ethanporcaro/eric-fulltext-meta huggingface dataset:
A Descriptive Study of Technology Use in an Urban Setting: Implications for Schools Change
Author: Teclehaimanot, Berhane
Date: 2008-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Technology Integration,Educational Technology,Barriers,Preservice Teachers,Preservice Teacher Education,Urban Schools,Teacher Education,Teacher Surveys,Technology Education,Computer Uses in Education,Educational Change,Computers,Professional Development,Teaching Methods,Computer Software,Educational Objectives,Technical Support,Elementary School Teachers,Secondary School Teachers,Statistical Analysis,Qualitative Research

Technology is an integral part of educational goals today. A study of technology use in a large urban Midwestern school district found that teachers have equipment available to them, but it is oftentimes inadequate, inconvenient, or not working. Teachers would like to use technology, but in reality they don't use it. Part of the reason is lack of professional development. However, software limitations, school district policies that limit access and usage, and lack of technical support also account for this limited usage. Teachers are not requiring their students to use the equipment, but they would like to do so. This is due to limited software and hardware availability; focus on drill-and-kill applications, inadequate funding, and lack of school district vision for technology integration. A model for school change is presented and implications for change in technology usage in schools are discussed.
Teachers' Perceptions of Technology Use in Schools
Author: Gentry, James E.
Date: 2008-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Teacher Attitudes,Educational Technology,Elementary School Teachers,Secondary School Teachers,Teacher Surveys,Beliefs,Private Schools,Teacher Competencies,Teaching Skills,Technological Literacy,Teaching Experience

This study surveyed 103 professional K-12 educators representing rural and urban independent school districts in north central Texas concerning educational technology perceptions and its use in their classrooms. Descriptive statistics were utilized to describe participants' responses to survey items. A chi-squared cross tabulation (3X3) table was used to determine dependence/independence relationship between teachers' self-perception of their use of technology in the classroom and their reported years of experience using educational technology. Teachers who reported over 10 years of experience with educational technology were significantly more likely to have a positive perception of their ability to use technology in their classroom while teachers with 1-5 years of experience more likely reported a poor self-perception of their ability to use technology in the classroom. Teachers ranked managerial uses versus instructional uses as the most prevalent use of technology in their individual classrooms; thus, a disconnect between teachers' ideas of instructional technology and its uses may exist and warrants further research.
Parent Perceptions of the Efficacy of Electronic School-Home Communication Methods Used by the Faculty and Administration of a Rural High School in Southern Georgia
Author: Parker, Arlie, III
Date: 2008-00-00
Type: Journal Articles
Subjects: Family School Relationship,Parent Attitudes,High Schools,Rural Schools,Surveys,Educational Technology,Parent Participation,Secondary School Teachers,Parent Teacher Cooperation,Communication Skills,Partnerships in Education,Technology Uses in Education,Likert Scales,Test Items,Questioning Techniques

The purpose of this study was to determine parent perceptions of the efficacy of the use of three forms of electronic school-home communication used by faculty and staff in a rural high school in southern Georgia--e-mail, PowerSchool, and School Messenger. An anonymous survey instrument containing Likert scale questions, yes/no questions, and open-ended questions was completed by parents of students in the school. Surveys were returned by 354 of the 879 potential participants. Data were analyzed descriptively, and open-ended responses were analyzed qualitatively to identify common themes. Respondents gave overall favorable reviews to School Messenger, but found accessibility to current grades in PowerSchool to be lacking. Participants also indicated that e-mail was effective and appropriate, but cited that teachers in the school rarely used this medium of communication.
A Blended Learning Route to Improving Innovation Education in Europe
Author: Page, Tom
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Educational Innovation,Inservice Teacher Education,Teacher Improvement,Improvement Programs,Database Management Systems,Courseware,Teaching Methods,Technology Uses in Education,Educational Change,Educational Practices

This paper introduces blended learning as a pedagogical approach, which was explored through the European project InnoEd and the way InnoEd undertook by using the on-line InnoEd VRLE. European educators in the InnoEd project have utilised a range of learning activities to help to improve Innovation Education. A mixture of lectures, visual diagrams, assessments and group activities has up to date been the mainstay of classroom training. Blended learning is a combination of all these many approaches and the use of ICT in ODL. Blended learning can take many forms. In one course, a teacher may assign weekly self-paced online modules to a group of learners and also periodically bring the group together for in-person sessions, presentations and group discussions. Another blended learning program may bring together a menu of online reading materials, self-paced tutorials allowing learners to choose the mode that best meets their learning style and then demonstrate their understanding of the materials by completing an online assessment. The definition of blended learning is a combination of different online learning modes, or of online and in-person learning. Blended learning is becoming more common in the educational world with the availability of both synchronous and asynchronous online learning options.
Reading Fluency through Alternative Text: Rereading with an Interact Sing-to-Read Program Embedded within a Middle School Music Classroom
Author: Biggs, Marie C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Reading Fluency,Middle School Students,Music,Music Education,Mixed Methods Research,Word Recognition,Reading Comprehension,Music Teachers,Music Reading,Technology Uses in Education,Singing,Early Adolescents,Poetry,Literacy,Achievement Tests,Standardized Tests,State Standards,Reading,Teaching Methods,Literacy Education,Control Groups,Experimental Groups,Informal Reading Inventories,Grade 7,Grade 8,Pretests Posttests,Reading Instruction,Case Studies,Observation,Reading Programs

