ethanporcaro/eric-fulltext-meta huggingface dataset:
ADHD in 140 Characters or Less: An Analysis of Twitter Commentary on Attention Deficit Hyperactivity Disorder in Saudi Arabia
Author: Alharbi, Rabab S.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Attention Deficit Hyperactivity Disorder,Social Media,Internet,Access to Information,Content Analysis,Telecommunications,Discourse Analysis,Symptoms (Individual Disorders),Clinical Diagnosis,Etiology,Misconceptions,Social Bias

Internet-based social networks such as Twitter are rapidly gaining popularity among Saudis, and an increasing number of them are using the internet to source information about Attention Deficit Hyperactivity Disorder (ADHD). The Saudi ADHD Society (known in English as the AFTA Society) is the only charity serving people with ADHD in Saudi Arabia. This article examines the representations of ADHD by AFTA Society members on Twitter, because they have come to define how ADHD is talked about in Saudi Arabia. The AFTA Society Twitter account (@adhdarabia) has over 13,500 followers. Tweets posted between December 1st, 2016 and January 31st, 2017 were collected, with those announcing AFTA events and retweets from other accounts eliminated. This resulted in 141 tweets discussing the nature, causation, and treatment of ADHD. These tweets were analyzed using Foucauldian discourse analysis. Findings reveal that AFTA Society tweets construct ADHD as an experience of suffering, and position children with ADHD as sufferers, often subject to additional problems. An alternative discursive construction of ADHD is that caring for a child with ADHD is a &quot;different&quot; kind of responsibility for parents and teachers, who must be advised by &quot;experts.&quot; The implications of these discourses are discussed in this paper.
Implementing Inquiry Gradually with Preservice Science Teachers as Students
Author: Keçeci, Gonca
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Science Education,Inquiry,Curriculum Implementation,Qualitative Research,Self Concept Measures,Self Efficacy,Self Evaluation (Individuals),Elementary School Science,Teaching Skills,Teaching Experience,Grade 2,Biology,Laboratory Training,Foreign Countries,Statistical Analysis

This study is done to have preservice science teachers chance to implement inquiry before expecting them to implement inquiry in their classrooms and to develop the preservice science teachers' inquiry skills and self-efficacy of science. The study group is composed of preservice science teachers who chose the 2nd grade Biology Laboratory course at Firat University Faculty of Education. The study group consists of 11 male and 55 female male, a total of 66 preservice science teachers. In the study, partially mixed concurrent equal status design is used. Qualitative data were obtained from preservice teachers' evaluation reports and quantitative data were obtained from science self-efficacy scale. The study was carried out during the fall and spring semesters for a total of eight months. Preservice teachers participated in structured, guided and open inquiry applications respectively. The preservice teachers prepared the results of their studies and shared them with their peers in the other groups. Preservice teachers have written three evaluation reports throughout the process. The application of inquiry applications respectively and the fact that the preservice teachers take part in the process like a student in these applications contributed to the science self-efficacy of the preservice teachers.
iPadegogy of Reading: Do iPads Influence Student&apos;s Reading?
Author: Roser, Monique
Date: 2017-00-00
Type: Journal Articles
Subjects: Reading Strategies,Reading Improvement,Influence of Technology,Handheld Devices,Middle School Teachers,Reading Instruction,Electronic Learning,Control Groups,Experimental Groups,Reading Comprehension,Accuracy,Learner Engagement,Technology Uses in Education,Teaching Methods,Mixed Methods Research,Foreign Countries

The increase in accessibility and demand for laptop computers and tablets has seen literacy in schools begin to transmogrify, due to the advances of modern digital technology. This is in part due (but not limited) to the growing need, acceptance and popularity, as the division between home use and that found in classroom learning environments is steadily diminishing. With such advances in technology also comes the evolution of the format and style of reading text. Consequently, educators are often left questioning how effective and efficient the introduction of iPads are to the engagement, comprehension and achievement of readers. Schools and institutions are faced with the issue as to whether or not the impending technology is beneficial to reading instruction and thus adapted accordingly, or accept the current method of reading instruction as being sufficient. This article outlines research undertaken by myself, a middle school teacher, in order to investigate the possible influence iPads have on student achievement and perceived learning and engagement in reading, concluding with reference to the findings from the study and implications for teachers and schools who currently, or are looking to implement iPads into the learning environment.
Mathematical Audio-Podcasts for Teacher Education and School
Author: Schreiber, Christof
Date: 2017-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Multimedia Materials,Multimedia Instruction,Student Developed Materials,Student Projects,College Students,Secondary School Students,Audio Equipment,Handheld Devices,Video Technology,Teacher Education,Elementary School Mathematics,Educational Benefits,Technology Uses in Education,Material Development,Foreign Countries

