ethanporcaro/eric-fulltext-meta huggingface dataset:
Students' Opinions on Using Classroom Technology in Science and Technology Lessons--A Case Study for Turkey (Kilis City)
Author: Eskil, Murat
Date: 2010-01-00
Type: Journal Articles
Subjects: Private Schools,Educational Quality,Foreign Countries,Educational Technology,Student Attitudes,Attitude Measures,Educational Resources,Computer Uses in Education,Technology Integration,Teaching Methods,Elementary School Students,Computer Literacy,Public Schools,Comparative Analysis

This paper intends to explore the opinions of 9-13 year old students' perspective regarding the interaction with classroom technology (CT) in Science and Technology (S&amp;T) lessons in Kilis city of Turkey. The issues discussed here can provide some ideas for educators to improve their teaching. Two types of students are used from private schools: from schools with high levels of teaching resources (HLTR), and from schools with low levels of teaching resources (LLTR). The students are surveyed in five general areas related to CT. The population of the study is 263 students (4. and 5 class) which belongs to four different primary schools in Kilis city. Subjects (participants) were chosen through random sampling. &quot;Personal Data Form&quot; and &quot;Survey About Students' Opinions on Using CT in S&amp;T Lessons&quot; which were improved by the researchers were used as data collection tools. From this research, some differences have been found in students' point of view on which it leads support on learning, drawing attention, increasing the research opportunities and the effects of computers on learning according to the school types by using CT in S&amp;T lessons. (Contains 14 tables.)
Students' Perceptions in Developing a Multimedia Project within a Constructivist Learning Environment: A Malaysian Experience
Author: Neo, Mai
Date: 2010-01-00
Type: Journal Articles
Subjects: Feedback (Response),Constructivism (Learning),Student Attitudes,Multimedia Materials,Multiple Regression Analysis,Foreign Countries,Educational Environment,Student Projects,Research Reports,Student Surveys,Performance Factors,Cooperative Learning,Learning Experience,Hypermedia

This paper presents a research study that was conducted in the Faculty of Creative Multimedia, Multimedia University, Malaysia, to investigate students' perceptions in developing a multimedia project within a constructivist-based learning environment. Students worked in groups to create an interactive multimedia application using an authoring tool, and were solely responsible for every project development decision. They were then given a survey and asked for their comments and feedback to elicit their perceptions and attitudes towards this learning environment. A factorial analysis was performed on the survey and results showed that 5 factors influenced students' perceptions in developing a multimedia project within a constructivist learning environment. Multiple regression analysis further showed that motivation played a significant role in students' perception towards developing a multimedia project in this learning environment. These results were further supported by their survey comments and feedback. Results of the study showed that by setting an authentic task, via a multimedia project, into a constructivist learning environment, students became highly motivated learners and active in their learning process and provided strong support and encouragement for Malaysian educators to incorporate multimedia technology and constructivist learning into their classrooms. (Contains 7 tables and 1 figure.)
Students' Perceptions to Use Technology for Learning: Measurement Integrity of the Modified Fennema-Sherman Attitudes Scales
Author: Kahveci, Murat
Date: 2010-01-00
Type: Journal Articles
Subjects: Student Attitudes,Social Sciences,Factor Analysis,Foreign Countries,Educational Technology,Comparative Analysis,Test Reliability,High School Students,Student Motivation,Computer Uses in Education,Technology Integration,Student Characteristics,Age Differences,Student Interests,Experience,Boarding Schools,Gender Differences,Self Esteem,Sciences,Mathematics

The purpose of this study was two-fold: (1) to provide the evidence for the reliability of the modified Fennema-Sherman Mathematics Attitude Scales (FSMAS), as translated to Turkish language and transformed to the educational technology context, and (2) to investigate high school students' motivation to use technology for learning by a comparative analysis with respect to varying personal characteristics such as gender, grade level, content area of interest (i.e. science and mathematics, mathematics and social science), and previous experience in using technology for learning. The modified version of FSMAS was administered to 9th-12th grade students at a gifted boarding high school in Istanbul, Turkey. The FSMAS instrument was highly reliable (Cronbach-alpha, from 0.942 to 0.777). The factor analysis showed that there were eight different thematic categories among the items. Overall, findings indicated that students had positive attitudes towards the use of technology for learning, regardless of their various personal characteristics such as gender, age, grade level, previous experience, and content area of interest. In addition, students at lower grades tended to have more satisfaction in using technology compared to the higher graders. Interestingly, more experienced students were less confident in using technology compared to less experienced students. Although female students did not have a negative attitude towards the use of computers for learning, they felt less confident in using technology compared to male students. Finally, students good at science and mathematics were more positive about their ability to use technology as compared to their social science counterparts. (Contains 6 tables and 1 footnote.)
Teacher Education from E-Learner to E-Teacher: Master Curriculum
Author: Bjekic, Dragana
Date: 2010-01-00
Type: Journal Articles
Subjects: Electronic Learning,Teacher Education,Undergraduate Study,Foreign Countries,Computer Uses in Education,Educational Technology,Teacher Role,Teaching Methods,Technology Integration,Curriculum Development,Preservice Teacher Education,Blended Learning,Teacher Competencies,Faculty Development

