ethanporcaro/eric-fulltext-meta huggingface dataset:
In-Service Secondary School Teachers&apos; Technology Integration Needs in an ICT-Enhanced Classroom
Author: Adegbenro, Janet B.
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Technology Integration,Information Technology,Inservice Teacher Education,Training Needs,Needs Assessment,Teacher Attitudes,Technology Uses in Education,Educational Technology,Teacher Surveys,Focus Groups,Technological Literacy,Computer Software,Computer Attitudes,Likert Scales,Data Analysis,Interviews,Mixed Methods Research

The use of information and communication technology (ICT) is becoming an essential skill for teachers to enhance teaching and learning. Teachers' training on ICT utilisation in higher education institutions in South Africa has emerged as an important issue. However, limited research has been done on a needs analysis for teachers who plan to make use of ICT in their teaching. This article reports the findings of the training needs analysis as well as the attitudes of secondary school teachers about the use of ICT for purposes of teaching in an ICT-enhanced classroom environment. A survey was administered to a group of 21 in-service teachers from a secondary school in Pretoria in Gauteng Province, South Africa. A focus group interview was also conducted with this group of teachers. The findings reveal that the majority of teachers required to learn computing skills on software installation, web design software, creating database using MS Access and electronic resources for teaching; that only a few needed to learn basic computing skills such as e-mail and Internet; and that a more important issue was that this group of teachers has a positive attitude towards using ICT in their teaching activities and wanted to learn how to integrate ICT in classroom teaching effectively and efficiently. These findings are important as they could guide teacher trainers at higher educational institutions when planning training programmes in ICT and education.
Learning and Teaching with Web 2.0 Applications in Saudi K-12 Schools
Author: Bingimlas, Khalid Abdullah
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Elementary Secondary Education,Technology Uses in Education,Web 2.0 Technologies,Barriers,Use Studies,Elementary School Teachers,Secondary School Teachers,Geographic Regions,Teacher Surveys,Statistical Analysis,Class Size,Access to Computers,Internet,Gender Differences,Educational Attainment,Intellectual Disciplines

This study aims to understand teachers' perspectives of the use of Web 2.0 applications in learning and teaching and to explore the barriers to their use. The sample of this study involved teachers from primary, middle, and secondary schools in the Kharj region. The total sample consisted of 352 teachers. A quantitative survey instrument was utilised. Analyses of the resulting data were performed using both descriptive and inferential statistics. The findings of this study indicate that most of the participant teachers are familiar with Web 2.0 applications. However, their uses in education seem to be rarely mentioned. As they reported, the top barriers preventing them from the effective use of Web 2.0 applications in education are related to school level barriers, such as the large number of students in the classroom, the lack access to the Internet in schools, and the lack of a clear plan for the use of Web 2.0 in education. The findings also show that there is a significant difference in teacher responses about Web 2.0 applications in education in accordance with gender, educational levels, and teaching subjects. Finally, recommendations for teachers, educators and educational decision and policymakers are provided. Recommendations for further research are also offered.
Tracing the Knowledge Building Process through Discussions Mediated by a CSCL Environment: A Case Study
Author: Adanir, Gülgün Afacan
Date: 2017-07-00
Type: Journal Articles
Subjects: Case Studies,Knowledge Level,Educational Technology,Technology Uses in Education,Graduate Study,Collaborative Writing,Integrated Learning Systems,Computer Mediated Communication,Inquiry,Cooperative Learning,Statistics,Learning Processes,Foreign Countries,Teamwork,Web 2.0 Technologies,Statistical Analysis,Assignments

This case study demonstrates the use of interaction analysis techniques to explore students' knowledge building process evidenced in time-stamped logs of a CSCL environment that consists of chat, shared whiteboard, and wiki features. The study was performed in a graduate level course, which covers online assignments that expect students to collaboratively discuss questions regarding statistical methods in chat sessions and share their solutions by co-authored wiki documents. More specifically, by applying the Progressive Knowledge Building Inquiry cycle, we investigated how learning groups enhanced their understanding of variables concepts of statistics in their collaborative activities in one of the assignments. The results cover learners' progress in their chat discussions and wiki submissions.
Academic and Social Media Practices of Arabic Language among Malaysian Students
Author: Ismail, Wail
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Study Abroad,Second Language Learning,Semitic Languages,Social Media,Language Usage,Asians,Statistical Analysis,Student Characteristics,Cultural Differences

