ethanporcaro/eric-fulltext-meta huggingface dataset:
The Teacher's Laptop as a Hub for Learning in the Classroom
Author: Parr, Judy M.
Date: 2011-00-00
Type: Journal Articles
Subjects: Laptop Computers,Teaching Methods,Classroom Techniques,Learning Centers (Classroom),Longitudinal Studies,Classroom Observation Techniques,Interviews,Content Analysis,Educational Practices,Computer Uses in Education,Case Studies,Administrator Attitudes,Teacher Attitudes,Performance Factors,Instructional Effectiveness,Program Effectiveness,Influence of Technology,Learning Experience

This article presents data from a longitudinal study of the effects of providing teachers with personal laptop computers. It considers the role of teacher laptops in learning and teaching in three schools selected because technology was widely used there. Using multiple methods of data collection (observation in classrooms; interviews with teachers, leaders, and students; and document-come-file analysis), the authors investigated the conditions surrounding the infusion of the laptop into all aspects of teacher practice, including, critically, practice in the classroom. The examination of classroom practice illustrated how one computer came to act as a hub for a variety of other digital technology use. (Contains 1 table.)
In Search of Technological Pedagogical Content Knowledge: Teachers' Initial Foray into Podcasting in Economics
Author: Swan, Kathy
Date: 2011-00-00
Type: Journal Articles
Subjects: Economics Education,Economics,Grade 9,Pedagogical Content Knowledge,Knowledge Base for Teaching,Technology Uses in Education,Multimedia Materials,Multimedia Instruction,Video Technology,Technological Literacy,Technology Education,Technology Integration,Teacher Surveys,Pretests Posttests,Lesson Plans,Interviews,Observation,Teacher Effectiveness,Instructional Development

In this paper, we report on work with eight practicing ninth grade social studies teachers to determine how they chose to integrate podcasting to help their students build on their economic literacy, which includes building both economic concepts and skills. The study is rooted in an interpretivist research paradigm, using the Council for Economic Education's National Voluntary Content Standards in Economics (1997) and Mishra and Koehler's (2006) theory of Technological Pedagogical Content Knowledge (TPACK) to frame data generation, analysis, and the reporting of results. We found that teachers demonstrated strong technological pedagogical knowledge (TPK) but a lack of technological content knowledge (TCK) in the design and implementation of the podcasting projects. We argue that the lack of teachers' content-based rationale for podcasting is a function of the universal nature of some digital tools, such as podcasting, in contrast to more specialized tools, such as computer simulations. (Contains 1 table.)
Problem Solving and Critical Inquiry in the Written and Oral Reflections of Middle School Preservice Teachers' Classroom Experiences
Author: Smith, Ann Marie
Date: 2011-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Action Research,Reflective Teaching,Student Teachers,Undergraduate Students,Student Attitudes,Theory Practice Relationship,Field Experience Programs,Middle School Teachers,Discussion (Teaching Technique),Teacher Educators,Teaching Methods,Critical Thinking,Inquiry,Written Language,Oral Language,Comparative Analysis

The purpose of this action research study was to investigate undergraduate preservice student-teachers' interpretations of written reflections and how these written reflections impacted their thoughts about teaching practices. A second question was to investigate how preservice teachers talked about their processes of reflection beyond the assigned written reflections. The oral reflections emerged from class discussions concerning student perceptions, both before and after the students' field experiences. The authors then compared written reflections with reflections communicated through oral classroom discussions. The educational purpose of written reflections for preservice teachers was to create a bridge between theory and practice. In the field of teacher preparation, preservice teachers' perceptions of how they used these reflections, or will use these reflections for future teaching, have not been researched in detail. How students practically apply oral and written reflections to their plans for improving teaching methods can help researchers and teacher educators determine the kinds of reflections that are most useful for preservice teachers. (Contains 1 table.)
The Effect of an Experiential Learning Program on Middle School Students' Motivation toward Mathematics and Science
Author: Weinberg, Andrea E.
Date: 2011-00-00
Type: Journal Articles
Subjects: Evidence,Middle School Students,Student Attitudes,Motivation,Experiential Learning,Gender Differences,Enrichment,Academic Achievement,Mathematics Education,Science Education,Program Effectiveness,Models

