ethanporcaro/eric-fulltext-meta huggingface dataset:
Blended Learning Approach for Enhancing Students' Learning Experiences in a Knowledge Society
Author: Suprabha, K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Blended Learning,Learning Experience,Literature Reviews,Meta Analysis,Instructional Design,Teaching Methods,Educational Strategies,Barriers,Instructional Effectiveness,Educational Practices,Educational Change,Content Analysis,Foreign Countries

Blended learning which, its name suggests, blends online learning with traditional methods of learning and development. It is a new instructional strategy, based on the non-linear and interactive features of the digital learning and instruction through the web. Exploring the literature review, the purpose of the study was to get a deeper understanding of the characteristics, methodological and pedagogical perspectives of blended learning in an Indian context. Observations from content analysis revealed that the impact of e-learning in the learning environment made tremendous potentialities and it could revolutionize the teaching and learning process. Blended learning is the most logical and natural evolution of our learning agenda. It suggests an elegant solution to the challenges of traditional learning and development to the needs of individuals. Model-driven design provides a sustainable approach that reduces some cost of the complex curriculum development and improves the sustainability of curriculum innovation. As a result of the study, blended learning will focus on optimizing the mix of classroom instruction with online learning, and performance support tools that can maximize the total impact on students' learning experiences.
Representations of the Nature of Scientific Knowledge in Turkish Biology Textbooks
Author: Irez, Serhat
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Secondary School Mathematics,Grade 9,Biology,Textbooks,Textbook Content,Scientific Principles,Content Analysis,Educational Change,Science Curriculum,Scientific Literacy,Scientific Methodology,Science Education,Qualitative Research,Ethnography

Considering the impact of textbooks on learning, this study set out to assess representations of the nature of scientific knowledge in Turkish 9th grade biology textbooks. To this end, the ten most commonly used 9th grade biology textbooks were analyzed. A qualitative research approach was utilized and the textbooks were analyzed using ethnographic content analysis. Results indicated that the majority of textbooks, despite recent science curriculum reforms in Turkey, failed to cover or present adequate information about the majority of the aspects of scientific knowledge considered in this study. The finding that the majority of textbooks reviewed in this study were misleading or had inadequate descriptions of science is worrying and has serious implications for promoting science literacy in Turkey. If the scientific literacy reform efforts of 2007 and 3013 are to be realized, these shortcomings must be addressed.
Usage of E-Learning Tools: A Gap in Existing Teacher Education Curricula in India
Author: Gupta, Deepty
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Curriculum,Electronic Learning,Technology Uses in Education,Educational Technology,Use Studies,Educational Practices,Teacher Educators,Teacher Surveys,Questionnaires,Internet,Fundamental Concepts,Technology Education,Educational Objectives,Technology Integration,Access to Computers

In India, usage of internet in education is not an innovation, but it is still considered to be in initial stages. Government of India has taken a lot of initiatives for the implementation of e-learning at all the levels of education from past many years, but still teacher education programmes around the nation continue to be challenged to prepare prospective teachers for using technology meaningfully in their instruction, as they are not yet prepared to do so. National Curriculum Framework for Teacher Education (2009) has also embedded the part of ICT (Information and Communication Technology) in the curricula of teacher education but there is disinclination for the usage by both teacher educators and trainee teachers. In order to explore deeper in the realm of it, the researchers had conducted a study to identify the status of e-learning in curricula of teacher education, infrastructural facilities, and usage of e-learning tools for instruction by teacher educators and trainee teachers. The findings of the study have revealed that though the curricula related to e-learning was ample in the selected university but the infrastructural facilities were not accomplished in many terms like internet connection and time provided to use it. The trainee teachers were skilled with the basic computer applications but they are lacking the skill of using various special skills required for e-learning. Also the usage of e-learning tools by teacher educators like email, chat, discussion groups, downloading the content was average but they are not involved in preparing online courses, taking online classes, video conferencing and uploading the educational content. Similar results were found in case of trainee teacher for which they are motivated to use the e-learning tools.
Gender Effects on Curriculum Elements Based on Mathematics and Science and Technology Teachers' Opinions: A Meta-Analysis for Turkish Studies
Author: Küçüktepe, Seval Eminoglu
Date: 2016-05-00
Type: Journal Articles
Subjects: Gender Differences,Mathematics Curriculum,Science Curriculum,Elementary School Mathematics,Elementary School Science,Curriculum Evaluation,Teacher Attitudes,Literature Reviews,Meta Analysis,Doctoral Dissertations,Predictor Variables,Educational Background,Foreign Countries

