ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Training Individuals with Mild Intellectual Disability in Scaffolding Strategies and Computer Software on Their Generalization Skills
Author: Jalloul, Farah
Date: 2016-00-00
Type: Journal Articles
Subjects: Mild Intellectual Disability,Computer Software,Teaching Methods,Educational Technology,Technology Uses in Education,Scaffolding (Teaching Technique),Generalization,Concept Formation,Verbal Communication,Training,Pretests Posttests,Program Effectiveness,Scores,Statistical Analysis,Metacognition,Hypothesis Testing,Oral Reading,Protocol Analysis,Maintenance,Special Schools,Foreign Countries,Reinforcement

Objective: The study aimed at investigating the effect of scaffolding strategies as thinking out loud and verbalization of instructions strategies on the generalization skills of language-related concepts in mildly intellectual disabled students. Method: Twenty-seven subjects in three treatments were trained in solving a pattern of the Thurston letter series task. Group 1 students received language concepts through training in verbal instructions and thinking out loud strategy. Group 2 students received language concepts training through computers. Group 3 students received training in language concepts through thinking out loud, verbal instructions and computer software. Pre-training measures to subjects' chronological age, Verbal Analogies Test and training trials were collected. Training measures pertaining to acquisition, maintenance and generalization of pattern completion tasks were collected. Mean scores and standard deviations were obtained for each dependent measure. Results: The treatment effect was studied by a series of one way ANOVAS and a Tukey &quot;post hoc&quot; test, which revealed that there was a significant difference between group 1 and group 2, since the difference between the means (m1-m3) = -2.556 and p = 0.000. Also, the difference is shown between group 2 and group 3 since the difference between the means (m2-m3) = -2.333 and p = 0.000 and in both cases p is less than 0.05. Moreover, group 3 had a higher mean (M = 3.89) than group 2 (M = 1.56) and group 1 (M = 1.33). Conclusion: Group 3 had the ability to become self-regulated by solving the untrained letter patterns. Thus, we can conclude that training in scaffolding strategies, such as thinking out loud and verbalization of instruction strategies, helped individuals with an intellectual disability to acquire metacognitive strategies. This enabled them to generalize the learning experience and become self-regulated and better problem solvers. Also, using a computer program promoted the use of metacognitive strategies. Once students internalize target strategies, they can transfer these to second language patterns; therefore, it enhances the generalization of learning individuals with an intellectual disability. Recommendations for further research were discussed.
Computer-Assisted Instruction: &quot;JClic&quot; as a New Pedagogical Tool for EFL Learners
Author: Stelea, Sorina
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Second Language Learning,Second Language Instruction,Teaching Methods,Computer Software,English (Second Language),Mixed Methods Research,Morphemes,Learner Engagement,Student Motivation,Learning Processes,Academic Achievement,Language Teachers,Educational Environment,Grammar,Questionnaires,Likert Scales,Student Attitudes,Foreign Countries,High School Students,Language Tests

The present study has a double purpose: firstly, to evaluate the effect of JClic on students' performance in the use of Simple Present Perfect in English and secondly, to establish the impact of the use of JClic on students' engagement and motivation. In other words, this research seeks to find out if student engagement and motivation in the learning process are heightened while using JClic, as a pedagogical tool, to carry out instruction. In this study, the Simple Present Perfect is presented in contrast to Simple Past in order to strengthen students' knowledge and understanding of the two tenses, although only the first one is evaluated as it was more problematic for them (according to the results from the 2nd end of term exam). Furthermore, a description and practice activities, involving the use of both tenses, are presented. In this study, we use mixed methods (quantitative and qualitative), in order to answer the research questions and obtain a better triangulation and complementarity regarding data collection. The findings reveal that the use of the JClic software, as a computer-assisted language-learning (CALL) tool, can increase students' engagement, motivation, and learning achievement. Thus, computer-assisted instruction (CAI) might complement teacher-directed instruction through motivating activities that are helpful to students so as to improve their academic performance. Finally, the results of this study may be useful for English teachers as they can use students' achievement data in order to make instructional decisions to change classroom environment and improve learning.
The Challenges Facing the Integration of ICT in Teaching in Saudi Secondary Schools
Author: Alkahtani, Aishah
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,Teaching Methods,Barriers,Secondary School Students,Foreign Countries,Teacher Education,Technological Literacy,Decision Making,Principals,Instructional Leadership,Problem Solving,Teacher Administrator Relationship,Questionnaires,Sampling,Secondary School Teachers,Teacher Attitudes,Educational Resources,Electronic Equipment,Maintenance,Information Technology,Program Descriptions,Educational Change,Semi Structured Interviews