A mixed methods design was used to evaluate the effects of four experiential learning programs on the interest and motivation of middle school students toward mathematics and science. The Expectancy-Value model provided a theoretical framework for the exploration of 336 middle school student participants. Initially, participants were generally positive and had relatively high mathematics and science motivation (Eccles et al., 1983). Overall interest in mathematics increased after completing the program, but a decrease in the importance of mathematics on students' sense of self and some gender differences were detected, with males showing more gains than females. While few significant differences were found on the pre-post student self-ratings, other evidence suggests the program brought about meaningful change. Several potential reasons for the lack of detectable changes on self-reported student motivation measure are discussed. This article concludes with a discussion about the implications for the evaluation of science enrichment programs. (Contains 5 tables.)
Transforming Distance Education Curricula through Distributive Leadership
Author: Keppell, Mike
Date: 2011-11-00
Type: Journal Articles
Subjects: Blended Learning,Distance Education,Leadership,Transformative Learning,Transformational Leadership,Participative Decision Making,Change Strategies,Access to Education,Time Management,Barriers,Critical Thinking,Educational Practices,Research Projects,Foreign Countries,Pedagogical Content Knowledge,Educational Innovation

This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an organisation. Distributive leadership was a core principle in facilitating the transformation of learning and teaching through a Teaching Fellowship Scheme that empowered leaders across a regional distance education university. In parallel, a design-based research project analysed the perceptions of the Teaching Fellows in relation to blended learning, time/space, peer learning, innovation and equity issues in relation to distance education. (Contains 1 figure.) [This article was originally published in &quot;Alt-J: Research in Learning Technology,&quot; v18, n3, p165-178, Nov 2010.]
Change, Technology and Higher Education: Are Universities Capable of Organisational Change?
Author: Marshall, Stephen
Date: 2011-11-00
Type: Journal Articles
Subjects: Evidence,Electronic Learning,Higher Education,Universities,Innovation,Foreign Countries,Organizational Change,Influence of Technology,Educational Technology,Performance Factors,Organizational Climate,Organizational Culture,Organizational Theories,Change Strategies,Technology Uses in Education

Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organisational change. In the absence of strong leadership, technologies are simply used as vehicles to enable changes that are already intended or which reinforce the current identity. These contentions are supported by evidence from e-learning benchmarking activities carried out over the past five years in universities in the United States, the United Kingdom, Australia and New Zealand. (Contains 6 figures.) [This article was originally published in &quot;ALT-J: Research in Learning Technology,&quot; v18, n3, p179-192, Nov 2010.]
Enhancing Online Distance Education in Small Rural US Schools: A Hybrid, Learner-Centred Model
Author: de la Varre, Claire
Date: 2011-11-00
Type: Journal Articles
Subjects: Blended Learning,Rural Schools,Elementary Secondary Education,Distance Education,Interaction,High Schools,Facilitators (Individuals),Learner Controlled Instruction,Intervention,Teacher Attitudes,Telephone Surveys,Control Groups,Expectation,Educational Strategies,Student Experience,Interpersonal Communication,Professional Training,Role Perception,Interviews

Online distance education (ODE) has become pervasive and can potentially transform pedagogical practices across primary, secondary and university-based educational systems. ODE is considered a flexible option for non-traditional students such as adult learners and home-schoolers, and a convenient way to deliver remedial courses. ODE is also a feasible and attractive option for rural schools, which educate 29% of all K-12 students in the United States, and often struggle to provide advanced courses and attract highly qualified teachers. This paper presents qualitative data from both cohorts of a two-year, randomised, controlled research study of online distance learners in US rural high schools. Course providers in K-12 environments often rely on the teacher-facilitator model, which assigns a local staff member in the role of on-site facilitator to operate equipment, distribute instructional materials, and answer questions. In order to address issues of isolation and interaction, and to attend to the local context, our study aimed to develop a learner-centred model of social support at the local, small-school level that emphasises communication and interaction. This expanded role links the local classroom environment more closely with the online environment. The responsibilities for ensuring student success are distributed between online instructor and facilitator: a form of hybrid learning. [This article was originally published in &quot;ALT-J: Research in Learning Technology,&quot; v18, n3, p193-205, Nov 2010.]
The Role of Information and Communication Technologies in Improving Teaching and Learning Processes in Primary and Secondary Schools
Author: Sangra, Albert
Date: 2011-11-00
Type: Journal Articles
Subjects: Information Technology,Learning Processes,Role Perception,Influence of Technology,Instructional Improvement,Technology Integration,Technology Uses in Education,Case Studies,Educational Improvement,Educational Practices,Interviews,Correlation,Teacher Attitudes,Foreign Countries

