ethanporcaro/eric-fulltext-meta huggingface dataset:
A Collaborative Model for Influencing the Technology Integration Behaviors and Dispositions of Preservice Social Studies Teachers
Author: Jones, Raymond
Date: 2005-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Integrated Activities,Technology Integration,Educational Technology,Learning Experience,Social Studies,Instructional Materials,Methods Courses,Teacher Collaboration,Elementary School Teachers,Secondary School Teachers,Models,National Standards,Alignment (Education),Preservice Teacher Education,Student Teaching,Teacher Education Curriculum,Education Courses,Pedagogical Content Knowledge,Course Descriptions,Teacher Educators,Beginning Teachers,Internet,Instructional Design,Web Sites,Computer Uses in Education,Educational Strategies,Curriculum Implementation,Program Descriptions,Program Effectiveness,Curriculum Design,Laptop Computers

Collaboration among faculty can enhance the learning experience for preservice teachers and reinforce the integral role of technology in teaching, learning, and professional development in social studies education. Organized around the Performance Profiles outlined by the National Educational Technology Standards for Teachers (NETS[middle dot]T), this article details how faculty collaborate to develop and refine social studies instruction by sharing technology best practices and resources, by designing integrated activities and course assignments, and by working together to provide meaningful professional experiences for preservice teachers in both elementary and secondary programs. The authors explain how the collaborative model builds on many facets of the NETS[middle dot]T and detail how new and emerging technologies are easily and effectively integrated once the culture of collaboration is established. (Contains 2 tables and 2 figures.)
Emergent Reflective Dialogue among Preservice Teachers Mediated through a Virtual Learning Environment
Author: Khourey-Bowers, Claudia
Date: 2005-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Essays,Field Experience Programs,Theory Practice Relationship,Middle School Teachers,Reflection,Preservice Teacher Education,Instructional Effectiveness,Educational Technology,Technology Integration,Internet,Computer Uses in Education,Computer Mediated Communication,Discussion,Asynchronous Communication,Integrated Learning Systems,Content Analysis,Discourse Analysis

This descriptive study addressed the role of virtual learning environments in fostering reflective thought among preservice teachers through dialogic interaction. Preservice teachers tend to view teaching as a formulaic application of theory and strategies. When challenged with making decisions in novel settings, they are often unable to apply previously learned theory and practice. Web-mediated discussions were the primary means for student-student and student-instructor dialogic interactions. Discussion postings and traditional essays of students provided ongoing documentation of their progress in engaging in reflective thinking. Analysis of individual postings, threaded discussions, and essays were conducted using Pathwise criteria for reflection. Results indicated that individual postings generally scored at Satisfactory levels, while threaded discussions and essays scored at Effective or Distinguished levels. (Contains 2 tables.)
Seeking Alternatives to Inservice Technology Workshops from Teachers' Perspectives
Author: Sugar, William
Date: 2005-00-00
Type: Journal Articles
Subjects: Technology Integration,Workshops,Educational Technology,Barriers,Best Practices,Training Methods,Inservice Teacher Education,Teacher Attitudes,Professional Development,Instructional Effectiveness,Web Based Instruction,Instructional Design,Computer Mediated Communication,Educational Strategies,Teacher Surveys,Program Design

This study details our efforts in examining alternatives to inservice technology workshops according to the perspectives of teachers from two school districts located in the southeastern region of the United States. Our initial survey (68% return ratio) and final survey (65% return ratio) asked teachers to respond to the following four areas related to inservice technology workshops, including: technology advice that they currently seek, possible approaches to learn a new technology, ways to improve existing technology inservice workshops, and obstacles that prevent them from integrating technology. In this paper, we present relevant initial survey and final survey results. These results can affect the development of future inservice technology workshops and strategies to facilitate effective technology integration. (Contains 3 tables and 1 figure.)
The Promise of Technology to Confront Dilemmas in Teacher Education: The Use of WebQuests in Problem-Based Methods Courses
Author: Smith, Leigh K.
Date: 2005-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Methods Courses,Literacy,Teaching Methods,Science Instruction,Reading Instruction,Inquiry,National Standards,Elementary School Teachers,Teacher Attitudes,Student Attitudes,Instructional Effectiveness,Educational Technology,Technology Integration,Internet,Instructional Design,Web Sites,Educational Strategies,Curriculum Implementation,Interviews,Teacher Surveys,Problem Based Learning,Instructional Materials,Student Surveys,Focus Groups,Computer Assisted Instruction

