ethanporcaro/eric-fulltext-meta huggingface dataset:
Herzberg, Hygiene and the Motivation to Reuse: Towards a Three-Factor Theory to Explain Motivation to Share and Use OER
Author: Pegler, Chris
Date: 2012-00-00
Type: Journal Articles
Subjects: Motivation,Educational Resources,Barriers,Foreign Countries,Comparative Analysis,Surveys,Open Universities,Higher Education,Open Education,Semi Structured Interviews,Metadata,Educational Technology,Academic Achievement,Educational Improvement

The list of barriers and enablers that influence the use of open educational resources (OER) is extensive. Factors and influences relating to reuse may have been noted within projects, operating within a short time span, or within specific conditions which limit generalizability. Evidence of reuse in practice has often emerged as isolated examples or anecdotes. Which factors are the most significant and which have impact or influence on reuse, and other factors, is largely unexplored. While technical barriers and enablers to reuse have been well addressed in literature on reuse, from reusable learning objects (RLO) to OER, less attention has been given to the purpose of reuse and the motivation of those who choose to share or use reusable learning resources. This paper draws on 222 factors and issues recorded within a longitudinal cross case comparison of five cases within UK HE which collectively address different types of reuse (i.e. sharing and use) facilitation (Pegler, 2011a). Coding and comparison identified three broad and distinctive categories representing the reuse factors noted. These were: Technical (the technical or technological systems supporting reuse, including licensing and rights issues); Quality (the way in which sharers or users may establish or interpret the quality of one resource relative to another); and Motivation (the purpose or motive of the user or sharer of resources).  The independent effect of these factors recalls the classic two factor theory of motivation by Herzberg (1968). (Contains 9 figures and 1 footnote.)
Defining Openness: Updating the Concept of &quot;Open&quot; for a Connected World
Author: Brent, Isabelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Expertise,Communities of Practice,Web Sites,Electronic Publishing,Research Methodology,Social Sciences,Metadata,Educational Resources,Instructional Materials,Focus Groups,Open Education,Foreign Countries,Higher Education,Case Studies,Surveys,Pilot Projects,Web 2.0 Technologies,Educational Technology,Information Technology

The field of Social Research Methods is shared not only by the social sciences, but by many other disciplines. There is therefore enormous scope for the creation and re-use of open educational resources (OERs) in this area. However, our work with social scientists on a number of recent projects suggests that barriers exist to OER creation and use in social research methods teaching. Although there are now a number of national and institutional projects creating learning resources in research methods and making them openly available for teachers and students to use, many still use licences that restrict re-use and, in particular, modification. We refer to these as grey OERs. We also found that, in contrast to the well-developed practice of citation in research work, academics and teachers had a narrow notion of licensing and copyright of teaching materials, consistent with a limited experience of sharing teaching materials. Academics saw potential users as mainly other academics who were subject experts like themselves. That meant that they gave little weight to the role of broad description and metadata in making resources findable. At the same time, when academics looked for resources, the provenance, quality and relevance of those resources and the ability to judge that quickly were paramount. We discuss two approaches that attempt to tackle these issues: first, the development of a mapping tool that supports those creating OERs to identify a range of classificatory and metadata in a way that gives those looking for resources a much wider range of ways of finding them; second, the development of a website, based on Web 2.0 technology, that exploits the contributions of academics using and reviewing research methods OERs. We suggest that the activities on a blog-based website create a cultural context which constitutes an element of a community of practice of social science academics. Users can find resources by quality, pedagogy, and other metadata as well as content and through vicarious learning about the use and reviewing of resources by other academics, they may develop better practices in their own re-use and attribution of OERs. (Contains 5 endnotes.)
Structuring Video Cases to Support Future Teachers' Problem Solving
Author: Kale, Ugur
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Problem Solving,Content Analysis,Case Method (Teaching Technique),Preservice Teacher Education,Secondary Education,Pedagogical Content Knowledge,Educational Technology,Computer Assisted Instruction,Multimedia Materials,Instructional Effectiveness,Comparative Analysis,Prompting,Video Technology,Instructional Design,Predictor Variables

This study examined preservice teachers' problem-solving skills through the use of an online video case study. Eighty preservice teachers participated in the study with a three-level video presentation by a two-grade-level between-subjects factorial design. The study incorporates a content analysis framework to examine both the components and the levels of teaching knowledge elicited during a problem-solving activity. The findings provided explanations for preservice teachers' ability to use their teaching knowledge in video-based problem solving. The elementary education preservice teachers generated pedagogical and content solutions at a higher level than the secondary education preservice teachers. This paper also discusses findings and implications. (Contains 10 tables, 5 figures, and 2 footnotes.)
Guidance for Technology Decisions from Classroom Observation
Author: Bielefeldt, Talbot
Date: 2012-00-00
Type: Journal Articles
Subjects: Grants,Federal Programs,Standards,Interrater Reliability,Classroom Research,Observation,Teacher Role,Classroom Observation Techniques,Data Analysis,Correlation,Classroom Techniques,Teaching Methods,Educational Strategies,Educational Technology,Technology Integration,Handheld Devices,Program Evaluation,Evaluation Methods,Computer Uses in Education,Program Implementation

