ethanporcaro/eric-fulltext-meta huggingface dataset:
Appropriation of ICT in the Educational Field: Approach to Public Policy in Colombia Years 2000-2019
Author: Barragán Giraldo, Diego Fernando
Date: 2020-06-00
Type: Journal Articles
Subjects: Information Technology,Public Policy,Educational History,Educational Change,Educational Practices,Foreign Countries,Teaching Methods,Technology Integration,Technological Literacy,International Organizations

This work document presents an approach to the appropriation of Colombian public policy related to the ICTs in the educational field, during the period of 2000 thru 2019. After a walkthrough to the scenario of international initiatives for the implementation of ICTs in schools, some theoretical approaches are presented that configure what in this work has been named the &quot;field of digital appropriation in education,&quot; which oriented the analysis of data. Subsequently, the analytical results of the public policy milestone documents during the aforementioned period are presented; as well as the testimonies of stakeholders, showing an underlying instrumental digital literacy logic, subordinated to the market, that does not seem to allow the generation of digital culture from the school. Amongst other aspects, it is concluded that, despite the investment made in connectivity and equipment provisioning, public policy has not transformed the practices of educational actors.
Are Primary Education Teachers from Catalonia (Spain) Trained on ICT and Disability?
Author: Fernández Batanero, José María
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Teacher Competencies,Technological Literacy,Educational Technology,Technology Uses in Education,Students with Disabilities,Knowledge Level,Teaching Methods,Teacher Education,Student Diversity,Barriers,Teacher Attitudes

In this work, we present the results of a study that had as an objective to understand the perception of key informants (directors, heads of studies and ICT coordinators from education centers, as well as well as directors and technology managers from teacher's training centers), on the levels of technological training and knowledge possessed by the Primary Education teachers from the Autonomous Community of Catalonia, with respect to the use of ICT with students with disabilities. For the methodology, a qualitative research design was used. The information was obtained from an analysis of 68 interviews conducted to professional from the education sector in Catalonia. The results obtained showed that the professionals perceived a low level of training and knowledge of the teachers with respect to the use of ICT with people with disabilities. The findings showed the need to design and implement didactic training that empowers the teachers.
Digital Technologies in Support of Students Learning in Higher Education: Literature Review
Author: Pinto, Marta
Date: 2020-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,College Students,Higher Education,Blended Learning,Distance Education,Flipped Classroom,Integrated Learning Systems,Teaching Methods,Learner Engagement,Access to Information,Cooperative Learning,Electronic Publishing,Collaborative Writing,Social Networks,Interpersonal Communication,Computer Simulation,Evaluation Methods,Telecommunications,Handheld Devices,Computer Software,Information Technology

Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher's choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students' active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.
Epilogue: Rethinking Digital Literacy--Media Education in the Age of Digital Capitalism
Author: Buckingham, David
Date: 2020-06-00
Type: Journal Articles
Subjects: Technological Literacy,Media Literacy,Teaching Methods,Guidelines,Risk,Internet,Safety,Barriers,Social Media,Deception,News Reporting,Audiences,Access to Information,Foreign Countries,Educational Policy,Governance

Advocates of digital education have increasingly recognized the need for young people to acquire digital media literacy. However, this idea is often seen in instrumental terms, and is rarely implemented in any coherent or comprehensive way. This paper suggests that we need to move beyond a binary view of digital media as offering risks and opportunities for young people, and the narrow ideas of digital skills and internet safety to which it gives rise. The article proposes that we should take a broader and more critical approach to the rise of 'digital capitalism', and to the ubiquity of digital media in everyday life. In this sense, the paper argues that the well-established conceptual framework and pedagogical strategies of media education can and should be extended to meet the new challenges posed by digital and social media. This article presents some reflections as an epigraph of the special issue &quot;Digital learning: distraction or default for the future&quot;, whose final result has allowed us to group a set of critical research and analysis on the inclusion of digital technologies in educational contexts. The points of view presented in this epigraph are also developed in more detail in the book &quot;The Media Education Manifesto&quot; (Buckingham, 2019).
Exploring Saudi College Students&apos; Attitudes toward Using English Dictionaries at Albaha University
Author: Khalifa, Elsadig Mohamed
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Dictionaries,English (Second Language),Second Language Learning,Vocabulary Development,Majors (Students),Multilingual Materials,Monolingualism,Electronic Publishing,Knowledge Level,Purchasing,Printed Materials,Applied Linguistics,Foreign Countries

