ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Language Learning Apps as a Didactic Tool for EFL Vocabulary Building
Author: Guaqueta, Cesar A.
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Rural Areas,Technology Integration,Teaching Methods,Intervention,Computer Software,Journal Writing,Student Surveys,Vocabulary Development,Mixed Methods Research,High School Students,Language Tests,Computer Mediated Communication,Statistical Analysis,Foreign Countries

This study explores the use of language learning apps as a didactic tool for vocabulary building in an English as a Foreign Language (EFL) context. It was developed through a mixed-methods approach, with a concurrent design in order to collect, analyze and validate qualitative and quantitative data. Although there was controversy on the use of technology in the classroom in the rural context where this study was developed, it advocated for practices that could go beyond the classroom boundaries and that were part of students' lives and social realities. The participants were 20 high school students and the intervention was during a six-month period. The data collection instruments included an initial diagnosis and a final development test, eight lessons and eight assessment sessions using language learning apps (Duolingo and Kahoot), eight entries to a research journal and a final survey. In the end, it was possible to provide evidence of the way technology and classroom practices can be allied to effectively foster vocabulary building.
Examining the Antecedents of ICT Adoption in Education Using an Extended Technology Acceptance Model (TAM)
Author: Teeroovengadum, Viraiyan
Date: 2017-00-00
Type: Journal Articles
Subjects: Regression (Statistics),Learning Processes,Educational Technology,Adoption (Ideas),Usability,Technological Literacy,Self Efficacy,Questionnaires,Models,Technology Uses in Education,Teacher Surveys,Secondary School Teachers,Foreign Countries,Developing Nations

This study assesses the determinants of ICT adoption by educators in the teaching and learning process in the context of a developing country, Mauritius. A hierarchical regression analysis is used, to firstly determine the incremental effects of factors from the technology acceptance model (TAM) while controlling for demographic variables such as gender, age group and qualification level and secondly, to find out the additional effects of other determinants of ICT adoption in education identified in the literature and an exploratory phase. The results suggest that demographic variables such as level of qualification do matter to some extent but are rendered insignificant when the two TAM factors, perceived usefulness (PU) and perceived ease of use (PEOU) are added to the model. Moreover, PU and PEOU substantially improved the model and were both found to have a significant positive direct effect on ICT adoption. Finally, two supplementary variables were found to positively and significantly affect the level of ICT adoption in the teaching and learning process in secondary schools, namely, &quot;top management and peer support&quot; and &quot;competencies in using specialized ICT tools&quot;. The results provide a better understanding of the applicability of the TAM model to the Mauritian secondary education context and also enhance the understanding of other important variables in determining ICT adoption by teachers. A number of practical recommendations are also made based on the research findings.
Investigating the Lecturers&apos; Challenges to Embrace Collaborative Web Technologies in Higher Education Institutions
Author: Pima, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Technology Uses in Education,Teacher Attitudes,Questionnaires,Interviews,Barriers,Technology Integration,Web 2.0 Technologies,Web Based Instruction,Foreign Countries,Case Studies,Qualitative Research,Statistical Analysis

The paper investigated the challenges facing Lecturers in embracing Collaborative Web Technologies (CWTs) in Higher Education Institutions (HEIs) in Tanzania. The study was motivated by the fact that while students have become natives of the CWTs, for the Lecturers, the case if different. A case study was designed to answer two research questions using questionnaires and interviews administered to 120 randomly obtained sample. The results show five major challenges such as lack of a guiding framework on CWTs; lack of ICT Policy on CWTs; unreliable ICT Infrastructure; lack of awareness; and poor internet connections. The paper submits that CWTs are essential tools to enhance learning and teaching in HEIs in Tanzania. The paper is a contribution to the existing body of knowledge and advances knowledge in the application of CWTs to the HEIs population in Tanzania.
Information and Communications Technology Use as a Catalyst for the Professional Development: Perceptions of Tertiary Level Faculty
Author: Meiki, Antoine
Date: 2017-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Influence of Technology,Likert Scales,Postsecondary Education,Teacher Surveys,Teacher Attitudes,Ambiguity (Context),Educational Technology,Online Surveys,Instructional Innovation,Educational Practices,Teaching Styles,Database Management Systems,School Support,Faculty Development,Foreign Countries,College Faculty

