ethanporcaro/eric-fulltext-meta huggingface dataset:
Towards Implementing Technologies in Education: Exploring the Pedagogy and People of Good Innovations
Author: Ferdig, Richard E.
Date: 2005-04-00
Type: Journal Articles
Subjects: Educational Technology,Educational Innovation,Technological Advancement,Technology Integration,Technology Uses in Education,Evidence Based Practice,Program Implementation,Change Agents,Educational Opportunities,Instructional Effectiveness,Influence of Technology,Educational Practices

With the amount of research and research journals available on the subject, it may seem like we have established many &quot;facts&quot; and &quot;truths&quot; about technology and pedagogy. More realistically, the 'truth' is that we are only just beginning to learn within and about the young field of educational technology (understanding the adoption, use, and impact of technologies such as computers in education). One important question we now face relates to understanding what makes a good technological innovation in education. Drawing on past and present research, it is crucial to re-examine the roles of &quot;pedagogy and people&quot; (innovators, educators, and learners) in technology innovations. In this paper, I describe both processes in detail. I conclude with implications for research and practice.
The Effects of Digital Portfolio Assessment Process on Students' Writing and Drawing Performances
Author: Tezci, Erdogan
Date: 2006-04-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Control Groups,Experimental Groups,Freehand Drawing,High School Students,Performance Based Assessment,Portfolio Assessment,Pretests Posttests,Program Validation,Scoring Rubrics,Writing Achievement,Correlation

In this paper, it was investigated the effect of digital portfolio assessment process on the drawing and story writing performances of the 14-15 ages students. For this reason, a digital portfolio assessment rubric was prepared in order to evaluate students' drawing and story writing works. For the validity and reliability analyze was applied to 52 high school students. According to analyzes, the digital portfolio assessment rubric, which is valid and reliable, can be used in order to evaluate students' drawing and writing performance. For the application of program, an experimental and a control group were used in the study. The study was conducted during 4 months. The data was gathered from 52 students, 17 in the experimental groups and 35 in the control groups. Digital portfolio assessment process was used in the experimental group and traditional assessment plan was used in the control group. In both groups students were wanted to engage drawing and writing. Results indicate that no significant differences (p&gt;0.05) were found on drawing and writing performances pre-test scores of the groups but a significant difference (p&lt;0.05) were found in favor of experimental group in post-test scores of both groups.
An Exploratory Study of English Language Teachers' Beliefs, Assumptions, and Knowledge about Learner-Centeredness
Author: Hatipoglu Kavanoz, Suzan
Date: 2006-04-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Learner Controlled Instruction,Elementary Schools,Private Schools,Public Schools,Teacher Attitudes,Focus Groups,Case Studies,Comparative Analysis,Observation,Semi Structured Interviews,Foreign Countries

The purpose of this comparative case study was to explore English language teachers' beliefs, assumptions and knowledge about learner-centeredness and to see how they implement learner-centeredness in their classrooms. The study was conducted at one public and one private primary school in Istanbul. Focus group interviews were held in each school with thirteen teachers of English and then individual interviews and observations were carried out with four volunteer teachers being 2 from the public primary school during the spring semester, 2004-2005. The four participant teachers were observed in their classrooms ten times along with before- and after-class observation reflections facilitated by the researcher. These observations were accompanied by document analysis. Data from the interviews were inductively analyzed. The findings indicated that public school EFL teachers had limited knowledge to implement learner-centeredness whereas private teachers did not.
The Use of Computer Technologies in the Social Studies Classroom
Author: Acikalin, Mehmet
Date: 2005-04-00
Type: Journal Articles
Subjects: Social Studies,Computer Uses in Education,Classroom Techniques,Drills (Practice),Tutorial Programs,Study Guides,Courseware,Computer Simulation,Computer Games,Database Design,Multimedia Instruction,Hypermedia,Internet,Web 2.0 Technologies,Computer Mediated Communication,Technology Uses in Education,Literature Reviews,Foreign Countries

Nowadays, the use of technology in education has become more popular. Special attention has been given to the adaptation of computer technology into teaching-learning process for effective learning and increasing students' achievement. In recent years, it has been realized that there is an immense benefit in applying computer technology in the social studies classroom. The first purpose of this study is to review computer- and Internet-supported instructional strategies in the social studies classroom. The second purpose of the study is to investigate the degree of application of these strategies in the social studies classroom. Thus, based on the literature review, the results of the research regarding computer technology in the social studies classroom are summarized, and educational implications are discussed. In addition, some suggestions for further research were offered.
Effects of Computer Based Learning on Students' Attitudes and Achievements towards Analytical Chemistry
Author: Akcay, Hüsamettin
Date: 2006-01-00
Type: Journal Articles
Subjects: Student Attitudes,Science Achievement,Chemistry,Computer Assisted Instruction,Conventional Instruction,Experimental Groups,Control Groups,Comparative Analysis,Courseware,Teaching Methods,Intermode Differences,Attitude Measures,Achievement Tests,Computer Attitudes,Achievement Gains,College Students,Instructional Effectiveness,Foreign Countries