The purpose of this study is to investigate the gender effect on elementary mathematics and science and technology teachers' opinions regarding curriculum elements which are objectives, content, learning situation and evaluation. Meta-analysis was used in order to analyze data. Two articles, 11 master and one doctorate thesis which were conducted between 2005-2015 were studied in accordance with the inclusion criteria. Gender effect on curriculum elements was investigated based on the elementary schools mathematics and science and technology teachers' opinions was investigated in the constructed coding. Standardized mean difference was used as effect size. ES values for objectives were found as 0.122, 95% CI=0.055-0.190; for content as 0.090, 95% CI= 0.015-0.0164; for learning situation as, 0.154, 95% CI= 0.069-0.239 and for measurement and evaluation as 0.137, 95% CI= 0.061 -0.214.
I Can Make a Scientific Research: A Course about Scientific Research Methods, in Which Learning Management System (LMS) Is Used
Author: Özden, Bülent
Date: 2016-05-00
Type: Journal Articles
Subjects: Scientific Research,Scientific Methodology,Database Management Systems,Preservice Teachers,Student Teacher Attitudes,Attitude Change,Self Efficacy,Action Research,Methods Courses,Self Concept Measures,Interviews,Scientific Attitudes,Mixed Methods Research,Likert Scales,Foreign Countries

The purpose of this study was to determine the changes in the perception of teacher candidates towards scientific research process and their self-efficacy in this process, during Scientific Research Methods course that has been conducted using &quot;Learning Management System&quot; based on out-of-class learning activities. Being designed as a mixed-model, the research was carried out by using embedded method. Action research model constitutes the qualitative part of the research, whereas descriptive model forms the quantitative part. Sample of the study consisted of 16 teacher candidates, 8 males and 8 females, who were taking Scientific Research Methods course. &quot;Scientific Research Self-Efficacy Scale&quot; was used to find out scientific research self-efficacy perception of teacher candidates. An interview form, consisting of six open-ended questions, developed by the researcher was used to collect qualitative data. As a result of the study, it was found that teacher candidates' perception towards science and scientific methodology changed. At the same time, it was revealed that after the program self-efficacy perception of teacher candidates, who were describing themselves as inadequate before the program, improved changed and teacher candidates felt that they had scientific research ability.
An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom
Author: Martin, Florence
Date: 2015-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Multimedia Materials,Technology Uses in Education,Incidence,Educational Technology,Educational Practices,Technology Integration,Information Sources,Teacher Surveys,Teacher Attitudes,Educational Resources,Teaching Methods,Elementary School Teachers,Secondary School Teachers

21st century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the classroom; 3) How do teachers integrate technology/multimedia in their lessons; 4) What are some of the tools teachers use to create multimedia; and 5) Where do teachers learn to use to create multimedia? The study utilized a survey method to determine the types of multimedia technologies teachers routinely integrated in the classroom. Research data from 701 practicing K-12 teachers is reported in this study. Desktop computers, Laptops and Smartboards were the top three technologies that were being used in the classroom. PowerPoint was still the most popular tool for creating multimedia followed by YouTube, which was used by about half of the respondents in this study. This study has implications for teachers, teacher educators and school administrators who make decisions on technology integration in the classroom.
Solving the Mega-Crisis in Education: Concrete, Cost-Effective Solutions
Author: Friedman, Hershey
Date: 2014-00-00
Type: Journal Articles
Subjects: Cost Effectiveness,Educational Change,Change Strategies,Literature Reviews,Meta Analysis,Educational Assessment,Educational Indicators,School Schedules,Early Childhood Education,Home Schooling,Educational Practices,Educational Improvement

The United States will lose its ability to compete in the global knowledge economy if its educational system is not significantly improved. It now ranks 13th in college graduation rates. In a recent 24-country Survey of Adult Skills, the U.S. ranked 16th in literary proficiency and 21st in numeracy proficiency. Without an intervention, the United States will continue to lose its ability to compete in the global knowledge economy. The objective of this paper was to examine the problem and various potential solutions. The research methodology employed was a search of the scholarly and professional literature. The authors discuss cost-effective solutions that include expanding early childhood education programs, changing the school calendar, home schooling, and online learning options.
The Transition to Blended Learning in a School of Nursing at a Developing Country: An Evaluation
Author: Alarbeed, Adham
Date: 2014-00-00
Type: Journal Articles
Subjects: Blended Learning,Nursing Education,Developing Nations,Faculty Development,Questionnaires,Statistical Analysis,Teacher Attitudes,Foreign Countries,Technology Uses in Education,Online Surveys