Nowadays, more and more countries are paying attention to graduates' language skill and sending their students abroad to learn languages. As an Islamic country, Malaysia has sent many students to learn Arabic language and Islamic knowledge. This paper aims at examining the level of practice of Arabic language among Malaysian students in Jordanian universities. The study seeks to answer the following questions: What is the level of practice of Arabic language (academic, social media) among Malaysian students of Jordanian universities? Do any significant differences exist in the level of Arabic language practiced by Malaysian students of Jordanian universities in relation to certain variables? Results indicate that the Malaysian students had a medium level of practice of Arabic language. Significant differences were observed among gender, marital status, and field of study variables, whereas no significant difference was identified among university, level of study, distance of residence to the university, previous school, housemate qualities, nor CGPA.
Comparative Study on the Performance of Bachelor of Secondary Education (BSE) Students in Educational Technology Using Blended Learning Strategy and Traditional Face-to-Face Instruction
Author: Lorenzo, Arnold R.
Date: 2017-07-00
Type: Journal Articles
Subjects: Comparative Analysis,Secondary School Teachers,Distance Education,Blended Learning,Grades (Scholastic),Access to Computers,Learning Processes,Educational Technology,Bachelors Degrees,Tests,Teaching Methods,Teacher Attitudes,Teacher Education,College Students,Classroom Communication,Technological Literacy,Statistical Analysis,Conventional Instruction

Technology offers various tools of improving the teaching -- learning process. It revolutionizes teaching from traditional face-to-face to distance and online learning. This study described and compared the performance of BSE II students in educational technology using the traditional face-to-face classroom interaction and the blended learning strategy. Two sections were used in the study, one section was exposed to traditional face-toface and the other one was for blended learning strategy. Findings revealed that students who were exposed in the two strategies have comparable performance in educational technology. Students from both sections perform superior and excellently in their activities and very good in their quizzes and final grades. However, students from blended learning encountered challenges on lack of access to computers and internet connection. Also, the teacher spent a lot of time in the posting of activities online as well as in the retrieval of submitted activities because of very slow connectivity. In general, the use of blended learning strategy was viewed as very effective in teaching educational technology.
Conversations, Debates and Affiliation Networks on Twitter
Author: Santovena Casal, Sonia
Date: 2017-07-00
Type: Journal Articles
Subjects: Social Media,Computer Mediated Communication,Interpersonal Communication,Debate,Educational Attitudes,Metadata,Information Dissemination,Communities of Practice,Statistical Analysis,Content Analysis,Classification

The question addressed is whether, in connection with education, Twitter can be considered both a communication centre and an affiliation space, where virtual communities with shared interests are formed. The 6654 tweets containing the &quot;#education&quot; or &quot;#educación&quot; hashtag sent on specific days in 2014, 2015 and 2016 defined the sample. The design was a combination of the quantitative and the qualitative. The results indicated that, when tweeters not directly related with education show interest in the topic of education, they do so exclusively during a limited time period; that is to say, no permanent interpersonal links were observed amongst such tweeters. Therefore, the conclusion was that the &quot;#educación&quot; and &quot;#education&quot; hashtags make it easier to share information and to make primarily non-activist comments related with education; furthermore the hashtags enable the creation of a virtual community of shared interests but do not lead to the establishment of a permanent community. In addition, the characteristics defining the Twitter network (speed and immediacy) were observed to promote monologues more than dialogues and to encourage information sharing more than any real intention to interact or conduct in-depth discussion. These points must be taken especially into account in education.
Monitoring Implementation of Active Learning Classrooms at Lethbridge College, 2014-2015
Author: Benoit, Andy
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Active Learning,Classrooms,Student Attitudes,Teacher Attitudes,Educational Equipment,Educational Technology,Classroom Design,Interaction,Furniture,College Students,College Faculty,Online Surveys

Having experienced preliminary success in designing two active learning classrooms, Lethbridge College developed an additional eight active learning classrooms as part of a three-year initiative spanning 2014-2017. Year one of the initiative entailed purchasing new audio-visual equipment and classroom furniture followed by installation. This significant increase in scale created opportunities to expose an even broader group of instructors and students to active learning classrooms. Year one research entailed investigating student and instructor perceptions on three topics, (1) equipment and technology, (2) learning environment design and (3) interaction. Collectively, twelve key findings and eight recommendations were generated.
Interactive Courseware for Supporting Learners Competency in Practical Skills
Author: Baharuddin
Date: 2017-07-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational High Schools,High School Students,Multimedia Instruction,Multimedia Materials,Courseware,Problem Solving,Data Collection,Design,Competence,Skill Development,Material Development,Engines,Observation,Interviews