Correlational analysis of two years of classroom observation indicates relationships between technology use and various classroom characteristics, including teacher roles and instructional strategies. Three observers used the ISTE Classroom Observation Tool (ICOT) to record 144 observations of classrooms participating in a variety of educational technology grant programs in the United States. The findings suggest that decision makers consider the  instructional implications and possible unintended consequences of implementing different information and communication technologies. (Contains 10 tables and 1 figure.)
Intertwining Digital Content and a One-to-One Laptop Environment in Teaching and Learning: Lessons from the Time to Know Program
Author: Rosen, Yigal
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),Reading Achievement,Educational Benefits,Academic Achievement,Attendance,Grade 5,Educational Environment,Grade 4,Elementary School Teachers,Mathematics Achievement,Behavior Problems,Program Effectiveness,Individualized Instruction,Outcomes of Education,Core Curriculum,Inservice Teacher Education,Coaching (Performance),Standardized Tests,Program Implementation,Program Descriptions,Mixed Methods Research,Observation,Comparative Analysis,Experimental Groups,Control Groups,Questionnaires,Internet,Computer Uses in Education,Laptop Computers,Blended Learning,Technical Support

This study provides a comprehensive look at a constructivist one-to-one computing program's effects on teaching and learning practices as well as student learning achievements. The study participants were 476 fourth and fifth grade students and their teachers from four elementary schools from a school district in the Dallas, Texas, area. Findings indicated consistent and highly positive findings of the efficacy of a constructivist one-to-one computing program in terms of student math and reading achievement, differentiation in teaching and learning, higher student attendance, and decreased disciplinary actions, suggesting a range of possible educational benefits that can be achieved through a comprehensive one-to-one computing educational environment. (Contains 3 tables.)
Using Wikis with Teacher Candidates: Promoting Collaborative Practice and Contextual Analysis
Author: Wake, Donna Glenn
Date: 2012-00-00
Type: Journal Articles
Subjects: Feedback (Response),Critical Thinking,Language Experience Approach,Teacher Educators,Urban Schools,Rural Schools,Preservice Teacher Education,Preservice Teachers,Teacher Collaboration,Peer Relationship,Literacy,Elementary Education,Student Projects,Story Telling,Internet,Educational Technology,Program Implementation,Educational Strategies,Questionnaires,Web 2.0 Technologies,Computer Assisted Instruction,Multimedia Materials,Discourse Analysis,Content Analysis,Instructional Effectiveness

This article examines a collaborative study that two teacher educators conducted across two sites. Participants included teacher candidates implementing a digital language experience approach project with elementary learners. The teacher candidates collaborated across sites, building joint wikis to examine their processes and products. The wikis were designed to support candidates' critical thinking while promoting collaboration. Results indicate that the use of wikis effectively promoted collaboration, critical thinking, understanding of learners' development and diversity, and understanding of literacy-based pedagogical strategies. However, results also show that teacher candidates need support in considering contexts of instructional practice (including community, school, and classroom factors) and need guidance in giving and receiving peer feedback. (Contains 4 tables.)
Investment and Return: Wiki Engagement in a &quot;Remedial&quot; ESL Writing Course
Author: Nakamaru, Sarah
Date: 2012-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Computer Assisted Instruction,Remedial Instruction,English (Second Language),Second Language Instruction,Two Year College Students,Learner Engagement,Student Participation,Writing Tests,Student Motivation,Outcomes of Education,Classroom Techniques,Educational Strategies,Instructional Effectiveness,Writing Instruction,Urban Education,Correlation

This study explores the extent to which students in a community college remedial English as a second language (ESL) course engaged with a class wiki and the relationship between their pattern of engagement over time and success in exiting remediation. Participants included 47 students in two sections of ESL writing during the spring 2009 semester. Results showed that repeated out-of-class engagement over the course of the semester was positively associated  with successfully exiting remediation. However, average level of engagement was low, suggesting that, in this context, technology-mediated learning activities do not necessarily lead to increased engagement. (Contains 10 tables, 1 figure, and 1 footnote.)
Creating/Developing/Using a Wiki Study Guide: Effects on Student Achievement
Author: O'Bannon, Blanche W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Editing,Study Guides,Program Effectiveness,Education Courses,Pretests Posttests,Mixed Methods Research,Surveys,Web 2.0 Technologies,Computer Assisted Instruction,Academic Achievement,Preservice Teacher Education,Learning Activities,Use Studies,Focus Groups,Instructional Effectiveness,Questionnaires