This study highlights the impact technology can have on the teaching-learning environment to the point of influencing and altering the educational ecosystem. A 5-point Likert scale was designed to elicit tertiary level instructors' attitudes regarding the use of ICT in their professional lives at an institution of higher education in North Lebanon. The survey also elicited responses concerning the use of the LMS, Moodle. The findings reveal some ambiguity in this population regarding the benefit of ICT in their professional lives and at this institution specifically. The findings support the design of a new innovative technology acceptance model which would link innovative teaching practices through the use of technology to perceptions of professional development. The research also resulted in recommendations for further research that could inform the development of a tertiary level educational ecosystem.
Attitudes towards Instructional Games on Peace Education among Second Year Students in Junior Secondary Schools in South-West Nigeria
Author: Okanlawon, A. E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Games,Peace,Teaching Methods,Student Attitudes,Junior High School Students,Gender Differences,Foreign Countries,Information Technology,Computer Games,Attitude Measures,Reliability,Questionnaires,Correlation,Statistical Analysis,Positive Attitudes,Academic Achievement,Design,Social Studies

The popularity of games and their availability through both ICT and non ICT tools require the investigation of students' attitude towards the use in instructional delivery. The study therefore examined students' attitudes towards instructional games on peace education. A total of 360 students randomly selected from the six states forming the South-West geopolitical zone in Nigeria participated in each of the games after which their attitude was examined. Two instruments namely, Attitude towards Board Game Questionnaire and Attitude towards Computer Game Questionnaire with reliability coefficient of 0.73 and 0.75 respectively were used to collect data. Data were analyzed using mean, Pearson product moment correlation and t-test. The results revealed: (1) students' positive attitude towards the instructional games; (2) significant relationship between students' attitudes towards the instructional games and their achievement in peace education; and (3) significant difference in students' attitude towards the games based on gender. The study recommended: (1) the use of instructional games for learning; (2) provision of necessary facilities needed for the use of game-based strategy in instructional delivery; (3) training of teachers to develop and use game-based strategy in the teaching-learning process; and (4) designing of gender neutral instructional games.
An Integrated Model for Measuring the Impacts of E-Learning on Students&apos; Achievement in Developing Countries
Author: Kisanjara, S. B.
Date: 2017-00-00
Type: Journal Articles
Subjects: Electronic Learning,Academic Achievement,Developing Nations,Foreign Countries,Information Technology,Higher Education,Mixed Methods Research,Research Methodology,Student Attitudes,Multiple Regression Analysis,Structural Equation Models,Delphi Technique,Learner Engagement,Student Satisfaction,Self Esteem,Technology Uses in Education,Influence of Technology,Student Surveys,Questionnaires,Interviews,Student Motivation

Information and Communication Technologies have influenced the landscape of education sector by changing the way various education activities are being conducted. From the perspectives of Tanzania, this paper provides an integrated model for measuring the impact of e-learning on students' achievements in universities. A Mixed method research methodology involving survey questionnaires and interviews was employed in the collection of quantitative and qualitative data respectively for building the integrated model. Confirmatory factor analysis was used to evaluate the construct validity and internal reliability. Multiple regressions technique was used to analyse the hypothesised relationships conceptualised in the research model. The model was built and validated using structural equation modeling and Delphi technique respectively. Indicators such as student engagement, student cognitive, performance expectancy, students' control, student satisfaction, continue using, student enjoyment, students' self esteem, students' confidence on elearning system have positive significance relationship with students' achievement. The integrated model has the potential to policy makers, universities and other stakeholder to understand the impacts of e-learning after implementation in order to justify the total investment based on that technology. The novelty of this research lies in the extension of the findings in literature with new integrated variables including frequency use and intention to use e-learning.
AIDS: An ICT Model for Integrating Teaching, Learning and Research in Technical University Education in Ghana
Author: Asabere, Nana
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Information Technology,Technology Integration,Models,Statistical Analysis,Questionnaires,College Faculty,College Students,Foreign Countries,Case Studies,Incentives,Student Surveys,Teacher Surveys,Educational Research,Barriers,Technical Support,Technological Literacy,Course Content,Access to Computers,Computer Software,Higher Education,Research Methodology,Universities

