ethanporcaro/eric-fulltext-meta huggingface dataset:
Differences in Student Information and Communication Technology Literacy Based on Socio-Economic Status, Ethnicity, and Gender: Evidence of a Digital Divide in Florida Schools
Author: Ritzhaupt, Albert D.
Date: 2013-00-00
Type: Journal Articles
Subjects: Information Technology,Technological Literacy,Socioeconomic Status,Ethnicity,Gender Differences,Middle School Students,Educational Technology,School Districts,Performance Based Assessment,Multivariate Analysis,Access to Computers

This research examines student information and communication technology (ICT) literacy and its relationships to a student's socio-economic status (SES), gender, and ethnicity of middle school students. We recruited 5,990 students from 13 school districts across the state of Florida. Student participants completed the Student Tool for Technology Literacy (ST[superscript 2]L), a performance-based assessment of ICT literacy skills based on the 2008 National Educational Technology Standards for Students (NETS.S). Results show a digital divide between low and high SES, white and non-white, and female and male students on all measures of the ST[superscript 2]L. Specifically, high-SES, white, and female students outperformed their counterparts. The results provide compelling evidence of a digital divide within Florida schools. The article discusses the implications of the findings for practice and future research. (Contains 7 tables and 3 figures.)
Are You Ready to Teach Secondary Mathematics in the 21st Century? A Study of Preservice Teachers' Digital Game Design Experience
Author: Li, Qing
Date: 2013-00-00
Type: Journal Articles
Subjects: Secondary School Mathematics,Mathematics Instruction,Preservice Teachers,Design,Educational Games,Student Teacher Attitudes,Foreign Countries,Student Surveys,Interviews,Problem Solving,Attitude Change,Teaching Methods,Teaching Skills,Case Studies,Methods Courses,Mathematics Skills

This research study examines preservice teachers' experiences of learning through game design. In particular, we investigate how their perceptions of digital games have evolved through the process of designing and building their own educational games. We are also concerned with the knowledge and reasoning skills that preservice teachers incorporate into their games. Further, we investigate the 21st century skills involved in the game design and implementation process. In this case study, the participants are first-year students at a university in Western Canada enrolled in a secondary mathematics methods course. A total of 21 preservice teachers (10 males and 11 females) in the class participated, ranging from ages 20 to 45 years old. We collected three sets of data: open-ended pre- and post-surveys, games created by preservice teachers, and follow-up interviews with selected participants. The analysis of the data shows that the game-building experience impacted preservice teachers' perceptions related to challenges, problems solving, and attitudes toward gaming and design. Further, their games demonstrated these preservice teachers' fair understanding of pedagogical and cognitive components. (Contains 7 tables and 1 figure.)
Examining Domains of Technological Pedagogical Content Knowledge Using Factor Analysis
Author: Shinas, Valerie Harlow
Date: 2013-00-00
Type: Journal Articles
Subjects: Factor Analysis,Pedagogical Content Knowledge,Construct Validity,Preservice Teachers,Preservice Teacher Education,Educational Technology,Knowledge Level,Technology Uses in Education,Educational Practices,Technology Integration,Psychometrics,Outcome Measures,Teacher Competency Testing,Surveys

This study examined the construct validity of the Survey of Preservice Teachers' Knowledge of Teaching and Technology through an exploratory factor analysis using responses from 365 preservice teachers enrolled in an educational technology course in the United States. The participants were completing methods courses and field experience concurrent to the educational technology course, allowing them to contextualize the content they learned during the semester. The survey, grounded in the framework of Technological Pedagogical Content Knowledge (TPACK), is designed to measure seven domains associated with technological, pedagogical, and content knowledge. Although the influence of the TPACK framework on teacher education programs continues to grow, research indicates the need for clearer distinctions between the domains. Results from this study revealed that participants did not always make conceptual distinctions between the TPACK domains. Specifically, factors were congruent across only technological knowledge (TK) and content knowledge (CK) and not congruent across pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and TPACK. Additionally, PK and PCK loaded together, indicating the participants did not distinguish PK from PCK. Overall, this study confirms the need to provide more clarity about the TPACK framework and to revisit survey instruments built directly around the framework. (Contains 6 tables and 1 figure.)
Teaching Mathematics Vocabulary with an Interactive Signing Math Dictionary
Author: Vesel, Judy
Date: 2013-00-00
Type: Journal Articles
Subjects: Deafness,Hearing Impairments,Dictionaries,Mathematics Instruction,Vocabulary Development,Teaching Methods,Educational Technology,American Sign Language,Case Studies,Observation,Special Schools,Interviews,Instructional Effectiveness,Conventional Instruction,Computer Assisted Instruction

