ethanporcaro/eric-fulltext-meta huggingface dataset:
Web Pedagogical Content Knowledge of Early Childhood Education Professionals
Author: Cam, Emre
Date: 2023-00-00
Type: Journal Articles
Subjects: Web Based Instruction,Digital Literacy,Internet,Pedagogical Content Knowledge,Early Childhood Teachers,Early Childhood Education,Preservice Teachers,Familiarity,Technology Uses in Education,Distance Education,COVID-19,Pandemics

Early childhood education is the first step of education in which children have their initial experiences with school and learning. Thus, early childhood education (ECE) teachers are expected to be qualified in pedagogy and teaching to have permanent and effective learning among children. With the changing world, technology and the web are becoming an inevitable necessity for children in early childhood, especially during the pandemic in which the web has become the only way to continue teaching via distance education. Therefore, web pedagogical content knowledge of teachers and other professionals related to ECE who will directly or indirectly affect previous experiences with children gains importance to provide meaningful experiences. As a result, the current study aims to explore ECE teachers, pre-service teachers, and academicians' web pedagogical knowledge. To reach this aim, the researchers use case study, one of the qualitative research designs. An interview protocol was applied to participants, and their web pedagogical content knowledge was explored via semi-structured questions. Data analysis was made by NVivo software and two researchers. After the data analysis, it was found that participants generally are not familiar with the WPCK. Still, they use the web in their classroom such as to find new activities in their classroom. Also, most participants argue that the pandemic contributes them to develop their experiences while distance education. As a result, the findings were discussed with the related literature.
Technology-Assisted Circumference Teaching
Author: Genç, Galip
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 4,Measurement,Geometry,Computer Software,Mathematics Achievement,Student Motivation,Geometric Concepts,Educational Technology,Program Effectiveness,Foreign Countries,Elementary School Mathematics,Mathematics Instruction

This study aimed to reveal the effect of teaching the 4th grade circumference measurement subject with the dynamic geometry software &quot;GeoGebra&quot; on achievement and motivation. In the research, the pre-test -- post-test control group design, which is one of the quasi-test designs, was used. In the Mathematics lessons conducted with the experimental group for three weeks, the subject of circumference measurement was taught with dynamic geometry software, whereas the control group followed the current curriculum. As data collection tools, the 21-item &quot;4th Grade Circumference Measurement Achievement Test&quot; (KR20=0.81) developed by Öksüz and Genç (2021) and the &quot;Primary School Mathematics Motivation Scale&quot; (KR20=0.94) developed by Ersoy and Öksüz (2015) were utilized. The pre-test was applied concurrently to the test and control groups one week before the research was initiated, and the post-test was applied immediately after the research ended. In the study, a paired-samples t-test was used to compare the pre-test and post-test scores of the students in the test and control groups within the groups; whereas covariance analysis (ANCOVA) was used to compare the post-test scores of the related groups. As a result of the research, it was concluded that there was a statistically significant difference between the achievement and motivation post-test scores of the students in the experimental group who learned the subject of &quot;Circumference Measurement&quot; with the dynamic geometry software and the students in the control group who did not use this program on behalf of the experimental group.
The Effect of Cyberloafing Behaviors on Smartphone Addiction in University Students: The Mediating Role of Fear of Missing Out
Author: Gurbuz, Fatmagul
Date: 2023-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Influence of Technology,Student Behavior,College Students,Addictive Behavior,Fear,Foreign Countries,State Colleges,Emotional Response

With the increase in smartphone use, smartphone addiction has gained immense popularity and there has been a lot of research into smartphone addiction. Nonetheless, research examining the complex relationships between cyberloafing and smartphone addiction is still insufficient. Thus, the present study aims to establish the mediating role of fear of missing out, which is a cognitive and emotional process, in the effect of university students' level of cyberloafing upon their smartphone addiction level. The study group of the research is represented by 338 students receiving formation training in the faculty of education, at a state university. For the purpose of data collection, the Smartphone Addiction Scale - Short version, the Cyberloafing Scale, and the Fear of Missing Out Scale were used. The model was tested using structural equation modeling and bootstrapping. Structural equation modeling results provide evidence of indirect effects of cyberloafing on smartphone addiction partial mediated by fear of missing out. According to the Bootstrapping method, fear of missing out has an indirectly significant role in the relationship between cyberloafing and smartphone addiction. The findings emphasized the role of fear of missing out in explaining the relationship between cyberloafing and smartphone addiction. The study concludes by discussing relevant conclusions in the literature, and putting forth several recommendations based on these conclusions.
Nontraditional Doctoral Students&apos; Perceptions of Instructional Strategies Used to Enhance Statistics Self-Efficacy in Online Learning
Author: Jiang, Mei
Date: 2023-01-00
Type: Journal Articles
Subjects: Nontraditional Students,Student Attitudes,Teaching Methods,Self Efficacy,Electronic Learning,Instructional Effectiveness,Statistics Education,Anxiety,Doctoral Students,Doctoral Programs,Introductory Courses,Elementary Secondary Education,Distance Education,Elementary School Teachers,Secondary School Teachers,Administrators