This study is carried out to develop an interactive multimedia learning aid that increases students' competency in practicing electrical motor installation. Students of Public Vocational High School in Langkat, Indonesia involve in this study. The Research and Development (R&amp;D) methodology by Borg and Gall (1998) is adapted in this study, in which the steps include understanding the problem, gathering information, design and development, validation, product improvement, product testing, product revision, installation, design improvement, and product distribution. In terms of pedagogy, ASSURE learning model (that consists of Analyze, State Objective, Select Methods, Utilize, Requirement, and Evaluate) is incorporated in the product. When data were tested, the results prove that generally, respondents believe that the developed learning aid is highly qualified to be used. More ever, all parties highly believe that the developed learning aid is able to increase the students' competency in electrical motor installation.
In Search of Quality Student Teachers in a Digital Era: Reframing the Practices of Soft Skills in Teacher Education
Author: Hadiyanto
Date: 2017-07-00
Type: Journal Articles
Subjects: Student Teachers,Teaching Skills,Preservice Teacher Education,Communication Skills,Information Technology,Numeracy,Problem Solving,Interpersonal Competence,Pedagogical Content Knowledge,Teacher Competencies,Language Teachers,Second Language Instruction,English (Second Language),Foreign Countries,Skill Development,Learning Processes,Learner Engagement,Data Collection,Questionnaires,Student Teacher Attitudes,Learning Strategies,Technological Literacy,Teamwork

The purpose of this current study was to examine and document the practices of soft skills (communication, IT, numeracy, learning how to learn, problem solving, working with others, and subject-specific competencies) among English as foreign language (EFL) student teachers at one public university teacher education program in Jambi, Indonesia. The study centred on examining the level of soft skills practised by EFL student teachers in their learning process and the level of student engagement in every statement of soft skill components. Data were collected through distributing a questionnaire to EFL student teachers. The findings of the study showed the mean score of soft skills practices in overall (3.28 of 5.00) which was at an average level. A closer examination on more specific skills, five of seven Soft skills were practised at medium level; they were numeracy, learning how to learn, IT and problem solving and subject-specific competencies. However they rated their soft skills in term of communication and working each other at high level. The findings implied that the soft skills were not well-blended and practiced in learning and teaching process at the research site.
Makerspaces in the Library: Science in a Student&apos;s Hands
Author: Julian, Kristi D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Shared Resources and Services,Creative Activities,College Students,Academic Libraries,Library Facilities,STEM Education,Librarian Teacher Cooperation,Science Teachers,Case Studies,College Science,College Faculty,School Space,Financial Support,Program Implementation

Makerspaces supply a venue for students to construct a variety of real-world products at the collegiate level using science and technology standards. The maker movement is sweeping the science learning community by storm in the library setting with remarkable success. The maker movement provides an opportunity to transform the library into a learning environment that empowers learners as they research, draft, create, collaborate and problem solve. This article examines how science educators, administrators and librarians collaborate to create makerspaces with which students design projects, products and engage in activities to ignite science learning.
Creating Inclusive Campus Communities: The Vital Role of Peer Mentorship in Inclusive Higher Education
Author: Lewis, Catherine
Date: 2017-00-00
Type: Journal Articles
Subjects: Peer Teaching,Inclusion,Intellectual Disability,Developmental Disabilities,Training,Coaching (Performance),Mentors,Access to Education,Undergraduate Students

Across the country, colleges are opening their doors to students with intellectual and developmental disabilities. At University of Rochester (UR), we coordinate one such initiative called &quot;Transition Opportunities at University of Rochester (TOUR).&quot; Inclusive higher education at UR is based on the philosophy that ACCESS + SUPPORT = SUCCESS. In order to help our campus grow in intellectual diversity, we cannot simply open our doors to students with intellectual and developmental disabilities (IDD). We must also provide support to help students thrive academically and socially during their college education. At the heart of TOUR are symbiotic mentoring relationships. When traditional undergraduates mentor fellow students with IDD, they gain academic and teaching skills, greater disability/diversity awareness, and an understanding of how and why inclusive communities are valuable. In turn, students with IDD find greater inclusion on their campus and invaluable academic and social skills that will launch them into self-determined lives as contributing citizens of their community. This paper will focus especially on the growth of academic inclusion on our campus, strategies for training and supporting undergraduate academic coaches, and stories about the impact of these peer mentoring relationships on traditional UR students, their colleagues with disabilities, and our campus as a whole.
A Specialist Professional Experience Learning Community for Primary Pre-Service Teachers Focussed on Mathematical Problem Solving
Author: Cavanagh, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Problem Solving,Elementary School Teachers,Elementary School Mathematics,Teaching Methods,Grade 4,Grade 5,Mathematical Concepts,Semi Structured Interviews,Foreign Countries