This qualitative study examined the use of WebQuests as a teaching tool in problem-based elementary methods courses. We explored the potential of WebQuests to address three dilemmas faced in teacher education: (a) modeling instruction that is based on current learning theory and research-based practices, (b) providing preservice teachers with sufficient knowledge and appropriate skills for teaching and solving instructional problems given the limited time allocated to methods courses, and (c) preparing preservice teachers to integrate technology in their classrooms. We found that WebQuests, by design, support a problem-based approach to instruction, introduce students to multiple perspectives related to science and literacy teaching/learning, develop pedagogical and content knowledge and skills, and provide learning experiences that integrate technology within the contexts of science and literacy instruction. (Contains 5 tables.)
Lessons Learned from Implementing Technology in an Undergraduate Elementary Education Program
Author: Wepner, Shelley B.
Date: 2005-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Professional Development Schools,Elementary Education,Educational Technology,Specialists,Cooperating Teachers,Grants,State Programs,College School Cooperation,Pretests Posttests,Portfolios (Background Materials),Lesson Plans,Computer Centers,Telecommunications,Student Teachers,Teacher Educators,Student Teacher Supervisors,Supervisory Methods,Supervisory Training,Teacher Attitudes,Student Attitudes,Teaching Conditions,Teaching Methods,Professional Development,Technology Integration,Computer Uses in Education,Educational Strategies,Curriculum Implementation,Program Descriptions,Program Effectiveness,Program Evaluation,Teacher Surveys,Student Surveys,Technical Support,Guidelines,Program Implementation

This article describes the implementation of a state-funded grant, the challenges that emerged, and the lessons learned. This yearlong grant, Technology[superscript 3], provided the resources for university faculty, teacher candidates, and cooperating teachers to integrate technology. Findings from the grant did not indicate significant changes in perceived abilities and attitude, but did indicate changes in increased uses of technology. Issues with implementing the grant involved faculty reluctance and lack of technology prowess, uneven technology skills and technical support at the Professional Development School, unprepared teacher candidates, an overworked Technology Learning Specialist, and problems with hardware and software. Four lessons learned were the importance of: effecting change with faculty, being specific about project requirements, assessing teacher candidate technology competencies, and crafting clear job descriptions. (Contains 5 tables.)
Technology's Achilles Heel: Achieving High-Quality Implementation
Author: Hall, Gene E.
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Education,Educational Improvement,Curriculum Development,Program Implementation,Outcomes of Education,Technology Uses in Education,Relevance (Education),Adoption (Ideas),Instructional Innovation,Change Strategies,Time Perspective,Figurative Language

An inherent characteristic of technology education is the continual development of new technologies and creating innovative applications of already existing technologies. As exciting as these innovations can be, technology educators and school staffs are frequently challenged to accomplish high levels of implementation. The metaphor of the Implementation Bridge and four research-based constructs of the Concerns Based Adoption Model are introduced in this article. Each can be used to evaluate the extent of implementation and as diagnostic tools for facilitating implementation. Each also can be applied in studies of relationships between extent of implementation and student outcomes. (Contains 3 tables and 3 figures.)
Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect
Author: Ertmer, Peggy A.
Date: 2010-00-00
Type: Journal Articles
Subjects: School Culture,Self Efficacy,Technology Integration,Access to Computers,Educational Technology,Computer Uses in Education,Teaching Methods,Teacher Characteristics,Teacher Attitudes,Attitude Change,Beliefs,Teacher Education,Faculty Development,Change Strategies

Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers' mindsets must change to include the idea that "teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning." Implications are discussed in terms of both teacher education and professional development programs. (Contains 1 table.)
Technology and Education Change: Focus on Student Learning
Author: Means, Barbara
Date: 2010-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Achievement Gains,Academic Achievement,Teacher Collaboration,Computer Software,Educational Technology,Technology Integration,Interviews,Observation,Computer Uses in Education,Program Effectiveness,Teaching Methods,Elementary School Students,Reading Achievement,Mathematics Achievement

This study examined technology implementation practices associated with student learning gains. Interviews and observations were conducted with staff at schools where teachers using reading or mathematics software with their students attained above-average achievement gains and at schools where software-using teachers had below-average gains. The findings highlight the importance of school practices in the areas of principal support and teacher collaboration around software use and of teacher practices concerning classroom management and use of software-generated student performance data. The issues of instructional coherence and competition for instructional time are highlighted as challenges to software implementation. (Contains 6 footnotes and 6 tables.)
Assessment, Technology, and Change
Author: Clarke-Midura, Jody
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Integration,Computer Assisted Testing,Student Evaluation,Evaluation Methods,Technological Advancement,Performance Based Assessment,Thinking Skills,Multiple Choice Tests,Test Validity,Test Reliability