The aim of this study was to compare the effects of computer-based learning and traditional method on students' attitudes and achievement towards analytical chemistry. Students from Chemistry Education Department at Dokuz Eylul University (D.E.U) were selected randomly and divided into three groups; two experimental (Eg-1 and Eg-2) and a control (Cg). In teaching analytical chemistry topics, two different computer based methods--new analytical chemistry learning software called &quot;HEHAsit&quot; (Method A) and a Microsoft Excel program (Method B)--were prepared by us and applied to Eg-1 and Eg-2, respectively. Whereas the last group (Cg) was taught by the traditional method (Method C). In the comparison of the effects of the three methods, we developed an attitude questionnaire and an achievement test related to Analytical chemistry, and applied to students in all three groups. Students' attitudes towards computers were also tested by a computer attitude test developed by us. As a result of the study, significant differences between control group and both experimental groups and between experimental groups on computer attitudes and analytical chemistry attitudes were found. Furthermore, analytical chemistry achievement in experimental groups was significantly higher from the control group.
Online Professional Development for University Teaching in Turkey: A Proposal
Author: Latchem, Colin
Date: 2006-07-00
Type: Journal Articles
Subjects: Foreign Countries,Professional Development,Program Proposals,Information Technology,Technology Uses in Education,Technology Integration,Instructional Innovation,Multimedia Instruction,Hypermedia,Knowledge Management,Higher Education,Web Based Instruction

The following article discusses the worldwide need for professional development in university teaching and the kinds of initiative that are being introduced in some countries. It examines the case for adopting such measures in the Turkish higher education system to ensure quality in all forms of teaching and learning, both on-campus and off-campus. It also considers the barriers to achieving systemic professional development for university teaching and suggests that the solution could lie in professional development via the internet/web and encouraging and supporting an online professional development community.
A Computer Based Problem Solving Environment in Chemistry
Author: Bilgin, Ibrahim
Date: 2005-07-00
Type: Journal Articles
Subjects: Problem Solving,Chemistry,Scientific Concepts,Concept Teaching,Courseware,Active Learning,Learning Processes,Cognitive Style,Computer Uses in Education,Teaching Methods,Computer Assisted Instruction,Learning Strategies

The purpose of this study was to introduce the Mole Solver, a computer based system that facilitates monitors and improves the students' problems solving skills on mole concept. The system has three distinct modes that: i) finds step by step solutions to the word problems on the mole concept ii) enable students' to solve word problems on their own by using appropriate problem solving strategies iii) makes students aware of four step problem solving process.
Using of Distance Education Approach in Teacher Training: Anadolu University Open Education Model
Author: Gultekin, Mehmet
Date: 2006-01-00
Type: Journal Articles
Subjects: Distance Education,Teacher Education Programs,Undergraduate Study,Program Descriptions,Compensatory Education,Foreign Countries

Distance education which provides important contribution to education systems is applied in many fields successfully. Teacher training is another field in which distance education is used widely. Distance education is used for teacher's graduate education as much as teacher's preservice and inservice training at elementary and secondary education level. The main aim of this study is to introduce teacher training programs which have been made through distance education in Turkey between the years of 1986-2005 by Anadolu University Open Education Faculty. For this aim, five teacher education programs at undergraduate compensatory education and undergraduate level used for teacher training for elementary and secondary education were examined in terms of aim, content, teaching-learning process and evaluation. The study indicates that programmes are archived for different purposes and education is given to big masses in quantity in the beginning. It is also concluded in the research that programmes begin at pre-undergraduate level then rise to undergraduate level and then are transformed into modern applications from classic distance education.
University Undergraduate Students' Information Seeking Behaviour: Implications for Quality in Higher Education in Africa
Author: Ajiboye, Josiah O.
Date: 2007-01-00
Type: Journal Articles
Subjects: Foreign Countries,Information Seeking,Undergraduate Students,Student Surveys,Questionnaires,Internet,Gender Differences,Instructional Program Divisions,Majors (Students),Access to Information,Statistical Analysis,Correlation,Information Sources