Wikis are gaining popularity in classrooms because of their many benefits. Despite these benefits, there is a shortage of empirical data regarding their effectiveness in increasing knowledge. This study examined (a) the effectiveness of creating/developing/using a wiki to increase knowledge of Web 2.0 tools for 103 preservice teachers; (b) their perceptions of the use of a wiki to increase knowledge of Web 2.0 tools; (c) the frequency of use while participating in the reader, writer, and editor roles; and (d) their communication habits. The results revealed that there was a significant gain in achievement. Further, the preservice teachers reported that the wiki was effective for increasing their knowledge of Web 2.0 tools, and more than 75% used the wiki as an information source during and after the activity. The preservice teachers indicated that the creation of the wiki increased their knowledge as well  as the presentations given by their peers, but the hands-on practice increased their knowledge the most. When examining preservice teachers' participation in the reader, writer, and editor roles, the results indicated that they read the information but were less regular in posting or modifying the wikis. Upon examination of the communication habits of the preservice teachers, the results indicated that they did not actively communicate with each other during the development stage of the study guide. They reported using email the least,  comments within the wiki a little more, and face-to-face conversations the most. This study demonstrates that wikis can be used to increase knowledge. Additionally, the findings can serve as a guide to educators who want to use wikis as a teaching tool. (Contains 1 table.)
Impact of Research-Based Professional Development: Investigation of Inservice Teacher Learning and Practice in Wiki Integration
Author: Duran, Mesut
Date: 2012-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Content Analysis,Internet,School Districts,Suburban Schools,Skill Development,Inservice Teacher Education,Computer Uses in Education,Educational Technology,Technology Integration,Web 2.0 Technologies,Program Evaluation,Program Implementation,Program Descriptions,Instructional Effectiveness,Educational Policy,Mixed Methods Research,Questionnaires,Qualitative Research,Pretests Posttests,Surveys,Statistical Analysis,Web Sites

This study reports on a district-wide research-based professional development (PD) that included 207 teachers and administrators. Data were collected from pre/post surveys, content analysis of the participants' wiki pages, and a follow-up questionnaire. Findings indicate that participants significantly improved their foundational and technical wiki skills. The PD had a significant impact on participants' perceptions of preparedness to use wikis in the classroom. Findings provided evidence that research-based PD can foster sustained  teacher practice. The study demonstrates that participation in PD that is sustained, student-centered, participatory, and supported by adequate resources can have a significant impact on teacher learning and practice about specific technologies. (Contains 2 tables.)
Activity Theory as a Framework for Investigating District-Classroom System Interactions and Their Influences on Technology Integration
Author: Anthony, Anika Ball
Date: 2012-00-00
Type: Journal Articles
Subjects: Technology Integration,Educational Technology,School Districts,Systems Approach,Alignment (Education),Teacher Behavior,Middle Schools,Rural Schools,Specialists,Laptop Computers,Computer Assisted Instruction,Program Implementation,Classroom Techniques,Teaching Methods,Educational Strategies,Educational Policy,Observation,Content Analysis,Leadership Effectiveness,Leadership Role,Constructivism (Learning),Case Studies,Longitudinal Studies,Qualitative Research,Semi Structured Interviews,Technology Planning

Technology implementation research indicates that teachers' beliefs and knowledge, as well as a host of institutional factors, can influence technology integration. Drawing on third-generation activity theory, this article conceptualizes technology implementation as a network of planning and integration activities carried out by technology specialists, teachers, and administrators. The researcher conducted a case study of a school district's laptop program to examine how district and classroom systems interacted to influence teachers'  technology use. Findings suggest that continuous improvement efforts aimed at aligning intersystem linkages can support technology integration. The article discusses implications for technology leadership and technology implementation research. (Contains 4 tables, 2 figures, and 1 footnote.)
Research: How It Supports Teaching and Learning
Author: Zwerger, Natalie
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,Communities of Practice,Educational Research,Federal Legislation,Academic Achievement,Social Scientists,Teaching Methods,Educational Legislation,Reading,Reading Instruction,Outcomes of Education