Despite three decades of advances in information and communications technology (ICT) and a generation of research on cognition and new pedagogical strategies, the field of assessment has not progressed much beyond paper-and-pencil item-based tests. Research has shown these instruments are not valid measures of sophisticated intellectual performances. Simply using technology to deliver automated versions of item-based tests does not realize the full power of ICT to innovate in assessment via providing rich experiences that enable observing and analyzing student performances. To illustrate this approach, we describe our early research on using immersive technologies to develop virtual performance assessments. (Contains 7 figures.)
Utility in a Fallible Tool: A Multi-Site Case Study of Automated Writing Evaluation
Author: Grimes, Douglas
Date: 2010-03-00
Type: Journal Articles
Subjects: Automation,Writing Evaluation,Essays,Artificial Intelligence,Computer Software,Student Evaluation,Middle Schools,Reliability,Revision (Written Composition),Student Motivation,Middle School Students,Middle School Teachers,Scoring,Classroom Techniques,Student Attitudes,Teacher Attitudes,Interviews,Surveys,Observation,Case Studies

Automated writing evaluation (AWE) software uses artificial intelligence (AI) to score student essays and support revision. We studied how an AWE program called MY Access![R] was used in eight middle schools in Southern California over a three-year period. Although many teachers and students considered automated scoring unreliable, and teachers' use of AWE was limited by the desire to use conventional writing methods, use of the software still brought important benefits. Observations, interviews, and a survey indicated that using AWE simplified classroom management and increased students' motivation to write and revise. (Contains 13 tables and 1 figure.)
Automated Scoring of an Interactive Geometry Item: A Proof-of-Concept
Author: Masters, Jessica
Date: 2010-04-00
Type: Journal Articles
Subjects: Mathematics Instruction,Geometry,Scoring,Validity,Mathematical Logic,Geometric Concepts,Computer Assisted Testing,Prediction,Middle Schools,Computer Uses in Education,Secondary School Mathematics,Misconceptions

An online interactive geometry item was developed to explore students' abilities to create prototypical and "tilted" rectangles out of line segments. The item was administered to 1,002 students. The responses to the item were hand-coded as correct, incorrect, or incorrect with possible evidence of a misconception. A variation of the nearest neighbor algorithm was used to automatically predict one of these categories for each of the student responses. The predicted category was compared to the hand-coded category. The algorithm accurately predicted the category for 94.6% of responses. (Contains 4 tables, 12 figures and 5 endnotes.)
Do Labels Matter? Attitudinal and Behavioral Correlates of Ethnic and Racial Identity Choices among Asian American Undergraduates
Author: Kodama, Corinne M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Ethnicity,Racial Identification,Asian American Students,North Americans,Correlation,Student Attitudes,Self Concept,Undergraduate Students,Student Participation,Student Organizations,Internet,Surveys

This study explored the relationship between Asian American students' choices of racial and ethnic identity labels, their attitudes toward racial and ethnic issues, and involvement in campus organizations. The findings suggest complex relationships between racial and ethnic self-identification and attitudes for some identity groups and no relationship for other groups. (Contains 3 tables and 2 footnotes.)
Cultures of Success: Recruiting and Retaining New Live-In Residence Life Professionals
Author: Belch, Holly A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Qualitative Research,Organizational Culture,Recruitment,Professional Personnel,Leadership,Role,Job Satisfaction,Student Personnel Services,Student Personnel Workers,Delphi Technique,Resident Advisers,College Housing,Promotion (Occupational),Work Attitudes

A qualitative inquiry designed to understand entry-level, live-in, professional staff recruitment and retention practices perceived as successful revealed a link to elements of organizational culture. Several important areas of understanding emerged: the actual recruitment and retention practices, the impact of leadership, and the role of organizational culture in the success of the department. This article addresses the impact of culture on the organization and its contribution to success in hiring and retaining entry-level staff. The discussion of findings and practical implications broadens our understanding of culture and better informs practice.
First Semester Experiences of Professionals Transitioning to Full-Time Doctoral Study
Author: Austin, Janice
Date: 2009-00-00
Type: Journal Articles
Subjects: Professional Personnel,Career Development,Graduate Study,Doctoral Programs,Student Attrition,Identification,Educational Experience,Self Efficacy,Student Educational Objectives,Barriers,Dropout Research,Social Influences,Self Concept,Attitude Change,Time Management,Persistence

The purpose of this phenomenological study was to examine the experiences of full-time doctoral students transitioning from professional employment. Interview data were interpreted through a student transition and socialization conceptual framework. Five themes emerged: identity, integration, support systems, perseverance, and success vs. challenges. The results can be used to develop policies and programs aimed at reducing doctoral student attrition.
Traditional Age Students: Worldviews and Satisfaction with Advising; a Homogeneous Study of Student and Advisors
Author: Coll, Jose E.
Date: 2009-00-00
Type: Journal Articles
Subjects: College Students,Academic Advising,Faculty Advisers,Role,School Holding Power,Student Attitudes,Satisfaction,Student College Relationship,Student Characteristics,Values,Majors (Students),Predictor Variables,World Views