Singing exaggerates the language of reading. The students find their voices in the rhythm and bounce of language by using music as an alternative technological approach to reading. A concurrent mixed methods study was conducted to investigate the use of an interactive sing-to-read program Tune Into Reading (Electronic Learning Products, 2006) embedded within a heterogeneous music classroom. Measured by the Qualitative Reading Inventory-4 (QRI-4) (Leslie &amp; Caldwell, 2006), the fluency, word recognition, comprehension, and instructional reading level of the treatment students n = 32 were compared to their counterparts n = 32 who sang as part of the regular music program. Concurrently, this investigation also provided a description of the peers' interactions during the literacy tasks assigned by the music teacher. The study findings indicated that the middle school students of varying reading levels significantly improved in their reading scores through the use of this technological approach. Students using the interactive sing-to-read program Tune Into Reading significantly outscored their counterparts who were rereading through singing in the regular music classroom. Furthermore, the use of the interactive program provided opportunities for differentiated reading level achievement. This in turn highly influenced the early adolescent's motivation, engagement, participation, and successful outcomes in reading fluency.
Assistive Technology in a Failing School: Innovative Strategies for Implementation
Author: Rader, Laura
Date: 2008-00-00
Type: Journal Articles
Subjects: Assistive Technology,Special Education,Educational Legislation,Federal Legislation,Equal Education,Disabilities,Computer Software,Standardized Tests,High Stakes Tests,Educational Opportunities,Outcomes of Education,Teaching Methods,Program Implementation,Academic Achievement,Failure,Educational Improvement,Instructional Innovation

Educators in today's classroom face increasing challenges which include the changing complexities of student needs, the intricacies of the No Child Left Behind Act (NCLB), the demands of high stakes standardized state assessments and the continuous and often widely publicized issues associated with budget constraints. With all of these challenges, introducing trends in assistive technology to already overwhelmed and frustrated educators is a monumental task even if students, teachers and schools may ultimately benefit from such implementation. However, assistive technology may be the key ingredient needed to enhance the educational opportunities of all students. Discovering ways to approach teachers and spark their enthusiasm to use assistive technology to enhance educational opportunities for all students is a daunting yet necessary task. Consultants who navigate these unchartered territories require creativity and perseverance. They often begin their journey by initiating conversations and dialogue with directors of technology--recognizing this as fundamental to successful implementation. However, after consulting with various schools and working with influential school personnel, this is only the first step in the equation. It is essential to develop unique and innovative strategies to connect with teacher flexibility, patience, open mindedness, positive attitudes, and high expectations.
Technology Engineering Science Instruction in the Information Age: Integrating Instructional Technology in K12 Education
Author: Osler, James E., III
Date: 2008-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Engineering,Science Instruction,Information Technology,Physical Environment,Social Environment,Access to Information,Educational Technology,Technology Integration,Technology Uses in Education,Teaching Methods,School Holding Power,Scientific Concepts,Mathematical Concepts,Professional Development,Science Education,Consortia

This paper is a summary of the use of the Technology Engineering in K-12 education that integrates science and technology to positively impact students and teachers. The Technology Enhanced Learning in Science Center (or &quot;TELS&quot;) is a research consortium that uses dynamic and innovative technology-based solutions combined with science &amp; mathematics curricula in an innovative way to empower teachers and enhance student learning. As a best practice, the TELS model can provide academicians with new teaching strategies that seamlessly integrate technology into the classroom to increase student retention and transfer of science and mathematics concepts.
Some Quality Considerations in the Design and Implementation of Learning Objects
Author: Page, Tom
Date: 2008-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Information Technology,Foreign Countries,Teacher Effectiveness,Technology Integration,Teaching Methods,Resource Units,Beliefs,Grounded Theory,Teachers

