ethanporcaro/eric-fulltext-meta huggingface dataset:
A Model to Explore Turkish Teachers' ICT Integration Stages
Author: Yucel, Cemil
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Teaching Methods,Gender Differences,Elementary School Teachers,Teacher Behavior,Technology Integration,Computer Uses in Education,Questionnaires,Models,Predictor Variables,Correlation,Teacher Surveys,Teacher Attitudes,Educational Technology

The aim of the study is to determine teachers' ICT integration stages according to CEO Forum's standards and factors affecting their integration. Teachers are expected to use ICT in their teaching practice. Hence, it is crucial that their integration stages and factors affecting it are examined. A survey method was employed for this study. A sample of 200 teachers was selected randomly out of 460 teachers working in primary schools in Usak, Turkey. Researchers of this study developed an ICT integration questionnaire. Analysis of the data reveals that the teachers are in three different stages in ICT integration. A significant relationship is discovered between feelings of inadequacy in using ICT and exhibiting stage 1 behaviors. It is also clear that the ICT knowledge of teachers is the most important variable for the teachers who were at the third (the highest) stage of ICT integration. A model showing interrelations among factors influencing ICT integration behaviors were drawn for further studies to be tested. (Contains 6 tables.)
A Process-Based Knowledge Management System for Schools: A Case Study in Taiwan
Author: Lee, Chi-Lung
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Management,Management Systems,Secondary Schools,School Culture,Interviews,Program Evaluation,Program Effectiveness,Open Source Technology,Internet,Technology Integration,Technical Support,Computer Uses in Education,Observation,Surveys,Use Studies,Case Studies,Content Analysis,Models,Program Implementation

Knowledge management systems, or KMSs, have been widely adopted in business organizations, yet little research exists on the actual integration of the knowledge management model and the application of KMSs in secondary schools. In the present study, the common difficulties and limitations regarding the implementation of knowledge management into schools' organizational cultures are reviewed and discussed. Furthermore, relevant theories of knowledge management models are summarized, and a model of process-based knowledge management appropriate for schools is proposed. Based on the proposed model, this study applied a low-cost, open-source software development framework to establish a process-based knowledge management system for schools, or PKMSS. We conducted a 30-day empirical observation and survey at a secondary school in Taiwan. This case study used methods including a satisfaction survey, qualitative content analysis of knowledge discussion, and unstructured interviews to explore the progress, performance, and limitations of PKMSS implementation. It was determined that PKMSS has some value in promoting schools' knowledge management. It not only facilitates the externalization and combination of knowledge and effectively keeps the objectives of knowledge sharing in focus, but it also promotes inter-member interactions. However, this study also found certain restrictions in terms of the classification of knowledge content and system functions. Based on the above findings, we propose relevant suggestions as references for the evaluation and introduction of a KMS in educational organizations. (Contains 4 tables and 1 figure.)
An Empirical Investigation into the Role of Enjoyment, Computer Anxiety, Computer Self-Efficacy and Internet Experience in Influencing the Students' Intention to Use E-Learning: A Case Study from Saudi Arabian Governmental Universities
Author: Alenezi, Abdulhameed Rakan
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Intention,Lifelong Learning,Internet,Anxiety,Adoption (Ideas),Public Colleges,Influences,Hypothesis Testing,Questionnaires,Use Studies,Case Studies,College Students,Student Attitudes,Student Experience,Computer Attitudes,Electronic Learning,Predictor Variables,Student Surveys

E-learning as an effective educational tool has been integrated into many offered courses provided by higher education institutions. Throughout eliminating the barriers of time and distance, students' lifelong learning can be achieved. Due to a broad global attention given to e-Learning, various studies had been conducted by academe, different organizations as well as the government of various nations (Rosenberg, 2001). Saudi Arabian universities are among those universal universities that implement E-learning system. However, recent research indicated that majority of students in Saudi's universities are still unwilling to use online system. Therefore, many factors need to be determined in order to enhance the students' intention to use E-learning tools and participate effectively in their courses using the accessible electronic channels. The current study has extended Technology Acceptance Model (TAM) to investigate the role of Enjoyment, computer anxiety, computer self-efficacy and Internet experience in influencing the students' intention to use E-learning in Saudi's universities. 402 governmental universities' students were participated to test the proposed hypotheses and to determine weather the proposed variables have an effect on the students' intention to use E-learning system. The results of stepwise regression indicated that computer anxiety, computer self-efficacy and Enjoyment were significantly influence the students' intention to use E-learning while the Internet experience was insignificantly influence them. Furthermore, the importance of Attitude in mediating the relationship between perceived usefulness, perceived ease of use and the students' behavioral intention was confirmed. (Contains 10 tables and 2 figures.)
Analysis of Factors in Technological and Vocational School Teachers' Perceived Organizational Innovative Climate and Continuous Use of E-Teaching: Using Computer Self-Efficacy as an Intervening Variable
Author: Chou, Chun-Mei
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Schools,Structural Equation Models,Self Efficacy,College Faculty,Innovation,Teaching Conditions,Educational Environment,Computer Assisted Instruction,Technology Integration,Educational Technology,Questionnaires,Vocational Education Teachers,Organizational Climate,Technical Education,Computer Literacy,Correlation