Self-efficacy is defined as people's perceptions of their abilities to organize cognitive, social, emotional, and behavioral skills and their decisions on how much effort to use to attempt the action. This exploratory sequential, mixed-methods study examined nontraditional doctoral students' perceptions on how instructional strategies helped with their self-efficacy in online statistics learning as aligned with four sources of self-efficacy (i.e., mastery experiences, vicarious experiences, verbal persuasion, and physiological reactions). The relationship between the instructional strategy used and the students' statistics self-efficacy was examined. The effective instructional strategies are discussed and recommendations provided for online statistics instructors and course designers.
Predicting Students&apos; Use of Mobile-Learning Management Systems in Indonesia
Author: Ikhsan, Ridho Bramulya
Date: 2023-01-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Distance Education,College Students,Learning Management Systems,Technology Uses in Education,Intention,Predictor Variables,Student Behavior,Telecommunications,Handheld Devices

A mobile learning management system (mobile LMS) facilitates the interaction between lecturers and students to transfer knowledge flexibly. With the high possibility of universities adopting a mobile LMS into their learning systems, predicting student acceptance of mobile LMS is critical. Based on an extension of the unified theory of acceptance and use of technology (UTAUT), this study explores the factors that contribute to the acceptance of a mobile LMS. This was carried out by involving 500 Bina Nusantara University (BINUS) Indonesia online learning students who used the mobile LMS for more than one year to share their experiences. Partial least squares structural equation modeling (PLS-SEM) is used to predict behavioral intentions and the actual usage of the mobile LMS. The results showed that the intention to use the mobile LMS was determined by performance and effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, and perceived satisfaction. Furthermore, facilitating conditions, hedonic motivation, habits, and behavioral intentions contributed to the actual use of the mobile LMS. This study successfully predicted the main factors that encourage students to adopt and use a mobile LMS. In functional terms, this study provides insights for higher education institutions in designing a mobile LMS so that it has an impact on increasing student academic success.
Appropriation Mediates between Social and Individual Aspects of Mathematics Education
Author: Matsushima, Mitsuru
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Social Influences,Dialogs (Language),Constructivism (Learning),Learning Processes,Semiotics,Creativity

This research aimed to answer the following question: Why does dialogue deepen mathematics learning? In order to answer this question, the study author attempted to define the characteristics of appropriation, which connect the deepening of individual mathematics learning and that of social mathematics learning, by using the sociocultural approach. In addition, the study author proposed an extended model of sign appropriation and use by incorporating the learning community and the other individual learners as dialogue partners into it based on social constructivism in mathematics education. Finally, this paper explored the following research question: In order to deepen the learning of mathematics, it is necessary to have appropriation to compare and transform the original concept of the learner and that of the speaker, and the suitability of this appropriation is secured by dialogue. The author also identifies appropriation and its two characteristics--dynamic composition and mutual composition.
Philosophical Considerations Always Already Entangled in Mathematics Education Research
Author: Stinson, David W.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Research,Epistemology,Ethics,Research Methodology,Correlation,Philosophy,Mathematics Instruction

In this paper, I explore how mathematics education research is always already entangled with and in ontological, epistemological, and ethical considerations--that is, philosophical considerations--of the researcher (or research team) from beginning to end. The danger in too much of the existing mathematics education research, however, is limited acknowledgement of how philosophical considerations drive both knowledge production and knowledge dissemination in the field. Illustrating how the concepts ontology, epistemology, and ethics are made sense of across the research paradigm spectrum--predict, understand, emancipate, and deconstruct--sheds light on not only the possible divergences in approaches to research (mathematics education or otherwise) but also the interrelatedness of the concepts.
A Study of an Online Cyber Identity Course Designed on the Basis of the Community of Inquiry Model
Author: Sancar, Raziye
Date: 2023-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Training,Self Efficacy,Information Technology,Communities of Practice,Technology Integration,Undergraduate Students,Online Courses,Counseling Techniques