State frameworks and national standards are explicit about the mathematics content that students must master at each grade level. Although the Individuals with Disabilities Education Act and the No Child Left Behind Act mandate that students who are deaf or hard of hearing and communicate in sign language have access to this content, evidence suggests that it remains out of reach for many in this group. The purpose of the implementation research described in this article was to examine use of a Signing Math Dictionary (SMD) to help students who are members of this population access the vocabulary required to master the mathematics content that underlies the topics they are studying. The study included eight separate classes and a total of 39 participants--8 teachers and 31 students--representing grades 4-8. The research design incorporated a descriptive case study methodology that involved observing (a) teaching mathematics without the SMD, (b) preparing students to use the SMD, (c) teaching mathematics with the SMD. The results suggest that, when used in actual classroom settings, the SMD may be a resource that supplements effective teaching and learning of the vocabulary of mathematics. However, further research is needed to study its use by both experienced and inexperienced teachers working with students in schools for the deaf and in inclusion settings, across math topics and grades. (Contains 2 tables and 1 figure.)
Analysing Interactions in a Teacher Network Forum: A Sociometric Approach
Author: Lisboa, Eliana Santana
Date: 2013-00-00
Type: Journal Articles
Subjects: Portuguese,Social Networks,Professional Development,Distance Education,Foreign Countries,Teacher Attitudes,Computer Mediated Communication,Access to Information,Interaction Process Analysis,Sociometric Techniques,Teachers,Teacher Surveys,Interaction

This article presents the sociometric analysis of the interactions in a forum of a social network created for the professional development of Portuguese-speaking teachers. The main goal of the forum, which was titled Stricto Sensu, was to discuss the educational value of programmes that joined the distance learning model in Brazil. The empirical study focused on the sociometric analysis of the social interactions that take place in asynchronous online environments. This approach, according to literature, allows for new means to observe, analyse, and interpret the reality of a new social paradigm. This type of analysis tries to understand the relationship established between the different actors, seeking to verify if the roles they play in both the access to information and the construction of shared knowledge. The data collected allow the researchers to deduce that the indicators used in the analysis are important for understanding and intervening in the dynamics and functioning of the network to propose improvements in its structure and organisation. In the specific case of the aforementioned discussion forum, the results of the sociometric analysis of the perceived interactions were not surprising, considering that the nature of the topic did not demand deep reflection to contribute to the debate. (Contains 2 tables and 2 figures.)
Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use
Author: Sahin, Ismail
Date: 2013-00-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Teacher Education,Technological Literacy,Foreign Countries,Statistical Significance,Beliefs,Internet,Pedagogical Content Knowledge,Student Teacher Attitudes,Student Teachers,Teaching Methods,Technology Integration,Measures (Individuals),Educational Technology,Computer Uses in Education,Predictor Variables

This study analyzes the relationships between preservice teachers' technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the canonical correlation analysis show that a statistically significant and strong relationship exists between the knowledge dimensions in the TPACK model and the self-efficacy beliefs in educational Internet use. Specifically, technology, content, and technological content knowledge domains are statistically significant predictors of preservice teachers' self-efficacy beliefs in educational Internet use.(Contains 3 tables.)
Appropriation, Parody, Gender Play, and Self-Representation in 
Preadolescents' Digital Video Production
Author: Ivashkevich, Olga
Date: 2013-02-14
Type: Journal Articles
Subjects: Preadolescents,Video Technology,Participant Observation,Popular Culture,Family Environment,Role,Authors,Editing,Acting,Self Concept,Gender Differences,Scripts,Decision Making,Ethnography

The authors discuss their participant observation study with the 10-year-old boy and 8-year-old girl who collaborated on making digital videos at home. Major themes that emerged from this research include appropriation of popular culture texts, parody, gender play, and managing self-representations. These themes highlight the benefits of video production for children and youth, which allows them to take on the roles of writers, producers, directors, actors, and editors in their own right and understand the inner workings of new media enterprise. It also offers them an opportunity to respond to and rework popular images, scripts, and characters; try on and enact multiple identities; and make important decisions about their self-representations. (Contains 5 figures and 2 footnotes.)
Accommodating Mobile Learning in College Programs
Author: Alden, Jay
Date: 2013-01-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,College Students,Higher Education,Student Attitudes,Distance Education,Online Courses,Courseware,Online Surveys