This study aims to analyze the correlation (N = 335) among technological and vocational school teachers' perceived organizational innovative climate, computer self-efficacy, and continuous use of e-teaching in Taiwan. Teachers' perceived organizational innovative climate includes five factors, namely, job autonomy, innovative leadership, resource support, innovative culture, and group cohesion. Computer self-efficacy includes four factors, namely, playfulness, ease of use, effectiveness, and usefulness. Continuous use of e-teaching includes three factors, namely, goal identification, instructional performance, and flow experience. Participants responded to a 5-point Likert-type scale for each factor. Analysis was conducted using the structural equation modeling (SEM), and a good model fit was found for both the measurement and structural models. Research findings demonstrate that technological and vocational schools teachers' organizational innovative climate significantly and directly influences continuous use of e-teaching. Organizational innovative climate significantly and indirectly influences continuous use of e-teaching by computer self-efficacy. Technological and vocational schools teachers' organizational innovative climate and computer self-efficacy fit the influence model and empirical data of continuous use of e-teaching. (Contains 6 tables and 1 figure.)
Creating Interactive Web-Based Environments to Scaffold Creative Reasoning and Meaningful Learning: From Physics to Products
Author: Jou, Min
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,Student Projects,Physics,Student Motivation,Active Learning,Learning Modules,Engineering,Creative Thinking,Problem Solving,Design,Scaffolding (Teaching Technique),Industry,Robotics,Manufacturing,Technology Education,Computer Assisted Instruction,Web Based Instruction,Questionnaires,Interviews,College Students,Student Attitudes,Program Evaluation,Program Effectiveness

With the evolution of the surrounding world market, engineers have to propose innovations in products and processes. Industrial innovation frequently results from an improved understanding of basic physics. In this paper, an approach to accelerate inventive preliminary design is presented. This method combines the main advantages of CBR (Case Based Reasoning) and TRIZ (Russian acronym for Theory of Solving Inventive Problem) to   transfer physics to industrial technology. Based on this synergy, interactive web-based environments are developed. These systems are intended not only to enhance students to become familiar with basic physics, but also to support students in building meaningful links between basic physics and industrial technologies. The evaluation was conducted in a &quot;Special Project Design&quot; course requiring students to design a robot that could carry out several functions. Robotics, an interdisciplinary engineering subject, has been a recurring theme in engineering education. Project-based learning provides opportunities for interdisciplinary learning. With project-based learning approaches, planning activities and investigations play a critical role in the project process. Through the web-based environments, students can explore the essence of basic physics, design technologies, and the integration of mechatronics. Further, web-based reasoning and meaningful learning modules are developed to scaffold creative design and to enhance student participation, motivation, and learning effectiveness. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the developed system. Findings showed that inquiry modules were able to facilitate investigation and planning activities in product design stages. The responses obtained were very encouraging. Students in the course were appreciative of these on-going changes and indicated that these were indeed helping them to develop their engineering thinking and design skills, increasing their motivation to study. (Contains 3 tables and 3 figures.)
Designing a Technology-Enhanced Learning Environment to Support Scientific Modeling
Author: Wu, Hsin-Kai
Date: 2010-10-00
Type: Journal Articles
Subjects: Pollution,Science Instruction,Secondary School Science,Secondary School Students,Models,Educational Technology,Computer Software,Computer Uses in Education,Scientific Concepts,Scaffolding (Teaching Technique),Simulation

