudes (Cicco, 2009; Dunn &amp; Griggs, 2003). The instructional design model presented incorporates techniques for engaging students through strategic lesson planning, emphasizing faculty expertise and interests, and providing students with assignment options so they can optimize their learning experiences. The instructional model ideally would combine thoughtful, meaningful technological tools, instruction of theory through various instructional strategies, and opportunities for application and evaluation through practical, experiential learning. Recommendations for enhancing lessons in the classroom by integrating resources from online course management systems will also be addressed. Utilizing faculty collaboration, peer-review methods, and experiential learning has been shown to produce positive learning outcomes in counselor preparation programs (Corey, Corey, &amp; Callanan, 2005; Orr, Hall, &amp; Hulse-Killacky, 2008).
Dynamic Educational Collaboration between University and High School Faculty Promoting Partnership in Teaching and Learning in the 21st Century
Author: Osler, James Edward, II
Date: 2012-00-00
Type: Journal Articles
Subjects: High School Students,Mentors,Best Practices,Technology Integration,Partnerships in Education,Universities,Public Schools,STEM Education,College Faculty,Instructional Design,Pedagogical Content Knowledge,Educational Technology,College School Cooperation,Program Descriptions,Multiple Intelligences,Constructivism (Learning)

A dynamic partnership has been developed and cultivated between the North Carolina Central University (NCCU) and Durham Public Schools (DPS) called &quot;The Learning Laboratory Initiative Partnership&quot;. The faculties involved in the partnership are from North Carolina Central University and Durham Public Schools Hillside New Tech High School. The overall purpose of the collaborative partnership between NCCU and Hillside New Tech High is to have a positive impact on 9-12 students' performance in science, mathematics, engineering, and technology (the STEM areas) by using current and emerging technologies, Instructional Design, the TPACK integration model, and a content faculty mentoring system. The partnership focuses on an intensive program of professional development and content mentoring of 9-12 teachers at Hillside New Tech. This project is divided into two phases based on the fiscal calendar. This research paper provides an overview of the project as a best practice model of technology integration and university-school partnership. It discusses the components of the project and provides a demonstration of professional development activities and teacher products as a result of the training provided by NCCU faculty for Hillside NT teachers.
Reviewing Web Searching in the 21st Century Education
Author: Seyedarabi, Faezeh
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Internet,Online Searching,Technology Uses in Education,User Needs (Information),Preferences,Information Seeking,Information Technology,Barriers,Technology Integration,Educational Practices,Use Studies,Educational Policy,Public Policy,Literature Reviews

In this paper, the government's initiatives and policies for improving schools in the UK are highlighted to be the main drive for the Internet use of teachers and online resources in their classroom teaching. The aim of this review is to outline Web searching as an important part of education and society in the 21st century. Hence, in order to learn more about the Web searching needs and preferences of teachers and in particular those in the UK, researchers are recommended to explore future research questions in the area of teachers' information needs and search behaviours. This should enable researchers to better understand the barriers associated with the integration of ICT tools like the Internet in classroom teaching as well as the technological needs of teachers in the 21st century.
Photographic Inquiry and Educational Technologies: Generating Meaningful Narratives
Author: Swaminathan, Raji
Date: 2013-00-00
Type: Journal Articles
Subjects: Photography,Educational Technology,Qualitative Research,Data Collection,Data Analysis,Research Reports,Research Methodology,Inquiry,Visual Aids,Participatory Research,Video Technology,Technology Uses in Education

This article examines the possibilities of photography as a tool for Qualitative Research data collection, data analysis, and display. The authors argue that the new vanguard of Educational Technologies (ETs) further illuminates the analytical possibilities of photographic data and ETs can serve as an engaging way to interact with meaning-making related to the increasingly more visual socio-cultural context of qualitative inquiry. ETs related to creating and displaying photographs combined with engaging multimodal pedagogies can produce endless possibilities for arranging data and generating meaningful narratives.
Student Perceptions of Asynchronous and Synchronous Web Based Tools and Perceived Attainment of Academic Outcomes
Author: Parenti, Melissa A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Student Attitudes,Synchronous Communication,Asynchronous Communication,Distance Education,Web Based Instruction,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Mixed Methods Research,Masters Programs,Teacher Education Programs,Likert Scales,Computer Mediated Communication,Feedback (Response),Electronic Mail,Program Effectiveness

With an increasing presence and continual adaptations related to distance learning, there is a recognized need for up-to-date research in the area of effectiveness of online education programs. More specifically, assessing the capacity to attain academic goals by use of asynchronous and synchronous web based tools within Learning Management Systems (LMS) requires further evaluation. Research within this study was designed to assess student perceptions of the abilities of the various asynchronous and synchronous web-based tools to assist in the perceived attainment of academic outcomes. The mixed method study included 33 participants (n = 33) enrolled in a Master of Arts in Teaching distance learning program. A post-only Likert scale survey was employed to collect quantitative data linked to perceptions of the ability of various web-based instructional tools to assist in the perceived attainment of learning outcomes. Descriptive statistics revealed preference for the live synchronous Class Time sessions, live synchronous Chat Pod messaging, and asynchronous ongoing email communication. Additionally, qualitative feedback was gathered via open-ended response and observation of twenty-one recorded Class Time sessions. The qualitative findings within this study were consistent with the research detailing the benefits of varied ongoing interactions and immediacy of feedback in the online learning setting.
A Proposed Multimedia Cone of Abstraction: Updating a Classic Instructional Design Theory
Author: Baukal, Charles E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Instructional Design,Learning Experience,Multimedia Materials,Reading Material Selection,Learning Theories,Visual Aids,Instructional Effectiveness,Simulated Environment,Computer Simulation,Video Technology,Imagery,Audio Equipment,Narration,Reader Text Relationship,Symbolic Learning,Learning Processes,Instructional Materials

Advanced multimedia techniques offer significant learning potential for students. Dale (1946, 1954, 1969) developed a Cone of Experience (CoE) which is a hierarchy of learning experiences ranging from direct participation to abstract symbolic expression. This paper updates the CoE for today's technology and learning context, specifically focused on the use of multimedia in education. The new hierarchy, called the Multimedia Cone of Abstraction (MCoA), has fewer primary levels than the CoE but many more total levels because of multiple potential sublevels. The purpose of the MCoA is to help instructional designers of educational content to select appropriate multimedia for each learning context.