Information and Communication Technologies (ICT) has changed the way we communicate and carry out certain daily activities. Globally, ICT has become an essential means for disseminating information. Using Accra Technical University in Ghana as a case study, this paper proposes an ICT model called Awareness Incentives Demand and Support (AIDS). Our proposed AIDS model depicts how different ICTs can be integrated in tertiary education for effective teaching, learning and research. Currently, Accra Technical University does not have a resilient means of providing ICT in education. In this study, relevant data was obtained through a quantitative research method involving questionnaires. The questionnaire was developed using the main components of the proposed AIDS model. In all, ninety (90) students and twelve (12) lecturers were considered from a maximum of three (3) schools in Accra Technical University. Samples of lecturers and students from all the three (3) schools were surveyed. Based on the responses received from the participants, the AIDS model was proposed. Successful implementation of the AIDS model practically increased the use of ICT for education by both teachers and students in Accra Technical University.
Digital Gender Divides and E-Empowerment in the UAE: A Critical Perspective
Author: Ben Moussa, Mohamed
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Females,Information Technology,Internet,Empowerment,Power Structure,Foreign Countries,Student Surveys,Student Attitudes,Access to Information,Personal Autonomy,Access to Education,Employment,College Students,Statistical Analysis,Reliability,Computer Mediated Communication,Social Media,Web Sites,Family Relationship,Supervision,Spouses,Barriers

The phenomenal diffusion and adoption of ICTs in the UAE is widely viewed as a game changer in the country's struggle to address continuous significant gender gaps in the country. The small body of research on this topic has been, however, inconclusive, overtly optimistic, and insufficiently theorized. Addressing these lacuna, the article uses a survey covering 190 UAE students to answer the following three main questions: (Q1) To what extent have Emirati women appropriated the Internet in their everyday life?; (Q2) How do gender relations inform the use and appropriation of the Internet in the country?; and (Q3) To what extent have Emirati women, through their use of the Internet and ICTs, been empowered to bridge existing gender divide? Drawing on Kabeer's (2001; 2005) work, particularly her distinction between &quot;active&quot; and &quot;transformative&quot; agency, the article argues that while ICTs help Emirati women have better access to various resources, such as education and the job market, there is little evidence to suggest that new technologies alone enable women to alter dominant gender power relations in society.
Implementing Large-Scale Instructional Technology in Kenya: Changing Instructional Practice and Developing Accountability in a National Education System
Author: Piper, Benjamin
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Educational Practices,Accountability,Outcomes of Education,Intervention,Observation,Literacy,National Surveys,Educational Quality,Handheld Devices,Telecommunications,Technology Uses in Education,Foreign Countries,Questionnaires,Interviews,Statistical Significance,Statistical Analysis

Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya's education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.
Digital Inclusion of Secondary Schools&apos; Subject Teachers in Bolivia
Author: Popova, Iskra
Date: 2017-00-00
Type: Journal Articles
Subjects: Secondary School Students,Foreign Countries,Longitudinal Studies,Technology Integration,Program Descriptions,Technological Literacy,Computer Centers,Teacher Attitudes,Focus Groups,Observation,Teaching Methods,Attitude Change,Secondary School Teachers,Barriers,Laptop Computers,Developing Nations,Mixed Methods Research,Questionnaires

The government of Bolivia planned to introduce information technology in secondary education through establishing computer labs in schools and through granting each subject teacher a laptop. This initiative was tested for the first time in 2012 with three public schools in La Paz. Most of the subject teachers have never used a computer before. The Swedish Program for ICT in Developing Regions (SPIDER) supported teachers' training in basic digital skills. This was not sufficient for the teachers to adopt the technology in their daily practice. Within a follow-up research project a constraints-driven model for overcoming the barriers teachers faced was developed and applied. The aim of this paper is to provide an overview of the whole process of digital inclusion with focus on the design and implementation of this model. Teachers' adoption of the technology and changes in their skills, attitudes, and beliefs were assessed through the analysis of the qualitative data obtained in focus group discussions and observations, as well as through the quantitative data collected through a longitudinal survey. The results show that the adopted model proved to be a successful complement to the government policy. From persons intimidated by the laptops, the subject teachers became confident users of digital technology capable of creating numerous educational units and interactive teaching tools.
Informal Tools in Formal Context: Adoption of Web 2.0 Technologies among Geography Student Teachers in Ghana
Author: Gyamfi, Stephen Adu
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Web 2.0 Technologies,Geography Instruction,Student Teachers,Computer Attitudes,Technology Uses in Education,Questionnaires,Multiple Regression Analysis,Intention,Social Influences,Usability,Instructional Design,Preservice Teacher Education,Hypothesis Testing,Self Efficacy,Correlation,Statistical Analysis