Modeling of a natural phenomenon is of value in science learning and increasingly emphasized as an important component of science education. However, previous research has shown that secondary school students encounter difficulties when engaging in modeling activities and need substantial support in order to create meaningful scientific models. Therefore, the purpose of this article is to present the design of a technology-based modeling tool (Air Pollution Modeling Tool, APoMT) that supports students to engage in scientific modeling. The design of APoMT is based on theories and guidelines of scaffolding. APoMT decomposes a modeling process into manageable tasks, supports an increasingly sophisticated modeling process by integrating multiple variables into students' models, provides multiple representations to help students visualize data and relationships, and embeds expert guidance to help learners apply science content to modeling. An implementation study shows that combining APoMT with well-designed learning lessons could effectively support students' development of conceptual understandings and modeling abilities (Wu, 2010). (Contains 1 table and 4 figures.)
Exemplary Social Studies Teachers Use of Computer-Supported Instruction in the Classroom
Author: Acikalin, Mehmet
Date: 2010-10-00
Type: Journal Articles
Subjects: Social Studies,Computer Uses in Education,Case Studies,Middle School Teachers,Secondary School Teachers,Internet,Word Processing,Computer Software,Multimedia Materials,Teacher Attitudes,Computer Attitudes

Educators increasingly support the use of computer-supported instruction in social studies education. However few studies have been conducted to study teacher use of computer-supported instruction in social studies education. This study was therefore designed to examine the use of exemplary social studies teachers' computer-supported instruction in the classroom. Case study methodological approach was used for this study. Four exemplary social studies teachers who use computer-supported instruction in their teaching practices were selected as participants. The data were collected from interviews and classroom observations. The data analysis indicated that all of the participants agreed that the computer is a powerful research tool which facilitates students' work and makes the work faster and easier for the students. The participants used various types of computer-supported instruction in their classrooms. The use of the Internet and software programs such as Microsoft Power Point, Word, and Excel were the most common use of computer-supported instruction in the classrooms observed. (Contains 3 tables.)
Hypothesized Learners' Technology Preferences Based on Learning Style Dimensions
Author: Naimie, Zahra
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Cognitive Style,Teaching Styles,Teaching Methods,College Faculty,Student Motivation,Second Language Learning,Second Language Instruction,English (Second Language),Computer Uses in Education,Computer Attitudes,Educational Technology,Instructional Design,Questionnaires,Interviews,Observation,College Students,Student Attitudes

If students are demotivated, confused and look tired in class, one solution is to use new teaching styles in your class to overcome such problems. This is because learners learn in different ways such as hearing, seeing, taking notes, imagining and visualizing, among many others. The paper reports firstly, the impact of teaching and learning style preferences and their match or mismatch on learners' achievement and secondly, the proposed technology preferences for learners based on learning styles dimension. To obtain the data, the Index of Learning Styles was used together with observations and interviews to collect data. The participants were 4 lecturers and 310 students in an English major program in Iran. The findings from this study suggest that it is crucial for teachers to have knowledge about learner preferences in their classes to consider in their teaching design. The students show a positive response and higher achievement when their learning preferences and needs are accommodated by their lecturers. Based on findings, it is hypothesized that the different learning styles dimensions have their own preferences in terms of technology usage. (Contains 4 tables.)
Internet as a Source of Misconception: "Radiation and Radioactivity"
Author: Acar Sesen, Burcin
Date: 2010-10-00
Type: Journal Articles
Subjects: Radiation,Internet,Misconceptions,Computer Uses in Education,Access to Information,Questionnaires,Web Sites,Scientific Concepts,Information Skills,Information Seeking,Physics,Chemistry,Preservice Teachers,Search Strategies,Energy

The purpose of this study is to examine students' usage styles of the Internet for seeking information and to investigate whether information obtained from the Internet is a source of misconceptions. For this reason, a two-stage study was conducted. At the first stage, a questionnaire was developed to get information about students' Internet usage styles. In the light of the questionnaire results, the first 200 websites were scanned and analysed by 3 experts to determine the probable incorrect information about "Radiation" and "Radioactivity" concepts at the second stage. It was found that a good number of websites contain incorrect and inadequate knowledge about radiation and radioactivity, which can cause various misconceptions. (Contains 4 tables.)
Making English a &quot;Habit&quot;: Increasing Confidence, Motivation, and Ability of EFL Students through Cross-Cultural, Computer-Assisted Interaction
Author: Wu, Wen-chi Vivian
Date: 2010-10-00
Type: Journal Articles
Subjects: Student Motivation,Interaction,Foreign Countries,Native Speakers,English (Second Language),Self Esteem,Computer Uses in Education,Cultural Awareness,Second Language Instruction,Video Technology,Computer Mediated Communication,Educational Technology,Teaching Methods,Liberal Arts,College Faculty,College Students