Educators, academics, and social scientists conduct educational research across the globe, producing scientific evidence that can inform teaching practice. How can such research aid teachers in using effective practices in their classrooms? How can teachers ensure that educational research is applicable to the diverse groups of learners in their classrooms? How does research-based instruction support student learning? The No Child Left Behind Act of 2001 defined &quot;scientifically based research&quot; as research that employs systematic, empirical methods, involves rigorous analysis of data, relies on methods that are reliable and valid, and has been peer-reviewed. There have been many scientifically based studies demonstrating that the use of a wide range of researched-based strategies can support the academic achievement of students in a variety of settings. The way in which teachers implement research-based strategies can affect student achievement. Factors contributing to the way a strategy is implemented include the fidelity with which the teacher duplicates the strategy, the teacher's willingness to attempt the use of a new instructional practice, and the level of administrative and collegial support offered to the teacher in the application of the innovative practice. When a teacher is continuously exposed to new studies on teaching and learning, he or she is opening up a range of possibilities for success that have been documented among other groups of students. There are several resources teachers can use to access research-based studies, including professional literature, communities of practice, and literature groups. (Contains 2 resources.)
Curriculum Modification: Making Standards Accessible for Deaf Students with Disabilities
Author: McBride, Holly
Date: 2012-00-00
Type: Journal Articles
Subjects: Evidence,State Standards,Deafness,Disabilities,Academic Standards,Accessibility (for Disabled),Hearing Impairments,Curriculum Development,Best Practices,Educational Practices,Change Strategies,Curriculum Enrichment,Curriculum Implementation

Deaf students with significant disabilities face unique challenges with state standards and grade-level expectations. Their teachers, too, face unique challenges. Material making, breaking concepts and tasks down into component parts, providing time and motivational opportunities for developing background knowledge and foundational skills, and addressing generalization across environments are all things that must be carefully considered and planned for within limited instructional time for students with disabilities. The authors spent a considerable amount of time looking for evidence-based practices that could be applied in their schools and recommended to others. One valuable approach they found came from the Human Development Institute at the University of Kentucky and outlined a clear four-step process for curriculum modification: (1) Identify and link to the appropriate standards; (2) Define the outcomes of instruction; (3) Identify the instructional activities; and (4) Target specific objectives from the Individualized Education Program (IEP). Using this approach, teachers are able to analyze the standards, clarify intended outcomes, and design instruction that incorporates other best practices and strategy instruction, including project-based learning, priming background knowledge, teaching students to monitor their own comprehension, scaffolding instruction with prompts and cues, and collaborative group work.
A Lesson on Mystery
Author: McBride, Holly
Date: 2012-00-00
Type: Journal Articles
Subjects: Language Arts,Units of Study,Activity Units,Program Descriptions,Instructional Design,Instructional Development,Standard Setting,Educational Objectives,Skill Development,Teaching Methods,Educational Practices,Curriculum Development

According to the author, last year they set out to apply the four-step approach that they found in research from the University of Kentucky to design a unit for their language arts curriculum. They identified the appropriate standards, figured out what skills they would teach in conformance with the standards and what outcomes were expected, and they decided to develop a unit on the concept of "mystery." The instructional activities that they developed would center on the unit's culminating activity--a scavenger hunt. In this article, the author describes how the unit unfolded. (Contains 3 figures, 2 resources and 1 online resource.)
The &quot;Why&quot; and &quot;How&quot; of an ASL/English Bimodal Bilingual Program
Author: Nussbaum, Debra Berlin
Date: 2012-00-00
Type: Journal Articles
Subjects: Speech,Oral Language,Partial Hearing,Deafness,Multisensory Learning,Language Acquisition,American Sign Language,Bilingualism,Elementary School Students,Assistive Technology,Visual Learning

During the past few years, the teachers and staff at Kendall Demonstration Elementary School (KDES) have reviewed research to identify factors that positively impact language development for deaf and hard of hearing children, and established language and communication practices to reflect what they have learned. Based on the research, which details the advantages of early accessible visual language (Baker, 2011) and documents the variations in spoken language outcomes regardless of the use of hearing aids and cochlear implants (Yoshinaga-Itano, 2006), they have examined how an American Sign Language (ASL)/English bilingual program can be designed to benefit children with a wide range of characteristics--from children who have minimal access to spoken language through hearing aids and cochlear implants to those who benefit greatly from these technologies. They refer to this as an &quot;ASL/English bimodal bilingual approach,&quot; which includes establishment of language foundations and access to learning through two modalities, e.g., auditory and visual, and two languages, e.g., ASL and English (Berent, 2004; Bishop, 2006; Emmorey, Bornstein, &amp; Thompson, 2005). Through their experience in establishing a bimodal bilingual program at KDES and through their consultations with schools and programs throughout the United States, they are finding that with purposeful planning this multisensory approach can be implemented to effectively support the overall development of deaf and hard of hearing children. (Contains 1 figure.)