This study sought to determine what student characteristic best predicts advising satisfaction. Outcomes of this study suggest that faculty behaviors such as discussing personal values, majors/ academic concentrations, and financial aid account for significant variance in the prediction of student advising satisfaction. This would suggest those faculties who provide developmental advising are more likely to receive positive advising outcomes. (Contains 2 tables.)
Exploring College Men's Perceptions about Interacting with Faculty beyond the Classroom
Author: Vianden, Jorg
Date: 2009-00-00
Type: Journal Articles
Subjects: College Freshmen,Males,Qualitative Research,Student Attitudes,Teacher Student Relationship,College Faculty,Extracurricular Activities,Sex Role,Help Seeking,Student Experience,Individual Development,Student Personnel Workers

This article documents the results of a qualitative study of the perceptions of 14 first-semester college men about interacting with faculty outside of class. The research site was a large, public doctoral extensive institution in the Midwest. Each of the men participated in three depth interviews (Miller &amp; Crabtree, 2004) that sought to explore the students' in-class experiences they had with faculty members, and their decisions about potential out-of-class interactions with professors. The findings present observations about perceived gains from interacting with faculty, identify key factors that help or hinder interactions, and shed light on decisions men made about interacting with faculty during the first semester. The results suggest that men are uncertain about the resource faculty members provide and that they display complex help-seeking behaviors. Implications and recommendations for college educators are discussed.
Orienting Mid-Level Student Affairs Professionals
Author: Mather, Peter C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Personnel Services,Student Personnel Workers,Middle Management,Staff Orientation,Private Colleges

Mid-level managers comprise a large proportion of student affairs organizations. They are often the most overlooked when it comes to professional orientation and institutional introduction when entering new positions. Accordingly, information is presented from the professional literature that speaks to the characteristics and unique needs of this administrative cohort, with attention to orientation needs, including life and work transition, role complexity, leadership demands, and technical skills requirements. Finally, a process developed for a mid-size, private university's student affairs division is offered as an example for preparing orientation for mid-level staff.
Keeping (or Losing) the Faith: Reflections on Spiritual Struggles and Their Resolution by College Seniors
Author: Fisler, Jodi
Date: 2009-00-00
Type: Journal Articles
Subjects: College Seniors,Spiritual Development,Beliefs,Reflection,Conflict,Researchers,Educational Experience,Influences,Religious Factors,Developmental Stages,Qualitative Research

In this qualitative study, researchers examined how college seniors experienced and resolved spiritual struggles in college. Results indicated that academic activities provided opportunities to question, learn, and grow spiritually. Although a variety of external factors influenced students' explorations of their spirituality, participants looked inward to resolve their struggles in deeply personal ways. Spiritual struggle was often manifested as a reexamination of students' pre-college values, an ongoing process for many students. Researchers identified four ways of describing students' state of resolution: (1) recommitting to an existing faith, (2) slightly readjusting their spiritual or religious values, (3) blending spiritual traditions, or (4) losing their faith.
When It Rains It Pours: Crises at Oakmont University SACSA Case Study
Author: Akers, C. Ryan
Date: 2009-00-00
Type: Journal Articles
Subjects: College Environment,Urban Areas,Case Studies,Political Campaigns,Presidents,Political Candidates,Campuses,School Safety,Decision Making Skills,Reputation,Institutional Characteristics,Anxiety,Conflict,Attitudes,Student Development,Social Theories

This article presents a case study at Oakmont University where a presidential debate will be held on campus. Oakmont University is a large public research institution located in the Southeastern United States. This Carnegie Doctoral/Research I institution enrolls more than 35,000, 75% undergraduate and 25% graduate students. Located in somewhat of a rural setting, Oakmont is still considered predominantly urban due to its proximity to a large city of 300,000 people within minutes of campus. The demographic breakdown of Oakmont includes approximately 45% White, 20% African-American, 15% Asian, 10% Latino/a, 7% who self-identify as multiple cultures, and 3% international students. At present, Oakmont is preparing for a week of events kicking off the U.S. Presidential Debate season. The end of the week will highlight the Presidential Debate to be held on campus. While all presidential debates are of great historical significance, this is the first time a presidential debate is to be held on this campus. However, due to some of the initial reports that the campus may not be a safe place for the presidential candidates, the FBI is considering pulling the event from Oakmont University and changing to a new location. The authors discuss the course of action the vice-president for student affairs should take. In making a case study presentation, the authors present seven questions to be addressed when making decisions in this case.