A study was conducted the information and communications technology component (ICT) of the King Abdullah Public Education Development project (the Project)--part of sweeping educational reforms in Saudi Arabia at four schools in two cities. This study presents two significant shortcomings key players encountered: A lack of training and a lack of working equipment. The results also show a lack of a basic understanding among both students and teachers of how the equipment functions; a lack of mastery of ICT teaching techniques--and a lack of teacher training to bridge the gap; a lack of mastery of electronic equipment; and problems with repairs--or the timeliness of them. The findings suggest expanding decision-making authority to key players from all levels will result in the program functioning more effectively. Likewise, planning and implementation ought to involve managers, principals, and teachers and should lead to improved problem solving and even in preventing ICT problems before they occur). Initiating and maintaining two-way communication and establishing a steering committee that also includes members from all levels would give a voice to those most affected by the Project and would enable them to play a greater role in providing timely solutions.
Pre-Service Teachers' Attitude towards Information and Communication Technology Usage: A Ghanaian Survey
Author: Gyamfi, Stephen Adu
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Attitudes,Preservice Teachers,Foreign Countries,Teacher Education,Preservice Teacher Education,Information Technology,Correlation,Technological Literacy,Technology Integration,Teaching Methods,Student Surveys,Instructional Leadership,Case Studies,Hypothesis Testing,Statistical Analysis,Multiple Regression Analysis

This study employed the Technology Acceptance Model (TAM) to empirically investigate factors that influence Ghanaian pre-service teachers' attitudes towards Information and Communication Technology (ICT) usage. To achieve this aim, the study extended the TAM framework by adding leadership support and job relevance as exogenous variables. Data were randomly collected from 380 pre-service teachers studying a 3-year Diploma in Education programme in Ghana. Based on a multiple stepwise regression analysis, the findings suggested the following: (1) leadership support significantly influenced perceived ease of use; (2) job relevance significantly influenced perceived usefulness; (3) perceived usefulness significantly influenced attitude towards use; (4) perceived ease of use significantly influenced attitude towards use (5) the TAM is significant for pre-service teacher education context except the relationship between perceived ease of use and perceived usefulness. The study contributed to the literature by validating the TAM in the pre-service teacher education context in Ghana. It also provided several implications for the research and practice of ICT adoption in the developing world context.
Malaria Prevention and Treatment Using Educational Animations: A Case Study in Kakamega County, Kenya
Author: Bello-Bravo, Julia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communicable Diseases,Health Promotion,Public Health,Video Technology,Animation,Knowledge Level,Intervention,Educational Technology,Technology Uses in Education,Internet,Access to Information,Rural Areas,Access to Computers,Questionnaires,Individual Characteristics,Statistical Analysis,Pretests Posttests,Telecommunications

Despite worldwide efforts to prevent malaria, the disease continues to take its strongest toll in sub-Saharan Africa. Kenya is no exception, with millions of cases and thousands of deaths reported annually. This pilot study looks at knowledge on malaria prevention and treatment among peri-urban communities in Western Kenya. Through a study on the use of animated videos as an informal educational tool, we examine baseline knowledge, sources of knowledge, and learning gains on a range of knowledge points on malaria prevention and treatment. The study has three significant findings: 1) participants in this study had relatively high levels of knowledge on malaria before the video intervention, 2) although the trend was an increase of correct answers post-animation viewing for all questions, and in some cases this went to 100% correct answers, the pre-knowledge levels were high enough for most questions that statistical significance was only detected in one question, and 3) we detected a significant correlation between Internet usage and baseline knowledge on malaria among the mostly literate sample population. These findings suggest that in heavily sensitized populations, for a particular topic, educational animations can be used to 'top off' knowledge on a given topic. Findings from this study can guide future malaria prevention and education efforts in Kenya and other developing nations.
Using Electronic Textbooks to Teach Mathematics in the Secondary Classroom: What Do the Students Say?
Author: Knight, Bruce Allen
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Textbooks,Electronic Publishing,Mathematics Instruction,Secondary School Mathematics,Secondary School Students,Student Attitudes,Questionnaires,Focus Groups,Empowerment,Teacher Student Relationship,Visual Stimuli,Socialization,Individualized Instruction,Cultural Influences,Foreign Countries,Factor Analysis,Qualitative Research,Statistical Analysis