The major purpose of the study was to examine the information seeking behaviour of undergraduate students in the University of Botswana. Specifically, the study made effort to determine the sources consulted and the general pattern of information gathering system by the students: the impact of students' gender, level of study and course of study on the students' information seeking behaviour. The study adopted a descriptive survey design and data was collected using a questionnaire administered to two thousand respondents randomly selected from six faculties in the University of Botswana, Gaborone, Botswana. Major findings from the study include: first, academic information was rated as the predominant information required by the students, while the Internet was rated the most crucial source of most of the academic information required. It was also found that gender, level of study and course of study significantly influence students' information seeking behaviour (F = 511.8, level of signification is 0.05). However, among the factors, the students' level of study contributed more to the observed variation in information seeking pattern, followed by course of study, while gender had the least influence. The sample was taken in two departments from each of the faculty in the University. This is a typical representation of the population of the undergraduate students of the University of Botswana, hence the findings could be generalized for the whole undergraduate students of the University. The paper is a product of recent survey carried out by the authors, hence the findings reported here are original and reflect the current views and practices of information seeking behaviour of University of Botswana Undergraduates.
Direct Instruction and Appropriate Intervention for Children with Learning Problems
Author: Gujjar, Aijaz Ahmed
Date: 2007-04-00
Type: Journal Articles
Subjects: Evaluation Research,Standardized Tests,Special Education,Individualized Instruction,Teaching Methods,Special Needs Students,Intervention,Problem Solving,Small Group Instruction,Mathematics Achievement,Reading Achievement,Social Studies,Foreign Countries,Elementary School Students

This paper made reference to some experimental and quasi-experimental studies that have been conducted with special education populations using direct instruction over the last decade. Evaluation research is a relatively new area in education and particularly in special education, while the focus on individualization of instruction and warring awareness of standardized tests often create strong resistance to typical evaluation research design. As the researchers confronted the research studies and documentation activities of many direct instruction projects, it seemed as important to highlight and pinpoint roadblocks, conceptual problems, and technical difficulties encountered by the researchers and share their findings. Therefore this article is a little of both ending with some ideas for small scale evaluation of research projects that can and should be undertaken in the near future.
Application of Multimedia Design Principles to Visuals Used in Course-Books: An Evaluation Tool
Author: Kuzu, Abdullah
Date: 2007-04-00
Type: Journal Articles
Subjects: Design Requirements,Visual Aids,Evaluation Methods,Textbook Content,Textbook Evaluation,Textbook Standards,Illustrations,Multimedia Materials,Instructional Material Evaluation,Evaluation Criteria,Definitions,Research Tools

This paper introduces an evaluation tool prepared to examine the quality of visuals in course-books. The tool is based on Mayer's Cognitive Theory of Multimedia Learning (i.e. Generative Theory) and its principles regarding the correct use of illustrations within text. The reason to generate the tool, the development process along with the theoretical procedures followed, reliability studies and users' manual of the instrument are provided within the study.
Parent's Views on Internet Use
Author: Odabasi, H. Ferhan
Date: 2005-01-00
Type: Journal Articles
Subjects: Internet,Parent Attitudes,Mass Media Use,Elementary School Students,Questionnaires,Costs,Computer Security,Safety,Technology Uses in Education,Social Influences,Mass Media Effects,Mass Media Role,Foreign Countries

Children's effective use of Internet relies heavily on the factors surrounding them, thus parents' views and attitudes are crucial for elementary children's productive use of Internet. Besides, parental awareness on Internet helps parents to reflect to the related issues of Internet. This study tries to reveal the elementary school children's parents' views on Internet. A questionnaire consisting of 17 items regarding financial, social, educational and safety aspects of Internet were used to collect the data. Carried out with 94 parents; the survey indicates that the parents observe Internet as an economical media, rather unaware of the safety issues, believe that Internet enhances the academic achievement and is a necessity of contemporary life. Another highlight of the study is that parents do not believe that Internet use effects family relations negatively.
A Metadata Model for E-Learning Coordination through Semantic Web Languages
Author: Elci, Atilla
Date: 2005-07-00
Type: Journal Articles
Subjects: Metadata,Electronic Learning,Programming Languages,Models,Computer System Design,Database Management Systems,Database Design,Information Networks,Information Retrieval,Computer Interfaces,Courseware,Integrated Learning Systems

This paper reports on a study aiming to develop a metadata model for e-learning coordination based on semantic web languages. A survey of e-learning modes are done initially in order to identify content such as phases, activities, data schema, rules and relations, etc. relevant for a coordination model. In this respect, the study looks into the mechanism of e-learning environment and the question of how e-learning can be classified in terms of activity coordination. A metadata model for coordination of e-learning is being sought which may be expressed using semantic web languages such as OWL + RDF. This is part of a project involving studies on several fronts regarding the application of semantic web initiative into e-learning; i.e. design and development of markup and annotation tools, relevant ontologies, intelligent agents, etc. The objective is eventually to build capability to semantically integrate and selectively retrieve e-content in implementing e-learning environments.
The Internet and Autonomous Language Learning: A Typology of Suggested Aids
Author: Kartal, Erdogan
Date: 2005-10-00
Type: Journal Articles
Subjects: Second Language Instruction,Educational Quality,Internet,Independent Study,Second Language Learning,Personal Autonomy