Within the past two decades, Blended Learning (BL) programs have become very prevalent. The number of offered courses is continually increasing. The factors which support this fact are mostly related to the technological advances that have made the obtainability both efficient and practical. A School of Nursing (SoN) started a Faculty Professional Development Program (FPDP) for preparing its faculty for the initiation of the BL courses. This paper presents an evaluation project for this FPDP in order to provide empirical evidence on its importance as a way to smooth the transition to the BL. This evaluation project used a non-experimental descriptive quantitative research design. The Context, Input, Process, Product evaluation model (CIPP) was the theoretical framework for this evaluation project. The data collected through survey utilized an internet-based questionnaire. The analysis of the data adopted the Fit Gap Analysis (FGA) framework. The analysis results showed change in the SoN faculty's attitude, due to FPDP program, ranked between 44.44% and 88.89%; behavior ranked between 0.0% and 66.67%; and, knowledge ranked between 33.33% and 55.56%. Based on the analysis findings, this project recommends that the FPDP should be considered as an essential step and a successful way toward smoothing the transition to the BL, and should be considered as an example for other Universities.
Impact of Computer Technology on Design and Craft Education
Author: Thorsteinsson, Gisli
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Uses in Education,Influence of Technology,Design Crafts,Visual Aids,Interactive Video,Portfolios (Background Materials),Electronic Publishing,Projection Equipment,Online Surveys,Questionnaires,Use Studies,Educational Benefits,Foreign Countries

This research aims to answer the question, &quot;How has the use of computer technology benefited the compulsory education system, focusing on Design and Technology?&quot; In order to reply this question, it was necessary to focus on interactive whiteboards, e-portfolios and digital projectors as the main technology formats. An initial literature review was carried out to establish the views of academics on this subject area and therefore direct the primary research in a useful way. An online survey including 10 questions was created to collect data in order to answer the questions and to maximise the number of people that this survey became available for. The questionnaire included questions about general technology use within the Design and Craft classroom as well as specific quantifiable questions concerning interactive whiteboards and digital projectors. The research, among other things, concluded that using advanced technology inside Design and Craft relies on teacher is imagination and creativity to truly make full use of the products available. The products advertise themselves as tools for teaching and learning that enhance children's performance in a simplistic way, but this can only be done by well trained teachers who are willing to adapt their teaching style to incorporate them.
Edification of Multimedia Resources: Aligning Technology for Student Empowerment
Author: Thamarasseri, Ismail
Date: 2014-00-00
Type: Journal Articles
Subjects: Multimedia Instruction,Multimedia Materials,Alignment (Education),Teaching Methods,Technology Uses in Education,Technology Integration,Educational Practices,Educational Technology,Technology Planning,Educational History,Educational Objectives,Foreign Countries

Multimedia offers exciting possibilities for meeting the needs of 21st century learners. Multimedia learning can be defined in a number of ways. Multimedia learning is the delivery of instructional content using multiple modes that include visual and auditory information and students' use of this information to construct knowledge. Today's students are very different from even their recently graduated peers. These students are digital natives. They live in a world in which digital technology is part of the texture of their daily lives. They have never known a world without technology. Technology is their native language and they expect to use technology in school. While some students have greater access to technology than others, computers with Internet access are now nearly universally available in schools. Internet-enabled computers and cell phones are pervasive outside of school. Use of technology by 5-18 year olds is at its highest level and is projected to increase. This increased reliance on technology combined with brain processing offers enormous potential for instruction. Research has shown us that the brain processes information using two channels--visual and auditory. When information is presented using both channels, the brain can accommodate more new information. By taking advantage of this multimodal processing capability and technology-based tools, we can dramatically enhance student learning through multimedia instruction. This document is intended to provide an introduction to the Merlot community. The paper will collect background information of multimedia, describe its usage, how it functions and key features, and provide further help to educators for integration of multimedia resources in the teaching learning process.
The Significance of Digital Pedagogy: Teachers' Perceptions and the Factors Influencing Their Abilities as Digital Pedagogues
Author: Wadmany, Rivka
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teacher Attitudes,Technological Literacy,Masters Degrees,Attitude Measures,Student Centered Learning,Principals,Administrator Role,Teacher Role,Technology Integration,Foreign Countries,Semi Structured Interviews