The purpose of this study is to analyse what is happening at schools regarding the integration and use of information and communication technologies (ICT) and to examine teachers' perceptions about what teaching and learning processes can be improved through the use of ICT. A multiple-case-study research methodology was applied. From a previous exploratory research, four different types of schools were determined. Data show there is a widespread view that ICT in teaching favours several teaching and learning processes. In particular, it shows that the contribution of ICT to the improvement of teaching and learning processes is higher in the schools that have integrated ICT as an innovation factor. To attain this highest level implies that a school not only has to modernise the technological tools, but also has to change the teaching models: the teacher's role, issues regarding classroom organisational, the teaching and learning processes, and the interaction mechanisms. (Contains 6 tables.) [This article was originally published in &quot;ALT-J: Research in Learning Technology,&quot; v18, n3, p207-220, Nov 2010.]
Beyond the Yellow Brick Road: Mobile Web 2.0 Informing a New Institutional E-Learning Strategy
Author: Cochrane, Thomas D.
Date: 2011-11-00
Type: Journal Articles
Subjects: Electronic Learning,Communities of Practice,Constructivism (Learning),Learning Strategies,Technology Integration,Organizational Change,Educational Technology,Case Studies,Postsecondary Education,Higher Education,Feedback (Response),Internet,Lecture Method,Sharing Behavior,Information Technology,Action Research,Participatory Research,Professional Development,Computer Networks,Telecommunications

Mobile learning (m-learning) has moved beyond the realms of fantasy to become a viable platform for contextual learning that bridges formal and informal learning environments. This paper overviews how mobile Web 2.0 has been instrumental in facilitating pedagogical change and informing an institution's new e-learning strategy that focuses upon social constructivist pedagogies. The project developed an intentional community of practice model for supporting new technology integration, pedagogical development, and institutional change. Beginning with a small selection of early adopter trials, the results of the research are now informing a wider integration of wireless mobile computing. [This article was originally published in &quot;ALT-J: Research in Learning Technology,&quot; v18, n3, p221-231, Nov 2010.]
Using Voice Boards: Pedagogical Design, Technological Implementation, Evaluation and Reflections
Author: Yaneske, Elisabeth
Date: 2011-11-00
Type: Journal Articles
Subjects: Feedback (Response),Verbal Communication,Distance Education,Learning Strategies,Listening Skills,Models,Case Studies,Evaluation,Reflection,Asynchronous Communication,Speech Skills,Psychological Patterns,Interpersonal Competence,Failure,Peer Relationship,Cooperative Learning,Nonverbal Communication,Constructivism (Learning),Information Technology

We present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students studying the module had communicated using text-based synchronous and asynchronous discussion only. A common criticism of text-based media is the lack of non-verbal communication. Audio communication is a richer medium where use of pitch, tone, emphasis and inflection can increase personalisation and prevent misinterpretation. Feedback from staff and students on the affordances and constraints of voice communication are presented. Evaluations show that while there were several issues with the usability of the Wimba Voice Board, both staff and students felt the use of voice communication in an online environment had many advantages, including increased personalisation, motivation, and the opportunity to practice speaking and listening skills. However, some students were inhibited by feelings of embarrassment. The case study provides an in-depth study of Voice Boards, which makes an important contribution to the learning technology literature. (Contains 4 figures.) [This article was originally published in "ALT-J: Research in Learning Technology," v18, n3, p233-250, Nov 2010.]
Web-Based Lecture Technologies and Learning and Teaching: A Study of Change in Four Australian Universities
Author: Gosper, Maree
Date: 2011-11-00
Type: Journal Articles
Subjects: Attendance Patterns,Lecture Method,Foreign Countries,Higher Education,Technology Integration,Attendance,Educational Change,Web Based Instruction,Likert Scales,Education,Learning,Information Technology