This paper presents the reflections of teachers regarding the use of ICT in teaching and their implications for students' quality of learning as well as on quality of teaching behaviours. The research data was collected in the frame of FISTE-project, A Future Way for In-service Teacher Training across Europe. It is argued that ICT is a key factor for positive changes in teachers' pedagogical thinking and skills. The question of different manner of ICT use in education is analyzed together with their impact for different other components of the educational process.
Developing a Tool to Measure the Impact of E-Learning on the Teachers of Higher Education
Author: Kumar, M. Rajesh
Date: 2008-00-00
Type: Journal Articles
Subjects: Electronic Learning,Higher Education,Foreign Countries,Teachers,Correlation,Item Analysis,Teaching Methods,Computer Literacy,Technology Integration,Technology Uses in Education,Information Technology,Influence of Technology,Statistical Analysis,Nonparametric Statistics

The trend of using e-learning as a teaching tool is now rapidly expanding into education. Although e-learning environments are becoming popular there is minimal research on the impact of e-learning on the teachers. The purpose of this study is to develop a tool to measure the impact of e-learning on the teachers' of higher education in the Indian scenario. Initially the tool was constructed with 53 statements and administered to 300 teachers of Higher Education. Out of these 53 statements 17 statements focused on personal effectiveness, 21 statements focused on teaching skills and 15 statements focused on research and academic work. In order to standardize the tool the researcher applied Kolmogorov-Smirnov test, Cronbach Alpha test, Correlation and 't' test. After the item analysis 30 statements were selected with the dimensions personal effectiveness (10), Teaching skills (13) and Research and Academic work (7).
Better Quality in Assessments: Consideration of Contextual Effects on Item Bias and Differential Item Functioning
Author: Vaughn, Brandon K.
Date: 2008-00-00
Type: Journal Articles
Subjects: Test Bias,Educational Assessment,Educational Quality,Context Effect,Item Analysis,Social Environment,Hierarchical Linear Modeling,Regression (Statistics),Item Response Theory,Probability,Bayesian Statistics,Scores,Grade 12

This study considers the importance of contextual effects on the quality of assessments on item bias and differential item functioning (DIF) in measurement. Often, in educational studies, students are clustered in teachers or schools, and the clusters could impact psychometric issues yet are largely ignored by traditional item analyses. A statistical model for incorporating these cluster effects will be presented. By considering DIF from this perspective, it is possible for DIF to be consistent or vary across clusters (e.g., teachers or schools). By using this model, researchers can be shown much more detail into the nature and source of DIF and provide greater quality in the analysis and use of their assessments. This can be of benefit in determining whether the nature of DIF is exclusively due to student attributes, or a particular combination of student and school attributes. In addition to this, DIF may exist only among clusters, but not for students. This is an extra detection not possible with traditional DIF analysis. For example, in some educational situations, DIF may not exist among the subjects of interest, but in certain type of schools. The use of this procedure will be demonstrated using real assessment data.
The Key to Enhancing Students' Mathematical Vocabulary Knowledge
Author: Riccomini, Paul J.
Date: 2008-00-00
Type: Journal Articles
Subjects: Mathematics,Mathematics Instruction,Teaching Methods,Vocabulary Development,Mnemonics,Mathematics Achievement,Evidence Based Practice,Scaffolding (Teaching Technique),Mathematical Concepts,Mathematics Teachers,Memorization

The importance of learning mathematical vocabulary is vital for the development of proficiency in mathematics. In an effort to improve students' mathematical performance, educators must use research-validated instructional methods to teach important mathematical vocabulary. Mnemonic instruction is a set of evidenced-based strategies used to improve achievement and attitudes toward learning by helping students connect new information to prior knowledge. One especially effective mnemonic instructional approach is the keyword strategy. Using a keyword strategy, students connect familiar words with new vocabulary words and an illustration to help learn the new vocabulary word meanings. The purpose of this article is to describe the instructional procedures required to implement the keyword strategy to improve learning of essential mathematical vocabulary.
Webquests: A Strategy to Address the &quot;Content&quot; Dilemma in Teacher Education Coursework
Author: Fero, Marie
Date: 2008-00-00
Type: Journal Articles
Subjects: Teacher Education,Technology Uses in Education,Technology Integration,Methods Courses,Teaching Methods,Preservice Teachers,Preservice Teacher Education,Inservice Teacher Education,Inservice Education,Teacher Education Programs,Computer Uses in Education,Educational Technology,Elementary School Teachers,Middle School Teachers,Meta Analysis,Literature Reviews

The purpose of this article is to propose the use of technology integration in elementary and middle level education courses, specifically, the use of WebQuests as vehicles for the infusion of content knowledge in preservice and in-service education courses. Observation in content area teaching methods courses found that teacher candidates often had deficiencies in content areas. The purpose of the research was to demonstrate that the teaching of content can be integrated with the teaching of methodology. The article is a meta-analysis of the literature that addresses the issue of technology use in teacher education coursework, with an emphasis on the inclusion of WebQuests as part of course requirements. The review of literature combined with a priori research found that teacher candidates increase content knowledge when the development of WebQuests are included in teaching methodology courses.
A Critique of the Brave New World of K-12
Author: Salmani-Nodoushan, Mohammad Ali
Date: 2008-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Educational Practices,Criticism,Distance Education,Cooperative Learning,Computer Mediated Communication,Definitions,Virtual Classrooms,Web Based Instruction,Electronic Learning,Conventional Instruction,Comparative Analysis,Teaching Methods,Educational Benefits,Cognitive Processes,Models,Role of Education,Socialization