Textbooks have been used to enhance teaching in mathematics at all levels of schooling for many years. The use of textbooks enables the mathematics content to be presented in a sequenced, coherent and logical way. There are very few studies, however, that explore student thoughts about the use of electronic textbooks (e-texts) in secondary classrooms. This paper reports the results of a study that aimed to develop an understanding of the phenomenon of student experiences of using an e-text during mathematics lessons; specifically those aspects that dominate the experiences and the ways students perceive their relationships amongst themselves and their teacher when using a mathematics e-text. The results of this study suggest that students using the e-text had a very positive experience. The use of e-texts brings a renewed approach to learning by providing students with what they perceive to be a useful, empowering experience.
Practices and Challenges in an Emerging M-Learning Environment
Author: Asiimwe, Edgar Napoleon
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Case Studies,Educational Practices,Management Systems,Curriculum Development,Teaching Skills,Training,Program Implementation,Instructional Design,Integrated Learning Systems,College Faculty,College Students,Evaluation,School Personnel,Action Research,Observation,Qualitative Research,Semi Structured Interviews

This study reports an interpretative case study investigating practices and challenges in an emerging m-learning environment at Makerere University in Uganda. The research was part of the MobiClass pilot project. Data was collected by means of observations and interviews with teachers and various m-learning support staff, including teacher trainers, systems administrators and a software developer. The Framework for Rational Analysis of Mobile Education (FRAME) is used as an analytic framework. The research focuses on how learning content management systems (LCMS) are implemented and used for m-learning purposes. We observed teacher training and m-learning content development practices and found that teacher skills for developing educational content, institutional m-learning policies and training programs are crucial success factors. The main finding is the importance of the support staff; it takes a long time to implement new technology and change teaching practices, support staff is needed to manage, inspire and support student and teachers.
Explaining Electronic Learning Management Systems (ELMS) Continued Usage Intentions among Facilitators in Higher Education Institutions (HEIs) in Tanzania
Author: Muries, Bruckse
Date: 2017-00-00
Type: Journal Articles
Subjects: Management Systems,Likert Scales,Foreign Countries,Case Studies,Regression (Statistics),Intention,Sustainability,Models,Technology Integration,Usability,Questionnaires,College Administration,Instructional Leadership,College Faculty,Attitude Measures,State Universities,Private Colleges,Technical Support,Statistical Analysis

This study sought to explain ELMS continued usage intentions among HEIs in Tanzania. The study was guided by main research question, &quot;What explains ELMS continued usage intentions among facilitators in HEIs in Tanzania?&quot; The study used descriptive cross sectional design administered to 264 respondents drawn from five universities selected from two regions mainly Dar es Salaam and Morogoro. HEIs involved include the University of Dar es Salaam; Muhimbili University of Health and Allied Sciences; Hubert Kairuki Memorial University; Mzumbe Universty and Sokoine University of Agriculture. A five point Likert scale from strongly disagree to strongly agree perceptions was used. A regression analysis was done to measure the predictability of the hypothesized factors towards ELMS continued usage intentions. The study's findings revealed that ELMS continued usage intentions was positively and significantly influenced by three factors: &quot;perceived importance&quot;, &quot;perceived ease of use&quot; and &quot;organizational management support&quot;. &quot;Facilitating conditions&quot; though positive, it has no significant influence on ELMS continued usage intentions, thus it is not an affection factor. It was therefore accepted that perceived importance, perceived ease to use and organizational management support have power to predict ELMS continued usage intentions in the visited institutions. This study urges HEIs not to rely on donors/sponsors if ELMS usage is to be sustainable. Most of ELMS donor funded projects stopped just soon after projects reached their end, as opposed to those which are self initiated and supported by respective institutions.
Integrating Information and Communication Technology in English Language Teaching: A Case Study of Selected Junior Secondary Schools in Botswana
Author: Mafuraga, Mbizo
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Technology,Technology Integration,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Junior High School Students,Foreign Countries,Questionnaires,Teacher Attitudes,Secondary School Teachers,Teaching Experience,Electronic Equipment,Case Studies,Language Teachers