This study examines the relationships among the three essential language-related components--motivation, confidence, and ability--following a series of live videoconference interactions between Taiwanese EFL students and a native speaker. 227 students enrolled in the five advanced conversation classes at a private technical university in central Taiwan participated in this study. Based on quantitative evaluation of student perceptions, the major findings were (1) motivation, confidence, and ability correlated directly, but motivation of the students increased the most as a result of strong videoconference instructional design; and (2) confidence in interacting with native speakers was the best predictor of students' perceived ability. All data supported the benefits of EFL classroom teachers providing their students authentic experiences interacting with native speakers, and the value of Internet videoconferencing for this interaction. These findings provide a valuable framework for instructors in any foreign language to build a global, cross-cultural classroom. (Contains 6 tables.)
Pedagogical Usability of the Geometer's Sketchpad (GSP) Digital Module in the Mathematics Teaching
Author: Nordin, Norazah
Date: 2010-10-00
Type: Journal Articles
Subjects: Instructional Design,Computer Software,Foreign Countries,Secondary School Teachers,Geometry,Thinking Skills,Secondary School Students,Mathematics Instruction,Teaching Methods,Computer Uses in Education,Instructional Effectiveness,Questionnaires,Secondary School Mathematics,Faculty Development,Learning Modules

Teacher played an important role in ascertaining effective teaching of mathematics. The objective of this paper was to investigate the pedagogical usability of a digital module prototype that integrated a dynamic geometry software, Geometer's Sketchpad (GSP) in mathematics teaching. The prototype was developed based on Reiser's and Dick's Instructional Design Model that integrated GSP software in the teaching of Quadratic Functions topic. The digital module was developed using Macromedia Authorware 7.0 as its platform. The pedagogical usability criteria included student control, student activities, objective-oriented, application, value-added, motivation, knowledge value, flexibility and response. This was a quantitative study that involved 34 mathematics secondary school teachers in Selangor, Malaysia as samples. The instrument used was pedagogical usability questionnaire. The results showed that the prototype digital modules met the requirements of the pedagogical usability criteria mentioned. It also facilitated the integration of GSP in mathematics teaching. It is suggested that a study on the applications of GSP in mathematics teaching to be carried out to promote higher order thinking skills among secondary school students. (Contains 1 table.)
Teacher Trainees as Learning Object Designers: Problems and Issues in Learning Object Development Process
Author: Guler, Cetin
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Models,Preservice Teacher Education,Education Courses,Copyrights,Educational Technology,Interviews,College Students,Student Attitudes,Student Developed Materials,Discourse Analysis,Computer Software,Instructional Design,Blended Learning,Integrated Learning Systems

Learning objects (LOs) can be defined as resources that are reusable, digital with the aim of fulfilling learning objectives (or expectations). Educators, both at the individual and institutional levels, are cautioned about the fact that LOs are to be processed through a proper development process. Who should be involved in the LO development process and how should we train them to become proficient LO designers are one of the major challenges for instructional designers. Addressing to this challenge, this study aims to identify problems and issues teacher trainees experience when designing LOs. A course was re-designed for prospective teachers (n = 49) to experience LO design process for 14 weeks. From a qualitative paradigm, this paper reports the findings of qualitative data derived from the first cycle of a two-cycle design based research study. The findings indicated that teacher trainees experienced content development related issues (such as, understanding LO paradigm, development software and environments, content packaging and repository) the most. In addition, project management and copyright related issues were emerged, as well. As Becker (2000) puts it well, teachers' beliefs and philosophies impact their use of resources. Therefore, starting the process with prospective teachers and integrating LO design as part of their training curricula, where these issues and problems are addressed, would be beneficial in the long term. (Contains 3 tables and 3 figures.)
Teachers' Epistemic Beliefs and Their Pedagogical Beliefs: A Qualitative Case Study among Singaporean Teachers in the Context of ICT-Supported Reforms
Author: Chai, Ching Sing
Date: 2010-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Case Studies,Qualitative Research,Educational Technology,Computer Uses in Education,Teaching Methods,Epistemology,Interviews,Knowledge Level,Technology Integration,Constructivism (Learning),Conventional Instruction,Innovation,Educational Change,Elementary School Teachers

Many current ICT-supported reform efforts demand teachers to assume the role of epistemic facilitator of knowledge construction supported by technology. It is thus important for teacher educators to understand teachers' epistemic beliefs. This qualitative study investigated seven Singaporean in-service teachers' epistemic beliefs and their pedagogical beliefs. Two interviews were conducted for each teacher. Employing a case study design, the transcripts were analyzed for assertions that reflected the teachers' beliefs. Results indicated that all seven teachers expressed more or less relativistic epistemic beliefs. The pedagogical beliefs held by teachers were more knowledge transmissionist in orientation. Results also implied that the relationship between epistemic beliefs and pedagogical beliefs seemed to be mediated by teachers' awareness of students' readiness and what they perceived as their priorities in the school context. (Contains 1 table.)