ethanporcaro/eric-fulltext-meta huggingface dataset:
School Scientific Argumentation Enriched by Digital Technologies: Results with Pre- and In-Service Science Teachers
Author: Garcia Romano, Leticia
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Integration,Preservice Teachers,Secondary School Teachers,Science Teachers,Teacher Attitudes,Public Schools,Biology,Persuasive Discourse,Concept Mapping,Science Education,Web Based Instruction,Active Learning,Inquiry,Game Based Learning,Foreign Countries

This article focuses on the integration of argumentation and digital technologies in science teacher education. We present theoretical reflections, results of empirical research, and description of innovative experiences with pre- and in-service biology teachers. Regarding argumentation, we analyse what defending a claim in science entails for teachers, the teaching strategies they (would) use in the classroom in relation to argumentation, the relevance that they attribute to the performance of different tasks for arguing, the subject content where argumentation fits more suitably, and the reasons they would consider in favour of arguing in science classes. For the analysis of educational practices that involve use of technologies, we adopt a perspective that looks at their complexity and recognises teachers as their creative authors. We discuss the way in which teachers (would) use technologies in their practice, their expectations around this, and the foreseen results with students. Finally, we examine three innovative educational experiences already implemented, using argument maps, web-based inquiry, and a digital game. We look into the possibilities that these technological resources offer for teachers to analyse the argumentation levels reached by their students.
Student Teachers&apos; Perceptions of Factors Influencing Learner Agency Working in Teams in a STEAM-Based Course
Author: Chaaban, Youmen
Date: 2021-00-00
Type: Journal Articles
Subjects: Art Education,STEM Education,Elementary Education,Preservice Teacher Education,Preservice Teachers,Undergraduate Students,Personal Autonomy,Teamwork,Group Dynamics,Peer Relationship,Trust (Psychology),Self Efficacy,Student Motivation,Inquiry,Active Learning,Problem Based Learning,Electronic Learning,Correlation,Foreign Countries

The study adopted a sequential mixed-methods approach to investigate student teachers' learner agency in a teamwork setting at Qatar University. In the qualitative phase, a total of 10 student teachers enrolled in a course adopting a STEAM pedagogical approach participated in in-depth interviews. Qualitative analysis identified seven sources for practicing learner agency in teams. Using this data, the Learner Agency in Teamwork Settings survey was constructed. The survey was distributed to 108 student teachers taking the same course, which utilized an inquiry, problem solving, and digital-based learning design. Using exploratory and confirmatory factor analyses, four factors emerged, including: interest and motivation, teamwork self-efficacy, socio-cultural support, and team support. The findings have important educational implications for promoting student teachers' agency in similar educational contexts.
Examining Teacher Leadership as a Model for Improvement in Science Education
Author: Whitworth, Brooke A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Pedagogical Content Knowledge,Leadership Qualities,Knowledge Level,Science Education,Change,Elementary School Teachers,Middle School Teachers,Faculty Development,Program Effectiveness,Teaching Methods,Teacher Attitudes,Scientific Concepts,Concept Formation,Science Process Skills

The current mixed method study examined a Teacher Leadership Program (TLP) to determine to what extent participating teachers had changes in content knowledge (CK), practices, leadership skills, and leadership knowledge. The purpose was to determine if this program could be utilized to suggest a sustainable model for improving science education by utilizing teacher leaders to influence changes in their classrooms and at the school level. Participants included 65 K-8 participating teachers and 70 K-8 comparison teachers. Surveys, CK assessments, lessons, observations, and artifacts were analyzed using a-priori coding and descriptive statistics. Participating teachers had statistically significant gains over comparison groups in CK, practices, and teacher leadership skills and knowledge. The findings from this study contribute to the understanding of professional development (PD) for teacher leadership and the under-examined field of teacher leadership literature.
&quot;Now I&apos;ve Seen What They Can Do&quot;: How Implementing a Cognitive Apprenticeship Can Impact Middle School Science Teachers&apos; Beliefs and Practices
Author: Lee, Yewon
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Middle School Teachers,Science Teachers,Educational Change,Intervention,Cognitive Processes,Science Instruction,Writing Instruction,Faculty Development,Attitude Change,Teacher Attitudes