The present paper addresses the attitudes of Saudi students toward using English dictionaries at Albaha University. A sample of 64 English majors in the College of Science and Arts in Almandaq took part in this study. A descriptive quantitative approach was implemented in this study. A 24-item questionnaire was applied in this study to collect the data. Data analysis was conducted using SPSS. Findings revealed that while most of the participants used bilingual dictionaries, few of them used monolingual dictionaries. Also, the findings showed that there was a lack of awareness among the students in using dictionary entries. Furthermore, a majority of students believe in the importance of using dictionaries for language learning. Integrating lexicography in the English course program is the main recommended implication to be taught. Teachers should implement activities related to dictionary skills in their English classes, such as using dictionary entries, including pronunciation, collocation, parts of speech, abbreviations, etc. Finally, students should be trained to use monolingual dictionaries in their language learning. These implications can be used to overcome the students' difficulties in using dictionaries.
Favouritism Behaviours of School Administrators: Teachers&apos; Perceptions of the Secondary Schools in Turkey
Author: Dagli, Abidin
Date: 2021-00-00
Type: Journal Articles
Subjects: School Administration,Principals,Administrator Behavior,Justice,Ethics,Professionalism,Teacher Administrator Relationship,Secondary School Teachers,Public School Teachers,Teacher Attitudes,Organizational Climate,School Size,Correlation,Foreign Countries

This study aims to determine favouritism behaviors of school administrators according to public secondary school teachers' perceptions in terms of some variables. The sample of the study consisted of 22 schools selected randomly from the population and 376 teachers employed in these schools. &quot;Favoritism in the School Management Scale&quot; was used in this research. In the study, teachers stated that favouritism behaviors in their schools are at the &quot;sometimes&quot; level. According to perceptions of teachers, the highest three items in the favouritism scale are: &quot;(1) In the preparation of teachers' weekly lesson plan ([x-bar]=3,30; Sometimes)&quot;, &quot;(2) In the planning of lesson distribution ([x-bar]=3,12; Sometimes)&quot;, &quot;(3) Taking into consideration the complaints of teachers ([x-bar]=3,08; Sometimes)&quot;. The lowest three items in the favouritism scale are: (1) Among the teachers in their hometowns ([x-bar]=2,14; Rarely); (2) Related to the branches of the teachers ([x-bar]=2,38; Rarely); and (3) Related to the gender of the teachers ([x-bar] =2,43; Rarely). No significant difference was detected with respect to the teachers' educational background, gender, marital status, professional experience, and union on the perceptions of favouritism behaviours. Nevertheless, a significant difference was found in all dimensions and throughout the whole scale of favouritism regarding to school size (the number of teachers) variable.
Instructional Leadership Style at MAN 1 Samarinda
Author: Suratman
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Leadership,Leadership Styles,Principals,Teachers,Administrator Attitudes,Administrator Role,Teacher Attitudes,Educational Administration,Educational Environment

The aim of this research is to describe instructional leadership as one of the leadership styles in the context of Madrasah Aliyah teaching and learning, typically at MAN 1 Samarinda, East Kalimantan. In-depth interviews with the school principal and representative teachers from all levels were conducted in order to dig information regarding the research focus. Additionally, document analysis is also used to support the findings gained from in-depth interviews specifically related to the document of school vision and mission and supervision of teachers' performance. As a result, three dimensions of instructional leadership exist in the implementation of instructional leadership at MAN 1 Samarinda, i.e. the school principal supports in terms of the implementation of school vision and mission, management of school program, and positive teaching and learning climate. Even though this research gains positive results regarding with the implementation of instructional leadership, some previous studies in this research reveal that there are quite many formal schools who are still lack of knowledge concerning with leadership styles especially instructional leadership. Therefore, the pedagogical implication of this research findings drives the involvement of the government in supporting school principal in any formal institution, especially in enriching their knowledge in implementing appropriate leadership styles. Research novelty and pedagogical implications are discussed further in this research.
Geographies of Participation in Learning Abroad Mobility among European Youth: A Comparison of Student and Non-Student Groups in the EU Member States
Author: Öz, Yakup
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Study Abroad,Student Participation,Student Mobility,Age Differences,Gender Differences,Rural Areas,Barriers,College Students,Geographic Location