Despite the popularity of Web 2.0 technologies and their educational benefits in the 21st century classroom environment, their use for teaching and learning purposes is still very limited. This study extended the technology acceptance model (TAM) to empirically examine factors that determine Ghanaian geography student teachers' acceptance of Web 2.0 technologies for pedagogical purpose. A self-reported questionnaire administered to 300 student teachers in two universities in Ghana out of which 254 responded. The results from the stepwise multiple regression analysis showed that technological complexity, perceived usefulness and attitude towards use had a significant direct effect on intention to use Web 2.0 technologies. However, social influence which is an exogenous factor had the strongest influence on the student teachers' intention to use the Web 2.0 technologies than the two key original TAM constructs. Contrary to the original technology acceptance model, statistically, perceived ease of use had no significant influence on perceived usefulness. The findings are intended to provide insights to policy makers about how to design pre-service teacher education programmes that address the demands of teaching and learning with Web 2.0 technologies in Ghana in particular and developing world context in general.
Generating Academic Urgency through Improved Classroom Management: A Case Study of a University and Urban Charter High School Partnership
Author: Morales, Erik E.
Date: 2017-12-00
Type: Journal Articles
Subjects: Classroom Techniques,College School Cooperation,Partnerships in Education,Urban Schools,Charter Schools,High Schools,Time on Task,Academic Achievement,Time Management,Time Factors (Learning),Instructional Improvement,Interviews,Teacher Surveys,Administrator Surveys,Intervention,Barriers,Change Strategies,Educational Strategies,Educational Practices,Instructional Innovation,Teaching Methods,Case Studies,Observation,Qualitative Research

This case study documents a university and secondary school partnership designed to improve classroom management and student time on task at an urban charter high school. The initiative utilized the expertise and knowledge of college of education faculty to identify and ameliorate the high school's observed barriers to students' time on task, and unsatisfactory levels of resulting academic success. The most pressing issues identified and addressed were excessive loss of learning time due to ineffective classroom management, and the resulting need to maximize engaged meaningful learning by limiting time wasted in the classroom.
Jordanian Seventh- And Eleventh-Grade Students&apos; Views on Citizenship Education
Author: Alazzi, Khaled
Date: 2017-06-00
Type: Journal Articles
Subjects: Foreign Countries,Mixed Methods Research,Service Learning,Citizenship Education,Student Attitudes,Questionnaires,Citizen Participation,Voting,Futures (of Society),Age Differences,Maturity (Individuals),Public Officials,Grade 7,Grade 11,Interviews

Using a mixed methods approach, this study was conducted in Jordanian schools to determine the perceptions of seventh- and eleventh-grade students toward citizenship. Specifically, the study determined what students believe are the attributes of a good citizen, what activities they participate in that are related to good citizenship, and what citizenship activities they will perform 10 years in the future. The research used both a questionnaire and interviews to collect data from a stratified random sample of 515 students selected from three school districts in Jordan. The study findings revealed that students' views of citizenship encompass community service or what is considered civic involvement, rather than political involvement. The study also showed that the participants view voting and holding public office as belonging in the future; their focus is on the present. The researcher considers that the concept of good citizenship is related to age and maturity.
The Effects of an Intervention Combining Peer Tutoring with Story Mapping on the Text Comprehension of Struggling Readers: A Case Report
Author: Grünke, Matthias
Date: 2017-09-00
Type: Journal Articles
Subjects: Intervention,Case Studies,Reading Strategies,Reading Instruction,Reading Comprehension,Grade 4,Tutoring,Literary Genres,Visualization,Cognitive Mapping,Peer Teaching,Teaching Methods,Teaching Models,Effect Size,Reading Achievement,Instructional Effectiveness,Foreign Countries

This single-case study tested a peer tutoring model using a visualizing strategy (story mapping) to teach struggling students better text comprehension. Three teams each consisting of a tutor and a tutee attending a fourth-grade general education classroom participated in the experiment. A short series of observations was carried out before and after the treatment. The intervention consisted of merely five lessons spread across one school week. However, it still induced large effects on the tutees' ability to correctly answer different sets of comprehension questions about short stories. Besides, the procedures were easy to implement and applicable to everyday life at school without any difficulty. The article includes a discussion of the limitations of the study and suggests directions for future research.