The current study examines whether an online cyber identity course, which was based on the community of inquiry model, significantly affected the self-efficacy perception of school counselor candidates (SCC) in terms of technology integration. Forty-four SCC, selected using the criterion sampling method, participated in a mixed-method design study by taking a one-week online cyber identity course. The online version of the Computer Technology Integration Survey (CTIS) was used as a pre and post-test measure to collect quantitative data. Two subscales are used in the survey to measure the self-efficacy of participants. Qualitative data was collected through the use of a structured interview form which included open-ended questions regarding the social, cognitive, and teaching presence of the community of inquiry model. T-tests were conducted to detect any significant differences between the pre and post-test scores of the CTIS subscales. The results of these tests revealed that the online cyber identity course created significant differences in both SCC's self-efficacy perception of the computer technology capabilities and strategies, and the external influences of computer technology uses. Moreover, qualitative analysis results showed that students reflected more on cognitive and teaching presence than on social presence.
Philosophy of Education for Sustainable Development in Mathematics Education: Have We Got One?
Author: Li, Hui-Chuan
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Sustainable Development,Mathematics Education,Educational Theories,Educational Change,Environmental Education,Teaching Methods,Learning Processes,Equal Education,Social Justice,Interdisciplinary Approach,Culturally Relevant Education

Over the past few decades, the aspect that emphasizes a focus on sustainable development to transform education is not new. It has been seen that education systems around the world have taken action to integrate Education for Sustainable Development (ESD) as part of their responsibility. While recent studies have offered a wealth of empirical evidence about the benefits of ESD, research has argued that sustainable development and mathematics education remain largely unconnected in actual classrooms. In addition, the ideas of sustainable development in the curriculum have been defined in a variety of different way across different subject areas. The question about what ESD in mathematics education could look like at school remain unanswered. Thus, in this paper, we present a theoretical synthesis of the specialized literature in the learning and teaching of mathematics in relation to sustainable development. In doing so, we attempt to call attention to the need for a philosophy of ESD in mathematics education.
CLIL Realities through the Lens of English and Content Teachers
Author: Fielden Burns, Laura V.
Date: 2023-02-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Content and Language Integrated Learning,Comparative Analysis,Secondary School Teachers,Instructional Effectiveness,Foreign Countries,Barriers,Teaching Methods,Language Usage,Time Management,Language Skills,Standards,Program Implementation

This research investigated six established areas for quality (Ortega-Martín et al., 2018) in the implementation of CLIL programmes in a Spanish monolingual autonomous community from the perspective of its teachers, in particular focusing on possible differences of opinion between content and English language teachers, an understudied area. Both quantitative and qualitative data were collected from 36 teachers at four secondary schools in urban Extremadura so as to assess the perceptions of the execution and the effectiveness of current CLIL education programmes, identifying specifically their potential challenges. Significant differences between content teachers and English teachers' perceptions in six areas under study are examined, from programme management to academic results. Data results indicate that although programmes are viewed quite positively by both groups of teachers, some important areas of difference exist, including the amount of time the L2 is used in a content class and the language skills that are worked in a CLIL environment. To address this gap, suggestions are made to establish more widely accepted standards for CLIL programme objectives.
Is More Comfortable Reading Possible with Collaborative Digital Games? An Experimental Study
Author: Özer Sanal, Seda
Date: 2023-00-00
Type: Journal Articles
Subjects: Reading Skills,Reading Improvement,Computer Games,Educational Games,Instructional Materials,Language Skills,Instructional Effectiveness,Reading Comprehension,Reading Attitudes,Anxiety,Middle School Students,Reading Motivation,Reading Instruction,Reciprocal Teaching

In this study, which is based on the fact that the nature of learning is and should be understood on the basis of social constructivism, interaction and collaboration in language development are explored and digital games are discussed as an instructional technology. For digital games developed with learning in mind, the effects of educational change for learners have not yet been fully explored. The effects of digital games supported with reciprocal activities related to reading comprehension, reading motivation, and reading anxiety for science texts were investigated in this study. Eighty-five participants were randomly assigned to a group that played digital games without reciprocal activities (control group, n=43), and they were compared to a group that played digital games with reciprocal activities (experimental group, n=42), reading ten different texts over a ten-week period. The study used a quasi-experimental pretest-posttest design to compare reading comprehension, reading motivation, and reading anxiety outcomes. Considering the effectiveness of reciprocal activities, the participants who were supported by collaborative activities were more motivated and less anxious than those in the group that used the digital games without collaborative activities. These findings indicate that the use of collaborative activities should not be ignored when planning to employ the supporting role of any instructional technologies while teaching reading skills.
Let Their Voices be Heard: IELTS Candidates&apos; Problems with the IELTS Academic Writing Test
Author: Arefsadr, Sajjad
Date: 2023-02-00
Type: Journal Articles
Subjects: Second Language Learning,Language Tests,English (Second Language),Foreign Countries,Writing Tests,Academic Language,Testing Problems,Student Attitudes,Test Construction,Scoring,Vocabulary,Grammar,Difficulty Level