Audio-podcasts offer notable opportunities for oral representation of mathematical content through digital media--not only for teacher education but also in primary schools. This article deals with the process of creating such podcasts, as well as their uses in schools, university teaching and research. We allow for various learning groups--which are made up of university students or school students- to create audio podcasts, either at German universities or schools, for the purpose of strengthening understanding of various mathematical topics. For this endeavour, learners only need a mobile recording device (i.e., smartphone or tablet). Often, learners can even use personal devices for both recording and research of the given topic (BYOD).
Using Mobile Learning in Free-Choice Educational Settings to Enhance Ecological Literacy
Author: Aguayo, Claudio
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Educational Technology,Technology Uses in Education,Handheld Devices,Ecology,Elementary School Students,Parents,Environmental Education,Sustainability,Partnerships in Education,Nonformal Education,Informal Education,Foreign Countries

This article presents the case for using mobile technologies to facilitate the integration of classroom and outside-of-classroom learning experiences designed to enhance the ecological literacy of primary school students and their parents. There is growing evidence supporting the transformative potential of mobile learning technologies and tools within education settings to deliver meaningful learning experiences. We argue here that this potential could extend to integrating learning between the classroom and education outside the classroom (EOTC). We further argue that this mobile learning potential can mediate learning between students and their parents, visitors and educators at free-choice learning settings. We situate our argument within learning to enhance ecological literacy and call for studies that can consider the possibilities offered by mobile technology and related pedagogical frameworks, the reinforcement of learning experiences post a visit to a free-choice setting, and the integration with hands-on and non-technology mediated learning instances. Here we present some key theoretical considerations as a prelude to a study being funded by the Teaching and Learning Research Initiative to examine these possibilities.
Educational Technology and Student Voice: Examining Teacher Candidates&apos; Perceptions
Author: Byker, Erik Jon
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Preservice Teachers,Student Attitudes,Student Participation,Student Role,Correlation,Mixed Methods Research,Attitude Measures,Technology Integration,Lesson Plans,Questionnaires,Misconceptions,Problem Based Learning

Student Voice is a term that honors the participatory roles that students have when they enter learning spaces like classrooms. Student Voice is the recognition of students' choice, creativity, and freedom. Seminal educationists--like Dewey and Montessori--centered the purposes of education in the flourishing and valuing of Student Voice. This article examines the relationship between the integration of educational technology and Student Voice . In particular, the article describes and reports on a mixed-methods study of teacher candidates' (n = 63) perceptions of and practices with integrating digital technology and Student Voice. The article has two objectives. The first objective is to examine how teacher candidates construct and define the term Student Voice. The second objective is to describe how teacher candidates integrate digital technology and Student Voice into their lesson plan ideas. The study had three findings. First, the teacher candidates most closely defined and connected Student Voice with creative freedom. Second, although the teacher candidates had learner-centered definitions for Student Voice it was difficult for them to translate their definitions into actual lesson plan ideas that included the integration of educational technology in order for students to create so that their voices could be heard. Third, the student questionnaire data also illustrated how teacher candidates had varied perceptions of the relationship between technology and Student Voice; the candidates were more likely to describe elementary students' primary use of technology as &quot;using apps or software to practice subject-area skills&quot; or &quot;playing educational games&quot; than any other technology-rich activities. The teacher candidates were disconnected in their perceptions about what Student Voice meant and their proposed pedagogies to enhance Student Voice with digital technologies. To address the disconnect, the article discusses strategies that can guide teacher candidates to integrate educational technology into their lesson plans to allow students to create and for the Student Voice to resonate throughout the classroom community.
Using Mobile Technology to Encourage Mathematical Communication in Maori-Medium Pangarau Classrooms
Author: Allen, Piata
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Pacific Islanders,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Mathematics Instruction,Malayo Polynesian Languages,Teaching Methods,Culturally Relevant Education,Elementary School Students,Word Problems (Mathematics),Problem Solving