In this paper, we take a longitudinal case study approach to explore changes in two middle school teachers' beliefs and their self-reported changes in practice, as they implemented a cognitive apprenticeship intervention focused on teaching written scientific explanations. We collected interview data as the primary data source and triangulated it with the teachers' choices of tasks to explore how their beliefs about their students, their beliefs about writing, and their choices of instructional tasks changed over time. Findings suggest shifts in teachers' beliefs and changes in their instructional practices (i.e., choice of tasks) following implementation of the cognitive apprenticeship. Our study found that the utilization of cognitive apprenticeship influenced their beliefs and, consequently, their choice of writing tasks.
Exploring the Effects of Automated Pronunciation Evaluation on L2 Students in Thailand
Author: Moxon, Simon
Date: 2021-00-00
Type: Journal Articles
Subjects: Automation,Computer Software,Computer Interfaces,Speech Communication,Phonetics,Pronunciation Instruction,Instructional Effectiveness,English (Second Language),Second Language Learning,Technology Integration,Feedback (Response),Error Correction,Undergraduate Students,Correlation,Scores,Drills (Practice),Foreign Countries

A significant barrier to effective communication in a second language is the awareness and accurate reproduction of phonetic sounds absent in the mother tongue. This study investigated whether the automated evaluation of phonetic accuracy using speech recognition technology could improve the pronunciation skills of 105 (88 female, 17 male) Thai undergraduate students studying English in Thailand. A pre-test, post-test design was employed using treatment and control sample groups, reversed over two six-week periods. Treatment group students were given access to an online platform on which they could record and submit their speech for automated evaluation and feedback via SpeechAce, a speech recognition interface designed to evaluate pronunciation and fluency. Independent samples t-test analysis of the results showed statistically significant improvement in pronunciation accuracy of students in the treatment group when compared to those in the control group (t (89) = 2.086, p = 0.040, 95% CI [0.083, 3.423]), (t (89) = -4.692, p &lt; 0.001, 95% CI [-5.157, -2.089]). Pearson's correlation analysis indicated a weak to moderate, but statistically significant correlation between frequency of practise and pronunciation test score (r =0.508, p &lt; 0.001), (r = 0.384, p = 0.021). The study has limitations as the sample group was predominantly female, and time constraints limited students' use of the software. Future studies should investigate possible gender differences and experiment with different forms of visual feedback.
Perceived Impact of EMI on Students&apos; Language Proficiency in Vietnamese Tertiary EFL Contexts
Author: Tran, Thi Hoai Thu
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Foreign Countries,Universities,Student Attitudes,Teacher Attitudes,Language Proficiency,Outcomes of Education,Language of Instruction,College Students,College Faculty,Second Language Instruction,Likert Scales,Self Evaluation (Individuals),Language Skills,Student Improvement

English as a Medium of Instruction (EMI) has been widely adopted at the tertiary level in non-English speaking countries and Vietnam is no exception. Vietnamese universities and the Vietnamese government have anticipated significant linguistic benefits for student outcomes through the implementation of EMI. Using a mixed-methods design of surveys, interviews, and focus groups with students and lecturers at six Vietnamese universities, this study investigates lecturer and student perceptions of the impacts of EMI on students' language proficiency in Vietnam. The study indicates that both students and lecturers were optimistic about students' language improvement. This study recommends some implications for students, lecturers, and further research regarding EMI in the Vietnamese EFL context. Among the recommendations to emerge from this study, assessment on students' language ability before they commence EMI courses and lecturers' adequate language competence for EMI programs should be considered.
At the Crossroads: Rethinking Study Abroad Students&apos; Social Networking and Intercultural Communication in the Age of Globalization
Author: Compiegne, Irwin
Date: 2021-00-00
Type: Journal Articles
Subjects: Study Abroad,Social Media,Social Networks,Intercultural Communication,Ethnography,Computer Mediated Communication,Socialization,Acculturation,Student Adjustment,French,Second Language Learning,Undergraduate Students,Network Analysis,Family Relationship,Language Proficiency,Native Speakers,Global Approach,Student Attitudes,Foreign Countries,Friendship,Peer Relationship,Photography