The uptake of web-based lecture technologies for recording and delivering live lectures has increased markedly in recent years. Students have responded positively, and for many their use has transformed learning--freeing them up from rigid timetables by providing choice in lecture attendance and supporting learning by extending the lecture experience and enabling them to revisit key concepts and ideas in their own time. Less transformational has been the impact on teaching. Although changing attendance patterns and disquiet about the quality of learning are of concern to many, lecturers have largely responded by simply modifying lectures. For most, the challenges of catering for the learning needs of a cohort with variable lecture attendance have not been addressed at a whole of the curriculum level. The technologies have been added on, rather than integrated into the curriculum. This paper will review the changes taking place in learning and teaching, explore the reluctance to embrace more wholesale change to the curriculum, and discuss the implications for institutions in the face of ongoing change. (Contains 1 table.) [This article was originally published in &quot;ALT-J: Research in Learning Technology,&quot; v18, n3, p251-263, Nov 2010.]
How School Leaders Can Accent Inclusion for Bilingual Students, Families, and Communities
Author: Scanlan, Martin
Date: 2011-00-00
Type: Journal Articles
Subjects: Bilingual Students,Educational Opportunities,Disadvantaged,English (Second Language),Second Language Learning,Educational Administration,Family School Relationship,Inclusion,Parent Participation,Teacher Education,Social Integration,Student Needs

Within the context of a growing pluralism in school communities, the need for educational structures that encourage access and opportunity for students and families who have traditionally been marginalized is an urgent priority. The purpose of this article is to articulate a conceptual framework for school leaders that can promote such structures. Marginalization in schools can manifest in multiple aspects, not limited to, but including race, ethnicity, social class, linguistic heritage, disability, sexual orientation, family structure, and religious tradition. In this article, the author focuses specifically on one group of traditionally marginalized students: those in linguistically diverse families. He begins by describing the demographic imperative that this group presents in school communities. Next a conceptual framework for school leaders to approach linguistically diverse students and their families in an asset-oriented and inclusive manner is described. Finally, this conceptual framework is applied through specific examples of in-school supports and home-school-community collaboration strategies.
&quot;It's Difficult because of the Language&quot;: A Case Study of the Families Promoting Success Program in the Los Angeles Unified School District
Author: Collier, Shartriya
Date: 2011-00-00
Type: Journal Articles
Subjects: Program Design,Federal Legislation,Program Improvement,Second Language Learning,Family Literacy,Family Programs,Program Effectiveness,School Districts,Learning Processes,Scores,Language Role,Native Language,Case Studies,Program Descriptions,Cultural Background,State Standards,Low Achievement,Achievement Tests,English (Second Language),Workshops,Bilingualism,Parent Participation,Achievement Gains

The social nature of language learning and development has been widely acknowledged, as has the importance of family relationships in language learning processes. The role that the first language plays in the literacy development of English language learners (ELLs) and their families is irrefutable. Advocates of family literacy programs have recognized the importance of integrating the first language and culture of both parents and students who speak English as a second language. This is a particular challenge today, given not only Proposition 227 in California but the high-stakes accountability demands of &quot;No Child Left Behind&quot; (NCLB) and subsequent federal legislation and the low performance of English language learners on the California Standards Test (CST) in reading and writing. In response to the high proportion of Program Improvement schools failing to meet test score targets under NCLB, the Parent Unit of Los Angeles Unified School District's (LAUSD) Local District X started the Families Promoting Success (FPS) program in 2007. This unique family literacy program consisted of a series of highly focused workshops targeted exclusively for parents of students who scored Basic, Below Basic, or Far Below Basic on the CST (mainly English Learners). This multiple case study highlights the role of language in the development of the program at four sites. Specifically, this study examines the role of families' first language (L1) in the program, modifications made to promote the parents' understanding, and the incorporation of bilingual approaches in program design and implementation. (Contains 2 tables and 1 note.)
Parents' Perceptions, Decisions, and Influences: Korean Immigrant Parents Look at Language Learning and Their Children's Identities
Author: Kim, Hye Yeong
Date: 2011-00-00
Type: Journal Articles
Subjects: Literacy Education,Second Language Learning,Language Skills,Community Resources,English (Second Language),Korean Americans,Self Concept,Native Language Instruction,Parent Attitudes,Family Environment,Language Maintenance,Korean,Native Language,Immigrants

The growing population of young English language learners (ELLs) in American schools creates an urgency for educators to understand, value, and support the wide array of students' native language practices as a way to support both the ELLs' first language and their native cultures and communities. Considerable research shows the importance of first language (L1) education in the development of ELL identity. This includes access to community resources and English language development. To support L1 education at home, parents first need to believe in the value of the L1 home language and its corresponding culture and then they must be informed about how to support it. Very few studies exist either on parents' beliefs about the role of their home language in their children's education, or on how to support such language learning at home. This study examines ELLs' parents' beliefs about L1 education and their home language literacy education practices. These beliefs and practices are then linked to the development of ELL identity and language skills and show how families are affected differently across households. (Contains 1 table and 1 note.)