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: &quot;What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?&quot; To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was &quot;pick and choose special capabilities to develop&quot; with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with
faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional. (Contains 2 tables and 1 figure.)
The Social &amp; Mobile Learning Experiences of Students Using Mobile E-Books
Author: Kissinger, Jeff S.
Date: 2013-01-00
Type: Journal Articles
Subjects: College Students,Electronic Publishing,Textbooks,Telecommunications,Handheld Devices,Case Studies,Student Attitudes,Competence,Self Efficacy,Metacognition,Educational Technology,Technology Uses in Education,Interviews,Student Experience,Student Motivation,Constructivism (Learning),Qualitative Research,Grounded Theory

This research was designed to explore the learning experiences of state college students using mobile electronic textbook (e-book) readers. The purpose of the study was to build a rich description of how students used e-books delivered on mobile computing devices for college-level, introductory
sociology courses at a public state college in the southeastern United States. This research employed a multiple case study design that investigated and documented student experiences with this instructional technology. The bounding frame was comprised of the literature on mobile technology, mobile learning theories, and e-books. A theoretical lens of learning theories commonly found in the literature on mobile learning (constructivism, social cognitive theory, self-efficacy theory, expectancy x value theory, self-determination theory, and situated cognition) was situated within the mobile learning framework. The theoretical lens was used to provide insight to the student's learning experiences. Six conclusions were drawn from the study: (1) students expressed competence in their use of the
mobile e-books, (2) students expressed feelings of high self-efficacy when using the mobile e-books, (3) students valued the use of the mobile e-books for their learning, (4) students were individualized and metacognitive in their learning with the mobile e-books, (5) students enhanced their learning
socially and within situated learning opportunities, and (6) the students and the instructor had divergent views on the value and utility of social, interactive textbooks. (Contains 2 tables and 1 figure.)
Online Mentoring for Biotechnology Graduate Students: An Industry-Academia Partnership
Author: Khan, Rana
Date: 2013-01-00
Type: Journal Articles
Subjects: Online Courses,Graduate Study,Mentors,Biotechnology,Program Descriptions,Masters Programs,Occupational Aspiration,Academic Achievement,Feedback (Response),Surveys,Program Effectiveness,School Business Relationship,Industry,Community Development,Academic Persistence,Questionnaires

The Professional Science Master's Biotechnology program at the University of Maryland University College developed and implemented a novel online mentoring program to increase synergy with the biotechnology industry. In this program, Master's students are paired with mentors from the
biotechnology industry. A mentor assistant, who is a graduate of the degree program, assists each pair. Utilizing an open source platform and web-based technologies, each pair interacts on a regular basis to formulate and/or revise the students' professional goals and action plans. Each pair continues their interaction until the student graduates. The impact of the mentoring program is assessed through several measures including feedback on surveys and academic performance. The program grew from 19 mentor-mentee pairs in fall 2009 to 46 pairs in fall 2011. This trend and the current student retention rate of 79% suggest increasing student interest. Among the students who joined the mentoring program, those who continued participating had completed more courses/credit hours at the time of joining than the students who dropped from the program. The end-of-semester questionnaires showed generally positive student satisfaction and provided specific examples of gains in the students' ability to identify and pursue their
career goals. The number of courses completed by the mentees was significantly higher than the number of courses completed by a comparison group of non-participants, indicating a possible effect of their participation in the mentoring program. So far, more mentees graduated than the comparison group of non-participants, and in less overall time. As the program progresses, possible effects on students' academic achievement and time-to-graduation will be reevaluated. The effectiveness of the mentoring program on improving the participants' career prospects after graduation will also be examined. The benefit of such a novel program is the ease with which it bridges the gap between industry and academia, providing a remarkable career development opportunity for students while building a strong community of professionals. (Contains 5 figures and 2 tables.)
The Praxis of Teaching Artists in Theatre and Dance: International Perspectives on Preparation, Practice and Professional Identity
Author: Anderson, Mary Elizabeth
Date: 2013-04-18
Type: Journal Articles
Subjects: Foreign Countries,Art Teachers,Artists,Theater Arts,Dance,Teacher Surveys,Case Studies,Praxis,Teacher Characteristics,Teacher Attitudes,Teacher Education,Barriers,Professional Identity,Mixed Methods Research