The literature exploring study abroad students' social networks and intercultural communication traditionally considers three categories of social ties: the co-national network, the multi-national network and the host national network. However, the data collected from a yearlong digital ethnography and the narratives on the social media posts of seven Australian university students of French highlight the need to reconceptualize these traditional divisions. Findings point to three insights that contribute to the discussion on social network development and intercultural communication in study abroad context. First, quasi-permanent communication with home through social media induces the emergence of an additional social network that has not, until now, been addressed in the literature: the online co-national network. Indeed, participants' interactions with home directly influence the way in which they adjust to their host environment and socialize during their sojourn. Second, the social tie composed of multi-national students who are proficient or native speakers of the target language should also be considered as an extra category owing to their buffer position between second language learners and the host community. Third, the multi-national and the co-national networks were largely compartmentalized from the host national network shedding light on the issues that study abroad students face in socializing with local people.
Intercultural Education in Times of Restricted Travel: Lessons from the Gaza Strip
Author: Imperiale, Maria Grazia
Date: 2021-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Cultural Awareness,Travel,Foreign Countries,Computer Mediated Communication,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Conflict,Barriers,Preservice Teachers,Teacher Attitudes,Student Attitudes,Freedom,Models,Communicative Competence (Languages),Teaching Methods,Foreign Policy,Action Research,Participatory Research,Masters Programs,Graduate Students,Applied Linguistics,Teacher Workshops,Cartoons,Mobility

This article draws upon a research project on intercultural language education conducted online between 2014 and 2017 with people living in the Gaza Strip (Palestine). Because the Gaza Strip has been under blockade since 2007, people cannot travel in and out freely. This context thus prompts educators and scholars to reflect on intercultural competence from a context of protracted crisis and of forced immobility. This study considers pre-service and in-service English teachers' understandings of intercultural competence and how these educators encourage intercultural communicative competence (ICC) in their classrooms in the Gaza Strip, where neither teachers, nor students, may have travelled abroad or experienced a face-to-face intercultural encounter. Based on this analysis, this article argues that frameworks for intercultural education and ICC need to capture non-movement and the lack of face-to-face intercultural encounters as &quot;agentic&quot; in definitions of interculturality. In other words, ICC should be conceptualised in terms of the actual freedoms and opportunities that individuals have to develop and nurture it. In order to propose such a model, this article connects ICC with the capabilities approach (Nussbaum, 2011; Sen, 1999), the capability of mobility (de Haas, 2010), and with the capacity to aspire (Appadurai, 2004).
Claiming Debate&apos;s Value for Honors Student Learning
Author: Bailey, Megan Snider
Date: 2020-00-00
Type: Journal Articles
Subjects: Debate,Honors Curriculum,College Students,Student Attitudes,Teaching Methods,Ethics,Citizenship Education,Seminars

One reason that honors faculty often engage students in seminar discussions is to keep debate's features of competition, argument, and discord at bay. Intentionally structured academic debate represents a transdisciplinary pedagogy capable of cultivating ethical and empathetic citizenship through critical and creative thinking. The author uses such debate in a seminar curriculum to engage multiple sides of a single, complex sociopolitical issue with students of different disciplinary backgrounds, thereby fostering new understandings of beliefs: what is believed, why it is believed, and how one might live in accord with one's beliefs as an ethical citizen. Through research, writing, and oral discourse, the author asserts that intentional structuring moves academic debate beyond mere techniques for winning to help students achieve meaningful engagement with ideas. As such, it merits consideration as an experiential pedagogy to facilitate student learning in honors. A thorough review of relevant literature in honors is presented. Curricular overview and exercise templates are appended.
E-content module for Chemistry Massive Open Online Course (MOOC): Development and Students&apos; Perceptions
Author: Hamid, Siti Nurshuhada Mohd
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Chemistry,Science Instruction,Student Attitudes,Learning Modules,Program Effectiveness,Content Validity,Reliability,Usability,Course Content,Foreign Countries

This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student's perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students' perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index ([alpha] = 0.94). The mean scores for students' perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effectiveness (M = 3.47, SD = 0.56) constructs were high. This e-content module in Chemistry MOOC is hoped to be a good and useful online resource for both lecturers and students in the teaching and learning of Chemistry in higher education institution.
Embarking Digital Learning Due to COVID-19: Are Teachers Ready?
Author: Aditya, David Sulistiawan
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Readiness,Distance Education,Foreign Countries,Teacher Attitudes,Elementary Secondary Education,Technology Uses in Education,Teaching Experience