According to the IELTS official website, IELTS candidates usually score lower in the IELTS Writing test than in the other language skills. This is disappointing for the many IELTS candidates who fail to get the overall band score they need. Surprisingly enough, few studies have addressed this issue. The present study, then, is aimed at shedding some light on why IELTS candidates usually score lowest in writing by investigating IELTS candidates' problems with the IELTS Academic Writing test. To this end, 10 Iranian IELTS candidates were interviewed concerning the difficulties they had with this test. The interview summaries were subjected to thematic analysis. The results suggested that IELTS candidates may face four main problems with the IELTS Academic Writing test: insufficient time, unclear and difficult-to-understand task instructions, &quot;distant&quot; topics, and overvaluation of advanced vocabulary and grammar in the scoring system. The study suggests that IELTS candidates' problem of scoring lowest in the Writing test may not be entirely due to deficiencies in their writing skills, and that certain features of the IELTS Academic Writing test may aggravate undesirable testing outcomes. The implications of the results of the study are discussed.
Scaffolded Peer Feedback and Second Language Writing Proficiency: Implications for Inclusive ESL Teaching Practice
Author: Casinto, Carlo Domingo
Date: 2023-02-00
Type: Journal Articles
Subjects: Scaffolding (Teaching Technique),Peer Evaluation,Feedback (Response),Second Language Learning,Writing Skills,English (Second Language),College Students,Language Proficiency,Instructional Effectiveness,Foreign Countries,Writing Improvement

Although studies on peer feedback have identified several advantages for second language writing classes, the benefits of peer feedback to low-proficiency students have not been thoroughly investigated. This current study aims to determine how low-proficiency second-language students of English can improve their writing by giving and receiving peer feedback. Utilizing mixed methods, data collection and analyses were primarily conducted through posttest-only control-group design and focus group discussion (FGD). There were twenty university student participants randomly selected from two writing mixed-proficiency level classes. Framed under Vygotsky's sociocultural theory, an analysis of the gains in writing ability measured from formative and summative writing samples indicated that the low-proficiency students, specifically in the experimental group, made more significant gains in their writing over the course of the semester than the high-proficiency students in both groups. Even though the results generally showed no significant difference, except for higher error avoidance efficiency between experimental and control groups and among the high-proficiency students in both groups, a significant difference was observed between the low-proficiency students in both groups (control group M = 81.6, experimental group M = 89.8, control group SD = 8.3, experimental group SD = 9.5, t(4) = -3.23, p = 0.032). This leads to the conclusion that low-proficiency students benefit from scaffolded peer feedback.
Effective Creation and Usage of Simplified Virtual Curation Lab Using Google Sites: Implementation for Principles of Biochemistry Laboratory Course
Author: Jeyarajaguru, Kabilan Shanmugampillai
Date: 2023-01-00
Type: Journal Articles
Subjects: Science Laboratories,Biochemistry,Science Instruction,Educational Technology,COVID-19,Pandemics,Technology Uses in Education,Foreign Countries,Computer Simulation,College Students,Student Attitudes,Program Effectiveness

The COVID-19 pandemic crisis has modified teaching and learning throughout the world. The developments in Information Communication Technology tools have played a critical role in the education community. During the pandemic, the organization and conduction of theory classes in Universities across India were managed reasonably on one side, but the problem existed in laboratory courses. A singlepoint portal is needed to organize and conduct a laboratory course in a virtual mode. While creating a virtual lab (based on the syllabus) would solve the need, creating such would be a tedious task for the teachers, requiring special skills and resources. Google Sites is a free website application tool that allows users to create and edit files online while collaborating with others in real-time. The application includes other Google applications such as Google Docs, Google Spreadsheets, Google Slides, Google Forms, Google Drawings, and Google Keep. Google Sites also accepts any online links or files, which is handy for creating a simplified virtual curation lab for free using common online resources.