This international study investigated the experiences and attitudes of teaching artists whose work is rooted in theatre, dance, and closely-related disciplines. Based on survey data from teaching artists working in Australia, New Zealand, Southeast Asia, United Kingdom, and the United States (n = 172), the paper illuminates participants' perspectives on preparation, practice and professional identity. Emergent themes include: (1) teaching artist training and preparation, (2) work contexts and populations served, and (3) work challenges and obstacles. Following discussion of key survey findings, three case studies based in higher education settings in the USA, UK and Southeast Asia are presented. Hagman's (2005) framework for multiple fields of subjectivity at work in aesthetic experience is employed to illustrate the ways in which the intrasubjective, the intersubjective, and the metasubjective fields of subjectivity inform each teaching artist's practice and professional identity. The paper concludes with an analysis of themes in light of current discussions on reflective practice and implications for teaching artist &quot;praxis&quot;. (Contains 7 footnotes.)
Online Advising Pilot at the Community College of Vermont
Author: Nolan, Kimberly
Date: 2013-01-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Cohort Analysis,Academic Persistence,Online Courses,Academic Advising,Student Surveys,Student Attitudes,Satisfaction,Program Implementation,Academic Support Services,Integrated Learning Systems,Computer Uses in Education,Pilot Projects,Student Personnel Services

As more colleges add online courses and fully online programs, the need to offer online supports to students becomes more apparent. The connection to an adviser is critical for all students, but for online students it can serve as their primary connection to the institution. In Fall 2011 a pilot study was
conducted at the Community College of Vermont (CCV) to examine online advising through a Moodle course site. Although this pilot study represented a small online advising cohort, 56 of the total 155 online students, it illustrates implications for practice and research. The advising cohort showed a slightly higher retention rate than the overall online population. Based on survey results students reported a strong desire for an adviser who stays with them throughout their educational career at the college. In
Fall 2012, CCV institutionalized online advising and began a systematic approach to assisting online students. Five advisers added online students to their work assignments and all CCV advisers were informed of what services CCV would be offering online. When students applied to CCV and selected online (ONL) as a home location, they were contacted via email with an explanation of the online services available to them so that students could make a more informed decision about their home location. In Fall 2012, 286 students selected ONL as their home location and were contacted by staff; 256 students chose to remain online. (Contains 1 figure and 2 tables.)
Developing and Implementing Comprehensive Student Support Services for Online Students
Author: Britto, Marwin
Date: 2013-01-00
Type: Journal Articles
Subjects: Academic Persistence,Online Courses,Distance Education,Student Personnel Services,Technical Assistance,Community Colleges,Academic Advising,Readiness,Tutoring,School Orientation,Newsletters,Educational Technology,Computer Uses in Education

Student retention in higher education has become a critical focus in recent years. This paper describes the efforts of Lone Star College-Online and its Online Student Support Services unit to build and implement a comprehensive suite of services for online students with the intention of enhancing the
online student experience and ultimately, directly and indirectly, improving student retention rates. It is hoped that others can learn and gain from the shared successes and challenges presented in this paper. (Contains 1 table and 1 figure.)
Emotions and Feelings in a Collaborative Dance-Making Process
Author: Rouhiainen, Leena
Date: 2013-05-15
Type: Journal Articles
Subjects: Cooperation,Dance,Psychological Patterns,Graduate Students,Case Studies,Empathy,Expectation,Leadership,Foreign Countries

This paper looks into the significance emotions and feelings can have in a 
collaborative dance-making process. This is done by introducing a narrative 
based on a dance pedagogy student's writings. They contain observations of her experiences on being the facilitating choreographer in a dance-making process involving a cross-artistic group of students in the performing arts. The narrative we constructed highlights especially the emotional challenges and insights that the student wrote about. In discussing the narrative, we underline that creating collaboratively can be an emotionally and personally deeply meaningful process--involving the construction of subjectivities, relationships, ideas and outcomes. Emotions play an important part in social communication but they likewise have a part to play in making aesthetic and artistic judgments. As a conclusion, we argue that emotional literacy plays an important part in artistic collaboration as does understanding the diverse roles one assumes and relates to the other artistic collaborators with. Owing to the open-ended nature of artistic work, in collaboration, understanding the significance of enacted emotions entails a process of learning, as well. (Contains 1 footnote.)