Maori-medium pangarau classrooms occupy a unique space within the mathematics education landscape. The language of instruction is an endangered minority language and many teachers and learners in Maori-medium pangarau classrooms are second language (L2) learners of te reo Maori. Mobile technology could be used in Maori-medium pangarau classrooms to address some of the linguistic challenges. This think piece explores the benefits of using mobile technology to capture multiple representations of pangarau concepts as a way of encouraging mathematical communication in te reo Maori.
Using Mobile Phones in Support of Student Learning in Secondary Science Inquiry Classrooms
Author: Khoo, Elaine
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Science Education,Secondary School Science,Case Studies,Qualitative Research,Teacher Attitudes,Student Attitudes,Interviews,Observation,Student Surveys,Video Technology,Thinking Skills,Science Process Skills,Foreign Countries,Documentation,Inquiry,Science Experiments

This paper reports on findings from a research project concerned with how electronic networking tools (e-networked tools), such as the Internet, online forums, and mobile technologies, can support authentic science inquiry in junior secondary classrooms. It focuses on three qualitative case studies involving science teachers from two high schools together with their Year 9 and Year 10 classes. The ways teachers and students view and take up the affordances of mobile phones to support authentic science inquiry are of interest. Data were collected from teacher reflections, student interviews, a student survey, classroom observations and student work. The findings highlight three key themes that illustrate the advantage of using mobile phones as part of the classroom culture to video record group practical investigations, support students' developing abilities to think like a scientist, and enable the sharing of learning beyond the classroom. The findings have implications for practice and can contribute to a better understanding of the ways mobile devices can support and extend science inquiry in New Zealand secondary classrooms.
Examination of Tablet Usage by 4 Years Old Pre-School Student
Author: Bengisoy, Ayse
Date: 2017-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Preschool Children,Preschool Education,Mothers,Parent Attitudes,Teaching Methods,Child Development,Foreign Countries,Qualitative Research,Semi Structured Interviews

Accurate usage of tablet etc. devices in growth period is essential in terms of development performance. Tablet usage for education and teaching supports audio-visual memory; however, an examination of the consequences of continued usage reveals serious problems. Technology is essential in terms of communication and reaching information in the life of every individual regardless of their age and period. However, especially for small children, tablet and other technological devices should be used under the surveillance of parents. In terms of development, tablets are used in education in areas such as linguistic, social, cognitive and academic development. However, it is known that using them for long hours has negative impacts on the development of children. In this paper, interviews were held with 10 mothers whose children are going to pre-school institutions. The research used face-to-face interview technique. The purpose of the study is to examine the attitude of mothers as regards usage of tablets by their children. During the interviews with mothers, the &quot;interview form prepared for tablet usage&quot; was used which was prepared by the researcher this form was prepared by the researcher. It consisted of question and answer technique mothers who constituted the study group were interviewed in person and analysis were made according to the obtained answers. Sub-theme was created and analysis were concluded based on these data. Obtained findings show that mothers have both negative and positive attitude as regards tablet usage. They think that tablets are effective in teaching their children important concepts, but are also worried that it can lead to addiction and problems in their relations with peers.
The Effect of Flipped Classroom Strategy Using Blackboard Mash-Up Tools in Enhancing Achievement and Self-Regulated Learning Skills of University Students
Author: El-Senousy, Hala
Date: 2017-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Experimental Groups,Control Groups,Achievement Tests,Scores,Pretests Posttests,Comparative Analysis,Instructional Innovation,Metacognition,Teaching Methods,Outcomes of Education,Graduate Students,Management Systems,Goal Orientation,Statistical Analysis,Effect Size

The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students' achievement and self-regulated learning skills (SRLS) for 60 students enrolled in Comp101N course. The findings revealed a significant difference in both the mean of achievement test scores and SRLS scale of experimental group students and control group students in favor of the experimental group. A similar difference was found in the pre- and post-test achievement scores of experimental group students in favor of the post-test. The study recommended wider use of the FCRS in higher education and for post-graduate students.
The Change Process at Schools Based on the Variables of School Administrators and Environment
Author: Balikçi, Abdullah
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Administration,School Districts,Socioeconomic Status,Interviews,Administrator Attitudes,School Administration,Phenomenology,Qualitative Research,Statistical Analysis,Foreign Countries,Parent Role,Teacher Administrator Relationship,Teacher Role,Student Role,Surveys,Parent School Relationship,Parent Participation