Problem solving has been identified as an important approach to learning and teaching mathematics, yet many primary pre-service teachers (PSTs) struggle to implement it during their professional experience. In this paper, we report the experiences of a group of four primary PSTs who, in an additional professional experience placement, formed a learning community for teaching mathematical problem-solving lessons to a composite Year 5/6 class. The PSTs visited the school each fortnight over a school term to observe an experienced teacher teaching problem-solving lessons. They then co-taught the same class using a problem-solving approach and observed their peers co-teaching. We report the reflections of these PSTs and evaluate various aspects of the professional experience learning community. The results indicate that membership of the learning community gave the PSTs the opportunity to think more deeply about problem-solving lessons through the lens of a teacher and it assisted the development of their knowledge, skills and confidence in teaching such lessons. The results also indicate that having had this experience, PSTs are more likely to test and develop their skills in teaching problem-solving lessons in future professional experience placements.
Peer Mentoring for Undergraduates in a Research-Focused Diversity Initiative
Author: Keller, Thomas E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mentors,Peer Relationship,Undergraduate Students,Student Diversity,Disproportionate Representation,College Programs,Medical Research,Behavioral Science Research,Program Implementation,Expectation,Advanced Students

To provide multi-dimensional support for undergraduates from traditionally underrepresented backgrounds who aspire to careers in research, the BUILD EXITO project, part of a major NIH-funded diversity initiative, matches each scholar with three mentors: peer mentor (advanced student), career mentor (faculty adviser), and research mentor (research project supervisor). After describing the aims of the diversity initiative, the institutional context of the BUILD EXITO project, and the training program model, this article devotes special attention to the rationale for and implementation of the peer mentoring component within the context of the multi-faceted mentoring model.
Peer Advisors for Veteran Education (PAVE): Implementing a Sustainable Peer Support Program for Student Veterans on College Campuses
Author: Kees, Michelle
Date: 2017-00-00
Type: Journal Articles
Subjects: Veterans Education,Social Support Groups,Peer Influence,College Students,Helping Relationship,Program Development,Access to Information,Student Adjustment,Nontraditional Students,Student Needs,Models,Leadership Training,Program Implementation,Technology Uses in Education,Educational Technology,Training

Student veterans have been attending college in greater numbers since the passing of the Post/9-11 GI Bill. Although similar to other nontraditional students, student veterans face unique transition challenges that can affect their pursuit of higher education. Many student veterans could benefit from dedicated programs to help them succeed in college, which in turn would enable them to secure employment in the civilian world. Facilitating the success of student veterans also makes wise use of the financial and institutional resources invested in their education. Peer support programs can help by providing an established community of other student veterans who can normalize transition experiences, offer social support, reduce stigma associated with help-seeking, and connect to useful services on and off campus. This paper describes the iterative development of a nationwide peer support program for student veterans, Peer Advisors for Education (PAVE), which uses trained peers to provide outreach, support, and linkage to resources to assist student veterans. Through a hybrid technology platform for training and program management, PAVE has been delivered on 40 college campuses nationwide and is well-positioned for larger scale national rollout.
Pre-Service Mathematics Teachers&apos; Experiences with Proficiency-Based Learning
Author: Smith, Carmen Petrick
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Teaching Experience,Competency Based Teacher Education,Teacher Educators,Teacher Education Programs,Methods Courses,Preservice Teacher Education,Secondary School Mathematics,Secondary School Teachers

Proficiency-based learning systems are becoming more common across the United States, yet few pre-service mathematics teachers have experienced this type of system in the classroom themselves. Teacher education courses are one opportunity for pre-service teachers to experience proficiency-based learning; however, we know little about the impact this type of experience might have. This study examines the experiences of six pre-service teachers in a secondary mathematics methods course implementing proficiency-based learning. Results show that the pre-service teachers experiences centred on four key affordances of the system (flexibility, multiple opportunities to demonstrate learning, awareness of progress and process, and awareness of gains in pedagogical content knowledge) and that they also identified challenges to its implementation.
Innovating for Student Success: The University Leadership Network (ULN) and Tiered Undergraduate Peer Mentor Model
Author: Smith, Jennifer L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Mentors,Peer Relationship,Academic Persistence,Graduation Rate,College Programs,College Freshmen,Low Income Students,Minority Group Students,Disproportionate Representation,Leadership Training

This paper highlights the innovative approach the Student Success Initiative's unit at the University of Texas at Austin is taking to increase undergraduate persistence and four-year graduation rates. Specifically, this piece explores the large-scale University Leadership Network (ULN) program and examines the tiered undergraduate peer mentor model utilized to support the success of first-year students from low-socioeconomic backgrounds, including a majority of underrepresented minority (URM) students. The article also reviews the critical role peer mentors play in helping to meet institution-wide goals and how they extend the reach of student support programs. Lastly, best practices, challenges, and components necessary for program replication will be presented.