E-learning and e-teaching systems are involved in teachers' professional activities and development in several ways: (a) If e-learning/e-teaching is the technology which supports the process of teachers' learning of university courses, the teacher is in the position of e-learner; (b) If e-learning/e-teaching is the content of the teachers' university curricula in order to be applied in the teaching process, the teacher switches from the position of e-learner to the one of e-teacher in blended or total e-learning systems. Systematic formal teacher education concerning e-learning/e-teaching implementation, and the structure of teachers' ICT competencies and e-competencies, as well as the reasons for their occurrence, are considered in the paper. The Master curriculum of e-learning and an example of the programme realization are presented. The university curriculum of e-learning at Kragujevac University-Technical Faculty in Cacak (Serbia) was developed as a part of the international project (TEMPUS JEP-41016-2006). The curriculum focuses on the development of different e-roles for teachers and e-teachers: e-creator, e-designer, e-facilitator, e-tutor, e-moderator, etc. This master programme is a part of teacher in-service formal education for primary and secondary school teachers. In addition, the curriculum is adaptable to teachers' pre-service education. However, it is more effective as a part of in-service education than as a part of pre-service undergraduate education, because the active teachers recognize their professional roles better than prospective teachers. (Contains 4 tables and 2 figures.)
The Attitudes of the Prospective Mathematics Teachers towards Instructional Technologies and Material Development Course
Author: Uyangor, Sevinc Mert
Date: 2010-01-00
Type: Journal Articles
Subjects: Educational Technology,Material Development,Secondary School Mathematics,Student Teacher Attitudes,Questionnaires,Pretests Posttests,Program Attitudes,Attitude Change,Participant Satisfaction,Statistical Significance,Instructional Effectiveness,Preservice Teacher Education,Foreign Countries,Technology Education

This study aims to determine the attitudes of prospective teachers of Secondary Mathematics Education toward Instructional Technologies and Material Development (ITMD) Course. The participants of this descriptive research include 44 students, who take ITMD Course at Department of Secondary Mathematics at Necatibey Faculty of Education in Balikesir University. The questionnaire developed by researchers was conducted before and after the course at 2007-2008 fall semesters. The accuracy of the difference in the attitudes of the prospective math teachers before and after the course was tested by t test and it was seen to be statically significant in the level of p=0.05. Moreover, according to results of the interviews, the prospective teachers emphasized that ITMD Course aims to provide permanent learning and to prepare materials that are appropriate to the teaching methods through an effective teaching process. At the end of the semester, the attitudes of the prospective teachers toward the course developed in a positive way. Besides, it was observed that the instructor's positive attitudes toward the course, and group works contributed both to that development and to the success of the prospective teachers in the teaching and learning activities. (Contains 5 tables.)
The Effects of CBI Lesson Sequence Type and Field Dependence on Learning from Computer-Based Cooperative Instruction in Web
Author: Ipek, Ismail
Date: 2010-01-00
Type: Journal Articles
Subjects: Undergraduate Students,Reading Comprehension,Cognitive Style,Statistical Analysis,Reading Rate,Sequential Learning,Predictor Variables,Computer Assisted Instruction,Instructional Design,Cooperative Learning,Web Based Instruction,Pretests Posttests,Aptitude Treatment Interaction,Foreign Countries

The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to lesson sequence type levels, after assigning into three cognitive style group: field dependent (FD), field neutral (FN) and field independent (FI), based on the Group Embedded Figure Test (GEFT) scores. Instruction was delivered by means of two types of sequence of lessons for CBCI in WEB, linear lesson (LL) and branching lesson (BL). A two-way analysis of covariance was used to investigate whether there are main effects and interactions between cognitive style of field dependence and lesson sequence types. In order to control statistical power and to equate the treatment groups, Nelson-Denny Reading Comprehension Test scores were used as a covariate. The analysis of regression coefficients between lesson sequence type and dependent variables and between field dependence and dependent variables was shown in tables. Although the findings show non-significance in formal tests of hypotheses, the interaction effects between field dependence and lesson sequence types on dependent measures were clarified. Four research questions converted to statistical hypotheses were tested according to the factorial design model. Specifically, the tests of hypotheses generated discussion and conclusions were given at the end of the study. (Contains 5 tables and 1 figure.)
Turkish University Students' Technology Use Profiles and Their Thoughts about Distance Education
Author: Baran, Bahar
Date: 2010-01-00
Type: Journal Articles
Subjects: Distance Education,Foreign Countries,Educational Technology,Internet,Computer Uses in Education,College Students,Student Attitudes,Computer Literacy,Study Habits,Access to Computers,Blended Learning