In recent decades, learning abroad mobility has become a popular movement and has often been considered among students in higher education. However, in the European Union (EU) context, opportunities to learn abroad are also provided for non-student groups of youth. Accordingly, this study aims to examine the role of certain socioeconomic factors concerning participation in learning abroad mobility and to compare their contribution between students and non-student groups of youth in six country groups in the EU. In so doing, a quantitative method was followed by using the data of Flash Eurobarometer 478. Findings of the multinomial logistic regression analyses show that although there is no significant difference between the EU15 and NMS (new member states) regarding young people's participation in learning abroad mobility, such difference occurs within the NMS. Students are more likely than nonstudents to participate in general. The age of students, being female and living in rural areas among non-students can also hinder participation.
Higher Education Finance between Ghana and the United States
Author: Acquah, Alfred
Date: 2021-00-00
Type: Journal Articles
Subjects: Comparative Education,Neoliberalism,College Attendance,Higher Education,Educational Finance,Costs,Educational Objectives,Enrollment Trends,Expenditures,Cross Cultural Studies,Access to Education,Student Financial Aid,Low Income Groups,Socioeconomic Status,Foreign Countries

Over the years, there has been a tremendous increase in enrollment in higher education as well as the cost of attendance. This article comparatively analyzes the higher education finance between the United States of America (U.S.A.) and Ghana, taking into consideration the goals of higher education, enrollment and expenditure, and the various sources of finance available to students in both countries. The source of education finance between both countries is examined through the lens of neoliberalism, which prioritizes capitalism, free trade, and market in public institutions, specifically higher education. While there are disparities in the financing of higher education in both countries, there is a similarity in the limited access to higher education and funding by students from low socioeconomic backgrounds.
Language, Education, and Power in Refugee Camps: A Comparison of Kakuma Refugee Camp (Kenya) and Thai-Myanmar Refugee Camps
Author: Le, Hang M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Emergency Shelters,Language of Instruction,Educational Policy,Comparative Education,Cross Cultural Studies,Language Usage,Political Influences,Power Structure,Decision Making,Foreign Countries,Cost Effectiveness,Futures (of Society),Efficiency,Civil Rights,Native Language,Second Language Learning,African Languages,Sino Tibetan Languages,Muslims,English (Second Language),Language Role

While there is growing attention to language as a central issue in education for refugees, this policy area still appears to be dominated by an apolitical, technical, and instrumentalist perspective. Through a comparison of language-in-education policies in two refugee camp contexts, Kakuma Refugee Camp in Kenya and the refugee camps along the Thai-Myanmar border, this paper demonstrates how language policies are always deeply political in nature. In refugee contexts in particular, language policies in education reflect and reproduce existing power dynamics that can exclude refugees from decision-making processes about their own future. In Kakuma, language issues in education are decided by the international humanitarianism regime based on efficiency and cost-effectiveness over the linguistic rights of the refugee community. Even when refugees are in control in the Thai-Myanmar refugee camps, decisions over the language of instruction are still political choices that serve to exclude many people.
Territorial Education through Urban Agriculture: Contributing to Building Sustainable Cities in Times of a Pandemic
Author: Simon, Sandrine
Date: 2021-00-00
Type: Journal Articles
Subjects: Urban Areas,Agricultural Production,COVID-19,Pandemics,Global Approach,Sustainability,Educational Change,Comparative Education,Experiential Learning,Foreign Countries,Social Change

The multi-dimensional damages caused by the COVID-19 pandemic have highlighted the fragility of our economic systems and their lack of resilience. People are starting to question globalisation, and debates on alternative modes of development are back and alive. If economic paradigms need reforming, we also need educational systems that will equip people to build more sustainable societies. With this in mind, this article focuses on two crucial components in 'current issues in comparative education'. One relates to the emergence of a so-far under-explored area of research in education, that of Territorial Education (TE), and places it in the context of both the 1990s educational reforms, intended to create a standardised 'world class education', and of 'education for sustainability'. The second one focuses on the experiential nature that skill-orientated Territorial Education can provide, in contrast to other types of 'education for sustainability' approaches that are more conceptual. Using Urban Agriculture initiatives in Lisbon as illustrative examples, the article shows that such practical approaches might help to make cities sustainable and resilient in the future.
A Model for Analysing Digital Mathematics Teaching Material from a Social Semiotic Perspective
Author: Bergvall, Ida
Date: 2021-00-00
Type: Journal Articles
Subjects: Semiotics,Mathematics Instruction,Teaching Methods,Information Technology,Mathematical Concepts,Instructional Materials,Distance Education,Networks,Models,Films,Computer Assisted Instruction,Secondary School Students