The paper discusses how Information and Communication Technology (ICT) could be integrated in the teaching of English Language in Botswana Junior Secondary Schools. It does so by exploring opportunities and challenges faced by teachers of English Language and the students they teach. Fifty five (55) teachers in eleven (11) Junior Secondary Schools in the Kweneng region, west of the capital city, Gaborone, Botswana, took part in the study by means of responding to a questionnaire. The findings from the study show that the majority of teachers are aware that ICT could be used to enhance English Language teaching and learning and were willing to go for ICT training to improve their teaching methods. Most teachers think ICT is the computer which shows lack of knowledge on various ICT gadgets and tools available which could add variety to classroom contexts. The paper further highlights what needs to be done to help overcome challenges and promote integration of ICT in English Language classrooms. Teachers should embrace the use of technology as times have changed and learners need to be stimulated to be eager and interested in learning using ICT.
The Use of ICTs in the Cameroonian School System: A Case Study of Some Primary and Secondary Schools in Yaoundé
Author: Ngoungouo, Abass
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Schools,Secondary Schools,Information Technology,Case Studies,Use Studies,Technology Uses in Education,Teacher Education,Educational Benefits,Outcomes of Education,Private Schools,Public Schools,Comparative Analysis,Questionnaires,Semi Structured Interviews

This paper presents the results of a study carried out on some primary and secondary schools of Yaoundé, Republic of Cameroon. The said study aimed at analyzing and evaluating the use of ICTs by teachers in the Cameroonian school system. More precisely, it sought to identify the types of ICTs used by teachers, to evaluate the state of equipment of those schools and the state of training of the teachers in the use of ICTs in teaching. Moreover, it sought to bring out the different uses of ICTs in and during teaching, the results of their use, the difficulties encountered by the teachers on the field, and, considering their multiple advantages, (Béché 2012; Lebrun 2002), to propose the measures for their promotion in the Cameroonian school system.
Employing the EPEC Hierarchy of Conditions (Version II) to Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting
Author: Eady, Michelle J.
Date: 2017-05-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Synchronous Communication,Program Effectiveness,College Students,Distance Education,Online Courses,Preservice Teacher Education,Preservice Teachers,Student Surveys,Mixed Methods Research,Difficulty Level,Educational Environment,Self Efficacy,Competence,Foreign Countries,Student Attitudes

As e-learning maintains its popularity worldwide, and university enrolments continue to rise, online tertiary level coursework is increasingly being designed for groups of distributed learners, as opposed to individual students. Many institutions struggle with incorporating all facets of online learning and teaching capabilities with the range and variety of software tools available to them. This study used the EPEC Hierarchy of Conditions (ease of use, psychologically safe environment, e-learning self-efficacy, and competence) for E-Learning/E-Teaching Competence (Version II) to investigate the effectiveness of an online synchronous platform to train pre-service teachers studying in groups at multiple distance locations called satellite campuses. The study included 58 pre-service teachers: 14 who were online using individual computers and 44 joining online, sitting physically together in groups, at various locations. Students completed a survey at the conclusion of the coursework and data were analyzed using a mixed methods approach. This study's findings support the EPEC model applied in this context, which holds that success with e-learning and e-teaching is dependent on four preconditions: 1) ease of use, 2) psychologically safe environment, 3) e-learning self-efficacy, and 4) competency. However, the results also suggest two other factors that impact the success of the online learning experience when working with various sized groups. The study demonstrates that the effectiveness of a multi-location group model may not be dependent only on the EPEC preconditions but also the effectiveness of the instructor support present and the appropriateness of the tool being implemented. This has led to the revised EPEC Hierarchy of Conditions for E-Learning/E-Teaching Competence (Version III).
The Online Student Connectedness Survey: Evidence of Initial Construct Validity
Author: Zimmerman, Tekeisha
Date: 2017-05-00
Type: Journal Articles
Subjects: Online Surveys,Student Surveys,Attitude Measures,Likert Scales,Student Attitudes,Online Courses,Construct Validity,Reliability,Factor Analysis,Factor Structure,Distance Education,Social Isolation,Goodness of Fit,Hypothesis Testing,Theory Practice Relationship,Statistical Analysis,Undergraduate Students,Graduate Students

The Online Student Connectedness Survey (OSCS) was introduced to the academic community in 2012 as an instrument designed to measure feelings of connectedness between students participating in online degree and certification programs. The purpose of this study was to examine data from the instrument for initial evidence of validity and reliability and to establish a nomological network between the OSCS, the Classroom Connectedness Survey (CCS), and the Community of Inquiry Survey (COI), which are similar instruments in the field. Results provided evidence of factor validity and reliability. Additionally, statistically and practically significant correlations were demonstrated between factors contained in the OSCS and established instruments measuring factors related to student connectedness. These results indicate that for the sample used in this study, the OSCS provides data that are valid and reliable for assessing feelings of connection between participants in online courses at institutions of higher learning.