This study presents the results of a survey implemented to investigate Turkish university students' technology use profile and their thoughts about distance education. The sample of the study is 6504 students from four universities in Turkey. The results of the study are reported in five main sections: 1) demographic information of the students, 2) students' Internet and computer-use opportunities, 3) students' computer skills, 4) studying styles of the students, and 5) thoughts concerning Internet-based distance education. The results of this study show that 38% of the students have home computer with an Internet connection, and 64%, 53%, and 30% of the students connect to the Internet for communication, newsgroups, and web searches, respectively. In addition, the findings show that the students prefer to access the Internet from either Internet cafes or their homes. Blended learning is the most favorite learning environment among these students. (Contains 9 tables.)
Usability Level of Distance Education Website (Sakarya University Sample)
Author: Isman, Aytekin
Date: 2010-01-00
Type: Journal Articles
Subjects: Distance Education,Measures (Individuals),Computer Uses in Education,Web Sites,Community Colleges,Vocational Education,Gender Differences,Age Differences,Geographic Location,Student Attitudes,Majors (Students)

The main goal of this research is to determine the usability of Sakarya University Adapazari Vocational Two-Year Community College's Web Site. A scale was developed to the evaluation and applied to 1512 students. From the applied questionnaire only appropriate ones were selected to be evaluated and 1229 questionnaires were analysed. Finally, usability level of distance education's web site was analysed according to the comments of the students of Sakarya University Adapazari Vocational Two-Year Community College, and were analyzed to determine whether there is a meaningful difference based on their genders, ages, departments, university years and geographical conditions. Results of the research revealed that students feel contented with usability of distance education's web site. In the analysis done according to the gender variable, when compared to the male students, female students; according to the age variable, when compared to the old students, the young students; according to the department variable, when compared to the students of other departments, the students of Mechatronics and Business Management Department; according to the university years variable, when compared to the senior students, the freshmen; according to the geographical conditions variable, when compared to the students of other regions, the students living in Mediterranean region are not content with usability of web site in some factors. (Contains 27 tables.)
How Much Time?: A Review of the Literature on Extended Test Time for Postsecondary Students with Learning Disabilities
Author: Ofiesh, Nicole S.
Date: 2002-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Literature Reviews,Postsecondary Education,College Students,Special Needs Students,Student Personnel Services,Testing Accommodations,Databases,Intelligence Quotient,Timed Tests

One ongoing dilemma with the accommodation of extended test time is how much time to provide. Due to a dearth of research to help disability service providers with this decision, a review of the literature on extended test time for postsecondary students with learning disabilities (LD) was conducted to (a) inform service providers about the results of several studies on extended test time, (b) determine if a certain amount of extended test time was typically used by participants with LD, and (c) identify research variables from the studies that could account for differences in the amounts of time use. A search resulted in seven studies that included reports of time use. The average time use in most studies ranged from time and one-half to double time. Differences in results based on type of postsecondary setting, test conditions and test instruments are discussed, and recommendations are offered to guide the decision-making process on how much additional time to provide. (Contains 2 tables.)
Diagnosing Learning Disabilities in Community College Culturally and Linguistically Diverse Students
Author: Shulman, Deborah
Date: 2002-00-00
Type: Journal Articles
Subjects: Learning Problems,Community Colleges,Test Selection,Learning Disabilities,Cognitive Tests,Achievement Tests,Language Proficiency,Student Diversity,College Students,Clinical Diagnosis,Cultural Influences,Limited English Speaking,Evaluation Methods,Student Evaluation,Check Lists,English (Second Language),Test Bias

The difficulty of determining if a student's learning difficulties are the results of learning disabilities or issues related to cultural and linguistic diversity (CLD), often causes problems when individuals are referred for a learning disability assessment. This article discusses the many issues related to assessment of adults in community colleges from cultural and linguistically diverse backgrounds and presents an adapted LD Symptomology checklist that can assist ESL instructors in making appropriate referrals. Due to a shortage of qualified bilingual diagnosticians who can determine eligibility for community college learning disability service most assessments of CLD students are performed in English, making administration of an adult language proficiency test crucial. Given the data from a language proficiency test, the administration and interpretation of standardized cognitive tests must be accurately and fairly assessed to be as unbiased and culturally neutral as possible. The article concludes with a discussion of test selection and dynamic assessment techniques that are particularly appropriate for this population. (Contains 1 table.)
Intervention Practices in Adult Literacy Education for Adults with Learning Disabilities
Author: Scanlon, David
Date: 2002-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Adult Students,Adult Literacy,Adult Educators,Educational Practices,Accessibility (for Disabled),Teacher Surveys,Intervention,Questionnaires,Instructional Materials,Teacher Attitudes,Educational Strategies