The use of digital teaching materials is increasing in mathematics teaching. The dynamic resources of these materials have great potential, for example to adapt the content to different teaching methods and different students. These materials also provide new opportunities for the increasing distance learning. However, in order to take advantage of this potential and to avoid possible disadvantages, a deepened understanding of the function of these materials is needed. In this article, we describe a social semiotic model for multimodal analysis of digital teaching materials in mathematics. The suggested model is intended as a tool for researchers as well as for teachers, to analyse how affordances by digital technology are utilized to offer mathematical meaning in different teaching materials, by an analysis of networks of information offered regarding central aspects of mathematical concepts.
Call for the Return to the Qualities of the Traditional Muslim Mind
Author: Razak, Mohd Abbas Abdul
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Change,Muslims,Islam,Religious Factors,War,Terrorism,Barriers,Criticism,Social Bias,Intergroup Relations,Cultural Maintenance,Cognitive Style,Scholarship,Islamic Culture,History,Philosophy,Scientific Research

The world we live today has undergone a dramatic change in values, science and technology. In a world so divided with contending ideologies and worldviews, humanity as a whole has derailed from its philosophy of co-existence, tolerance and mutual respect for one another's faith and culture. The war that should have ended with the formation of the United Nations is still raging in many parts of the world. News and business are controlled by some powerful conglomerates. The gap between the haves and have not's still persists. In the wake of the present global condition, Muslims and their religion are targeted and falsely labeled as a global threat. This apparent situation of the world calls for the new generation of Muslims to think and re-evaluate on how to respond to the challenges and criticisms that come from others. Moreover, they have to carve out new ways to co-exist with others and on how to preserve their religion and cultural heritage of the past. Through this paper, the researchers intend to investigate the style of thinking of the great Muslim scholars during the heydays of the Islamic civilization and propose the importance of reviving such an orientation of thinking in the contemporary Muslim world. As a qualitative study, the researchers intend to present some historical evidence on the remarkable achievement of the Muslim scholars of the bygone centuries. The textual and document analysis methods will be employed in interpreting the relevant data of the study. Pertinent data related to the research will be retrieved from print and electronic media.
Analysing the Role of External Policy Interventions in Explaining the Trend of School Educators&apos; Intrinsic Motivation
Author: Yildirim, Kamil
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Teacher Motivation,Teaching Conditions,Foreign Countries,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Teacher Characteristics,Teacher Attitudes,Professional Autonomy,Self Efficacy,Teacher Role,Faculty Development,Teacher Collaboration

This study investigated the role of external policy interventions in explaining the trend of school educators' professional intrinsic motivation. Through the explanatory sequential design of the mixed study, we first described the trend in the intrinsic motivation of a total of 1,470 school educators between 2012, 2014, 2016 and 2018 by four-legged cross-sectional sub-studies. Then, we collected retrospective narrative data to give meaning the trend. We analyzed the data by descriptive statistics (F and [eta][superscript 2] tests) and content analysis. At the end of the study, we found out a negative significant trend in educators' intrinsic motivation as the years progressed. Past experiences of educators indicated the meaningful role of external policy interventions in generating this trend.
Development of Group Dynamics Scale (Gds): Validity and Reliability Study
Author: Zincirli, Muhammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Group Dynamics,Test Validity,Test Reliability,Teacher Attitudes,Foreign Countries,Factor Analysis,Elementary Secondary Education,Public School Teachers

We developed a scale to assess teachers' perceptions of group dynamics in schools. The sample consisted of 995 teachers from five public schools affiliated with the Ministry of National Education, Turkey. Construct validity was determined using an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). The EFA results revealed a one-factor structure that accounted for 44% of the total variance. The CFA results indicated acceptable goodness of fit indices for the one-factor group dynamics scale (GDS) model. Criterion validity was determined using the scale of organizational silence (SOS) and the person-organization fit scale (POFS). The results showed that the GDS was positively correlated with POFS and negatively correlated with SOS. Reliability was measured on three different samples. The GDS had a Cronbach's alpha ([alpha]: internal consistency coefficient) of 0.88 to 0.89. Reliability was also analyzed using the test-retest method. The results showed that the GDS had an acceptable reliability coefficient. These results indicated that the GDS was a reliable measure. The &quot;upper and lower 27 percent rule&quot; and corrected item-total correlation coefficients were used for item analysis. The former revealed acceptable results for all three samples, while the latter revealed significant t-test results for all items. All these results indicate that the GDS is a valid and reliable measure.