Over the past few decades has changed so rapidly that remote areas of the Earth are now inhabited by human beings. Technology has also developed and people can stay at home and have access to virtual schools. This has stimulated the need for K-12 education. K-12 education has emerged from the no-child-left-behind concerns of governments for educating the young population of their countries. This paper is a critique of such an educational system. It begins with a definition of K-12 distance education, and notices the five most popular K-12 systems: Statewide supplemental programs, District-level supplemental programs, Single-district cyber schools, Multi-district cyber schools, and Cyber charters. It then describes the most popular instructional practices within these K-12 systems and identifies them as: Instructor-led Training (ILT), Collaborative Learning, Computer-based Training (CBT), Web-based Training (WBT), and Electronic Performance Support System (EPSS). Then the paper compares K-12 education to traditional educational systems and identifies their advantages and disadvantages. In the end it concludes that computer or mass media technology has no special powers to enhance and facilitate learning unless it is embedded with instruction that addresses social and cognitive processes of knowledge construction.
Using Technology to Increase Student Engagement in Academic Work in Special Education Graduate Courses
Author: Xu, Yaoying
Date: 2008-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Learner Engagement,Academic Achievement,Special Education,Higher Education,Graduate Study,Handheld Devices,Pretests Posttests,Comparative Analysis,Nontraditional Students,Course Content,Interviews,Test Items,Surveys,Feedback (Response),Online Courses,Distance Education,Electronic Learning,Synchronous Communication

The purpose of this study was to examine effects of using Tablet PC to increase student engagement in their academic work, especially nontraditional students in the field of special education, through technology in hybrid graduate courses. Student achievements were compared through pre- and post-tests on course content areas, pre- and post-surveys on course goals and objectives as well as open-ended interview questions. Findings from the surveys on feedback types indicated that the majority of students preferred digital feedback using Tablet PC and face-to-face conversation compared with other forms of feedback. Students' engagement level was significantly increased as measured by their participation in online Blackboard discussions. Eighty percent of their postings were related to the feedback on their assignments. This finding suggested that individualized feedback was related to student interactions and engagement. The pre- and post-test scores of the participating classes showed significant difference of student achievements in content area. There was no significant difference between the two classes in terms of achievement. Pre- and post-surveys showed that there was a significant change of students' goals and objectives throughout the period of taking the course. The interview results from the participating students confirmed this change.
Information Technologies and Globalization: New Perspectives of Teaching Learning Process
Author: Hussain, Irshad
Date: 2008-00-00
Type: Journal Articles
Subjects: Information Technology,Global Approach,Student Centered Learning,Instructional Materials,Teacher Education,Electronic Learning,Technology Uses in Education,Online Courses,Teaching Methods,Computer Mediated Communication,Distance Education,Higher Education

This article discusses how information technologies and globalization have opened new avenues and horizons for educators and learners. It discusses different experiences of using information and communication technologies (ICTs) in teaching learning process the world over in the age of globalization. It focuses on the ways these new trends have promoted opportunities of flexible learning; possible at any time and any place in any discipline and a shift from teacher centered teaching to student centered learning. Presently accumulated knowledge and experience occupies central place and students have direct access to it. They can develop collaboration to work in groups. Teachers have to work in preparing and evaluating instructional materials and spend most of their time in coaching students how to retrieve and process information.
Text-Based Recall and Extra-Textual Generations Resulting from Simplified and Authentic Texts
Author: Crossley, Scott A.
Date: 2016-04-00
Type: Journal Articles
Subjects: Recall (Psychology),Reading Comprehension,Second Language Learning,Reading Ability,Readability,Language Proficiency,English (Second Language),Pacing,Reading Tests,Language Tests,Foreign Countries,High School Students,College Students

This study uses a moving windows self-paced reading task to assess text comprehension of beginning and intermediate-level simplified texts and authentic texts by L2 learners engaged in a text-retelling task. Linear mixed effects (LME) models revealed statistically significant main effects for reading proficiency and text level on the number of text-based propositions recalled: More proficient readers recalled more propositions. However, text level was a stronger predictor of propositional recall than reading proficiency. LME models also revealed main effects for language proficiency and text level on the number of extra-textual propositions produced. Text level, however, emerged as a stronger predictor than language proficiency. Post-hoc analyses indicated that there were more irrelevant elaborations for authentic texts and intermediate and authentic texts led to a greater number of relevant elaborations compared to beginning texts.