Adult literacy education is increasingly focused on preparing adults with literacy skills for the world of work. Assumptions about how this goal is being met should be made with caution, given that adult education also serves other goals, adult educators have diverse training, and many adult students are presumed to have learning disabilities (LD) and histories of not benefiting from literacy interventions. Adult educators from around the nation were surveyed on what literacy areas they address and what interventions and materials they use for adults with LD. Analyses of the responses indicate trends in the nature of interventions used. (Contains 3 tables.)
OCR Rulings under Section 504 and the Americans with Disabilities Act: Higher Education Student Cases
Author: McMenamin, Margaret M.
Date: 2003-00-00
Type: Journal Articles
Subjects: Higher Education,Civil Rights,Hearing Impairments,Federal Legislation,Colleges,College Students,Disabilities,Statistical Analysis,Visual Impairments,Court Litigation,Multiple Disabilities

This study provided a quantitative analysis of a random sample of 167 National Disability Law Reporter-published letters of findings by the U.S. Department of Education's Office for Civil Rights in response to higher education student complaints under Section 504 and the Americans with Disabilities Act. Inasmuch as each letter of findings contained, on average, two issues, a total of 346 issue rulings were the basis of the analysis. The number of these rulings per year was lower during the last five years of the 1990-98 period of the study. The outcome of the rulings favored the institutions of higher education, over the student complainants by a 2:1 ratio; however, the ratio in favor of institutions was lower for letters of findings as a whole because each letter covered approximately two issues. Type of the disability and type of the issue were significant outcome-related factors. More specifically, the success rate was significantly higher for students with mobility or hearing impairments and for complaints regarding general institutional requirements and facilities accessibility than for students with other disability or issue categories. (Contains 2 tables.)
Profiles of Academic Achievement and Cognitive Processing in College Students with Foreign Language Difficulties
Author: Prevatt, Frances
Date: 2003-00-00
Type: Journal Articles
Subjects: Reading Comprehension,College Students,Second Languages,Second Language Learning,National Norms,Gender Differences,Academic Ability,Vocabulary Development,Academic Achievement,Cognitive Processes,Evaluation,Learning Disabilities,Cognitive Ability,Spelling,Intelligence Quotient,Second Language Instruction,Learning Problems,Written Language

This study evaluated the cognitive and achievement profiles of college students experiencing difficulties in foreign language (FLD group). Because past research appears to have generated different results based on the type of comparison groups utilized, we attempted to obtain a better representation of students with foreign language difficulties. A total of 77 students who had difficulty in foreign language were compared: (a) to a sample of 110 students with academic difficulties in nonforeign language areas, (b) to the standardized norms for the tests of cognitive and academic abilities, and (c) to their own group means (an ipsative analysis). Based on national norms and ipsative comparisons, primary areas of difficulty for FLD students appear to be in spelling and in long-term storage and retrieval. Difficulties were also noted in auditory processing and processing speed. Strengths were noted in quality of writing and verbal comprehension. As a general finding, it does not appear that FLD students have difficulties with native language abilities such as vocabulary knowledge or reading comprehension. Additional strengths exhibited by the FLD group were only in relation to the non-FLD group, who had academic difficulties in non-FLD areas. These strengths included quantitative knowledge, perceptual organization/visual processing, and practical mathematical ability. Many students in the non-FLD group were referred for difficulties in math coursework; therefore, the strengths exhibited by the FLD students should be considered in this context. Finally, significant gender differences were noted, with more males than females experiencing foreign language difficulties. (Contains 3 tables.)
Implementing Universal Design in Higher Education: Moving beyond the Built Environment
Author: Scott, Sally S.
Date: 2003-00-00
Type: Journal Articles
Subjects: Higher Education,Access to Education,Focus Groups,Change Strategies,Educational Change,Accessibility (for Disabled),Academic Accommodations (Disabilities),Group Dynamics,Institutional Mission,Position Papers,Program Implementation,Educational Strategies

Universal Design (UD) is a new approach to educational access that is receiving a great deal of attention. At this point, it is in its exploratory stages in the context of higher education. In recognition of the potential importance of this new paradigm and the need for focused initiatives in the field, a UD Think Tank was formulated and hosted by the Association on Higher Education And Disability (AHEAD). This report is a summary of the work of the UD Think Tank pertaining to the needs and interests of the readership of the "Journal of Postsecondary Education and Disability". The report suggests starting points and future directions for scholarly activity in the field.