Information and Communication Technologies have brought widespread changes in all aspects of contemporary society and culture. Most scholars believe that the assimilation of processes of change in schools and the entire Educational system depends on the abilities and perceptions of teachers in the system. The present study examines how Graduates of the Master's degree program, Technology in Education, perceived the significance of digital pedagogy (pedagogy in an Information and Technology-rich learning environment), in relation to three different aspects such as role of the teacher, role of the student and technology's contribution to the teaching/learning processes. According to the graduates, teachers should develop student-centered teaching serving as facilitators, create personal and caring relationships with the students and stay updated, constantly deepening their professional knowledge. The students should be the initiative for learning, be independent, curious, and work out of interest and inner motivation to achieve meaningful learning, through collaborative learning and also be familiar with digital environment. Use of technology should help to create a supportive environment, enabling demonstration of phenomena and processes, increase the range of learning possibilities, help to provide an answer to variance of students and the narrow gaps between them. The graduates believed that a supportive Principal, committed teachers and supply of adequate instruction to the teachers can help them apply the digital pedagogy. A policy of learning evaluation by measuring achievement and lack of support at the school level can render the application more difficult. The findings showed that most of the Graduates had an actual experience of introducing digital pedagogy in their classrooms as part of their studies in the program.
Leadership in Educational Technology
Author: Puckett, Rhonda
Date: 2014-00-00
Type: Journal Articles
Subjects: Educational Technology,Instructional Leadership,Leadership Role,Best Practices,Communities of Practice,Leadership Styles,Personnel Management,Social Networks,Teacher Supervision,Mentors,Teacher Education,Professional Development

In life, one will come across diverse types of leaders. While each leadership type has positive and negative qualities, each style fits appropriately in distinct situations. Supervisors must determine how to manage their staff in constructive ways, engaging and motivating them to learn more and do more within their specific professional area. The purpose of this research is to define the various types of Educational Leadership and their pros and cons, compare and contrast various ways to manage educators, how to engage others, and to identify best practices in Educational Technology. The writer will also define professional learning networks/communities and identify their purpose. Questions involved with this research include: What are the various kinds of leaders and the pros and cons that apply to those leadership styles? How can Educational Technology superiors effectively manage their staff? How can they motivate their staff? What are PLNs/PLCs and why are they important? The conclusion of this work will highlight the importance of technology leaders within the educational realm.
Preservice School Personnel's Knowledge of Stimulant Medication and ADHD
Author: Pindiprolu, Sekhar S.
Date: 2014-00-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Preservice Teachers,College Students,Special Education,Majors (Students),Speech Language Pathology,School Psychology,Knowledge Level,Stimulants,Drug Therapy,Scores,Symptoms (Individual Disorders),Comparative Analysis,Undergraduate Students,Graduate Students,Teacher Education Curriculum,Statistical Analysis

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most commonly diagnosed disorders among children today. Stimulants are commonly prescribed to children with ADHD to improve attention span and decrease distractibility, hyperactivity, and impulsivity. Given the increased use of stimulant medication, school personnel need to be aware of the implications and limitations of the stimulant medications on a child's academic and behavioral performance. In this study, pre-service school personnel's awareness of the symptoms and causes of ADHD and the effects of stimulant medication was examined using a 13 item questionnaire developed by Snider, Busch, and Arrowood (2003). Further, the differences in knowledge levels between the Graduate and Undergraduate students were examined. The sample consisted of 76 Undergraduate and Graduate students majoring in Special education, General education speech and Language pathology, and School psychology. The findings indicated that pre-service school personnel (a) had higher knowledge scores than reported in previous literature and (b) were less aware of the lack of long-term efficacy data and the side effects of medication. Independent Samples &quot;t&quot; test indicated that there were no differences between the graduate and undergraduate student groups on the overall knowledge scores. Based on the results, it is recommended that the side-effects of stimulant medication should be incorporated within the teacher education curriculum.
Multimodal and Adaptive Learning Management: An Iterative Design
Author: Squires, David R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,Hospitals,Injuries,Blended Learning,Patient Education,Patients,Access to Information

The purpose of this study is to measure the outcome of a comprehensive learning management system implemented at a Spinal Cord Injury (SCI) hospital in the Southeast United States. Specifically this SCI hospital has been experiencing an evident volume of patients returning seeking more information about the nature of their injuries. Recognizing the need to disseminate SCI information, the hospital seeks to overhaul the current patient and family education program and to incorporate a blended learning model. The researchers' investigation seeks to identify and bridge a gap between patient access to health related learning content and vital learning materials related to spine and neck injuries. The preliminary findings suggest that the e-learning and software development community can benefit from implementing a multimodal learning management system, and adaptive online learning content database, as previous international spinal cord injury studies have also successfully demonstrated.