As leading languages spoken all over the world, a number of learning and teaching sites or pages on the Internet specifically concerning the teaching of English, French, German and Spanish are available. A review of these sites shows that they have low standards as opposed to language teaching CD-ROMs. Generally speaking, affected largely from the structural approach, these sites present structural exercises while employing very few possibilities expected from the vast possibilities of the Internet. In the absence of satisfactory explanations in relation to previously determined objectives and direction towards other sites, the students are not only misdirected but also exposed to trouble some selfmeasurement processes. Knowing that the Internet contributes to learning autonomy and remote learning, the present study examines the extent of suggested helps for autonomous consultation.
Variables Predicting Foreign Language Reading Comprehension and Vocabulary Acquisition in a Linear Hypermedia Environment
Author: Akbulut, Yavuz
Date: 2007-01-00
Type: Journal Articles
Subjects: Reading Comprehension,Second Languages,Definitions,Predictor Variables,Hypermedia,Reading Ability,Vocabulary Development,English (Second Language),Second Language Instruction,Multimedia Instruction,Reading Skills,Cognitive Style,Student Interests,Knowledge Level,Undergraduate Students,Correlation,Foreign Countries

Factors predicting vocabulary learning and reading comprehension of advanced language learners of English in a linear multimedia text were investigated in the current study. Predictor variables of interest were multimedia type, reading proficiency, learning styles, topic interest and background knowledge about the topic. The outcome variables of interest were vocabulary and reading comprehension scores. Participants were 69 undergraduates enrolled at the foreign language teaching department of a Turkish university. Participants were randomly assigned to three different forms of an authentic electronic text, which differed from each other based on the type of multimedia: (a) definition of words, (b) definitions coupled with pictures, and (c) definitions coupled with short movies. The participants were given the text to read for general comprehension and were given an unannounced vocabulary test along with a reading comprehension test. Multiple regression analyses with vocabulary scores and reading scores as the criterion variables and the independent variables as the predictors served to reveal whether a relationship existed between the independent and dependent variables. Findings suggest that annotation type, reading ability, and prior topical knowledge are important variables contributing to vocabulary learning whilst reading ability and learning styles (visual score) are important variables contributing to reading comprehension in a hypermedia environment.
The Use of Computers in Mathematics Education: A Paradigm Shift from &quot;Computer Assisted Instruction&quot; towards &quot;Student Programming&quot;
Author: Aydin, Emin
Date: 2005-04-00
Type: Journal Articles
Subjects: Constructivism (Learning),Mathematics Curriculum,Mathematics Education,Computer Assisted Instruction,Programming,Computer Uses in Education,Technology Integration,Educational Development,Trend Analysis,Courseware,Computer Software Evaluation

The purpose of this study is to review the changes that computers have on mathematics itself and on mathematics curriculum. The study aims at investigating different applications of computers in education in general, and mathematics education in particular and their applications on mathematics curriculum and on teaching and learning of mathematics. There are three broad categories of the applications of computers in the field of mathematics education: computer assisted instruction (CAI), student (educational) programming and general purpose educational tools such as spreadsheets, databases and computer algebra systems (CAS). This study presents a historical background and attempts to describe the paradigmatic shift in the use of computers in mathematics education from behavioristicly oriented CAI movement towards constructivist based student programming movement.
Open Source Software in Teaching Physics: A Case Study on Vector Algebra and Visual Representations
Author: Cataloglu, Erdat
Date: 2006-00-00
Type: Journal Articles
Subjects: Learning Processes,Experimental Groups,Computer Software,Control Groups,Constructivism (Learning),Algebra,Physics,Case Studies,Teaching Methods,Introductory Courses,College Freshmen,Computer Simulation,Foreign Countries

This study aims to report the effort on teaching vector algebra using free open source software (FOSS). Recent studies showed that students have difficulties in learning basic physics concepts. Constructivist learning theories suggest the use of visual and hands-on activities in learning. We will report on the software used for this purpose. The effect of FOSS on students understanding of vector algebra was determined by a non-equivalent control group design. A total number of 113 freshman students from two classes of introductory level physics courses were involved. The experimental group's students learning processes were supplemented by instruction utilizing FOSS while the control group was taught in traditional manner. A significant difference in students' performance was found that could be attributed to the treatment. Consequently, visualization of vector and related concepts by FOSS simulations helped students to understand them well and contributed to shorten the time needed to learn these concepts.