Change is a growing phenomenon in the era we live. The issue of change has been one of the topics of interest in the field of administration. In general, change refers to transfer from the present situation to another situation and differentiation. Implementations related to the change also affect today's education systems. School administrators, primarily, can be shown responsible for the implementation of changes in educational institutions. The purpose of this research is to understand how the change in educational institutions is assessed in the school administrator and the environment context. The participants of the research are 12 administrators who are determined among the administrators of educational institutions working in the central districts of Konya province (Karatay, Meram, Selçuklu) and from different socio-economic districts and in the spring term of 2015-2016 academic year. During the publication phase, the interviews are reviewed and the participants' approval for publication is asked. This study has been carried out within the framework of phenomenological design and the qualitative case sampling is preferred among from purposeful sampling methods. In the analysis of the data, descriptive analysis technique is used. As a result of the research, it is understood that the school administrators have adopted the phenomenon of change and have taken this fact into account in their work. It is understood that making new arrangements in the existing structure will be reflected positively in the school and that the surrounding area should also be taken into consideration.
Teacher Candidates&apos; Metaphorical Perceptions of Older Family Members
Author: Gültekin, Filiz
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Foreign Countries,Family Relationship,Grandparents,Figurative Language,Classification,Physical Education Teachers,English Teachers,Counselor Training

This study was conducted on teacher candidates who had the opportunity to work with children, adolescents, young adults, adults and the elderly. We believed that determining the relationship between teacher candidates and their elders and their perceptions would help to plan classes and events for the elderly target group. For this purpose, the relationship between Physical Education and English Teacher and Psychological Counseling and Guidance senior students in education faculty and sport science faculty and their elders was investigated. Metaphors were examined and 13 different categories were developed based on common properties. When the results were investigated, the relationship were mostly defined as &quot;Restful&quot; (f=11), &quot;Informative&quot; (f=10), and &quot;Cautious&quot; (f=9). Other categories were listed as &quot;Commitment&quot; (f=6), &quot;Reassuring&quot; (f=6), Close (f=5), &quot;Non-developing&quot; (f=4), &quot;Appreciated&quot; (f=4), &quot;Distanced&quot; (f=4), &quot;Mandatory&quot; (f=3), and &quot;Variable&quot; (f=3). The categories with the least frequency were &quot;Conflicting&quot; (f=2) and &quot;Cared&quot; (f=2). According to the findings, it could be stated that teacher candidates had more positive perceptions towards their elders. Findings of the study are discussed below.
OLMS: Online Learning Management System for E-Learning
Author: Ippakayala, Vinay Kumar
Date: 2017-00-00
Type: Journal Articles
Subjects: Online Courses,Course Content,Electronic Learning,Assignments,Student Evaluation,Lecture Method,Video Technology,Telecommunications,Handheld Devices,Computer Mediated Communication,College Students,College Faculty,Integrated Learning Systems,Management Systems

In this paper we introduce a learning management system that provides a management system for centralized control of course content. A secure system to record lectures is implemented as a key feature of this application. This feature would be accessed through web camera and mobile recording. These features are mainly designed for e-learning environment. In addition, we integrate a learning management system with a platform for social activities and student assessment analysis is developed. Users Including students, professors, and administrators are able to manage schedules, lectures, assignments, jobs, events, discussions, and research.
Evaluation of the Department of Earthsciences and Universe through Teachers
Author: Chakib, Abdellatif
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Earth Science,Geology,College Faculty,Teacher Surveys,Questionnaires,Teacher Attitudes,Teaching Methods,Educational Methods,Training,Student Evaluation,Instructional Materials,Bachelors Degrees

In this study, we are interested in the evaluation of the department of the Earth Sciences and Universe (Science de la Terre &amp; l'Univers-STU), Faculty of Science Ben MSik, Casablanca, Morocco, through teachers of the department of Geology. The accomplishment of this work passes through an evaluation that was carried out firstly through a satisfaction survey and secondly, a questionnaire containing questions related to the profile of the teachers, program and educational strategies of discipline offering training to the level of Bachelor. We used Sphinx software to analyze the data through the application, namely, flat table, the crossing of the questions and the specifications table. The goal is to evaluate training within the department of STU in quality and quantity. This research allowed us to identify many problems of the students who enrolled in this department. In other words these results are response elements that would help improve the teaching-learning of the STU field.
Determining Candidate Teachers&apos; Tendency to the Use of Technology
Author: Hursen, Cigdem
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Technology,Technology Uses in Education,Technology Integration,Statistical Analysis,Age Differences,Gender Differences,Intellectual Disciplines,Foreign Countries,Student Surveys

This study aimed to determine candidate teachers' tendency to the use of technology. A total of 293 candidate teachers participated in this study in which a quantitative method was used. The findings obtained from the research indicated that the candidate teachers' tendency to the use of technology was high. Another finding in a different research revealed that sex and the departments the candidate teachers studying in did not indicate any significant difference related to the use of technology. However, their level of age showed a significant difference in their behavioral tendency to the use of technology.