The COVID-19 pandemic has resulted in school closures all over the globe and forced students to embark on digital learning to ensure learning continuity. The implementation of digital learning on educational settings has posed challenges particularly for developing countries to improve human resources and infrastructure. On this basis, this study explores the teacher readiness in conducting digital learning in Yogyakarta, Indonesia. This exploratory study employed an online questionnaire and semi-structured interviews via either voice or video calls to safely gather data from K-12 teachers of 27 different schools in the middle of the pandemic in Yogyakarta. This study found that the teachers perceived they were psychologically, technologically, and pedagogically ready to conduct digital teaching and learning. This study also discovered that the digital learning problems were mostly encountered by teachers in rural areas. Another problem was generated from the different levels of students' affordance of technology that mainly led to digital learning inequality. Therefore, this study proposed an alternative choice of technology and teaching methodology to adopt and to adjust as a solution to the occurring learning problems. In addition, it also discussed the teachers' perceptions of digital learning.
Proposition for the Introduction of the Concept Tele-Mathesis in Videoconferencing in Distance Education
Author: Kanellopoulos, ?thanasios
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Videoconferencing,Distance Education,Sensory Experience,Learning Processes,Teacher Student Relationship,Audiovisual Instruction,Human Body,Proximity

The development of technology and the widespread application of digital tools, such as teleconference (or videoconference), has led researchers to reflect on traditional theories and models of learning concerning Distance Education, as well as the formulation of new ones. The aim of this study is to propose the introduction of the concept tele-mathesis in Distance Learning, in order to describe the learning process by videoconferencing in Distance Education, which has features of an &quot;embodied&quot; and &quot;integrated&quot; way of learning. This is a theoretical study based on Illeris' Theory of &quot;Integrated&quot; Learning that has been adopted in Distance Learning, using elements of the Theory of Tele-proximity concerning learning by videoconferencing in Distance Education. According to the developed argumentation the importance of the senses, emotions and &quot;techniques of the body&quot; is revealed in both the educational and learning process by videoconferencing, in order to reduce the transactional distance between the teacher and the learner, as well as, to lead to a positive distance educational experience. Thus, the cognitive, emotional and social factors involved in &quot;tele-mathesis&quot;, turn videoconferencing into an &quot;embodied&quot; and &quot;integrated&quot; way of learning. At the same time, it is showed that the empowerment of &quot;tele-mathesis&quot; requires appropriate planning and specific management methods. It is therefore proposed to introduce the term tele-mathesis in Distance Education so as to fully attribute this specific learning process of Distance Education.
Building Digital Capacity for Higher Education Teachers: Recognising Professional Development through a National Peer Triad Digital Badge Ecosystem
Author: Donnelly, Roisin
Date: 2020-00-00
Type: Journal Articles
Subjects: Capacity Building,Technological Literacy,Faculty Development,Foreign Countries,Outcomes of Education,Higher Education,Online Courses,College Faculty,Evaluation Methods,Peer Evaluation,Barriers,Guidelines,Open Education,Blended Learning,Awards,Professional Recognition,Reflective Teaching,Teaching Skills,Teaching Methods,Pedagogical Content Knowledge,Course Descriptions

Digital Badge design and practice at a national level is a relatively new field of scrutiny and this study reports on a sector-wide initiative for building digital capacity with the design, and implementation of an ecosystem of 15 open courses in teaching and learning with digital badges to recognise the professional development of teachers in Irish higher education. Each course is provided in three delivery modes and mapped to Ireland's National Professional Development Framework for teachers. This enables multiple access points for teachers to engage in professional development via the Framework and recognize their engagement through peer triads and a digital badge ecosystem. The paper critically discusses and reflects on the study of the complex phenomena of the application of the open courses within professional contexts. A novel dimension is the implementation of a peer triad system for recognition of PD. Implementing the open courses digital badges ecosystem was challenging as this different form of assessment required a clear understanding of all stakeholder expectations, the language of recognition and how the learning outcomes could be met and validated using a peer triad assessment. This paper concludes with sectoral learning on nationally recognized open course development, including success factors for building digital capacity, challenges encountered and transferability to other contexts.
Virtual International Exchange as a High-Impact Learning Tool for More Inclusive, Equitable and Diverse Classrooms
Author: Siergiejczyk, Galina
Date: 2020-00-00
Type: Journal Articles
Subjects: International Educational Exchange,Virtual Classrooms,Online Courses,Technology Integration,Electronic Learning,Inclusion,Equal Education,Student Diversity,College Students,Student Attitudes,Cultural Awareness,Intercultural Communication,Cooperative Learning,Discussion Groups,English (Second Language),Second Language Learning,Developing Nations,Foreign Countries,Competence,Institutional Cooperation

While technology-assisted learning has become commonplace in education, its applications are rarely examined along geopolitical and cultural perspectives that reveal certain shared and vastly distinct localized practices in evolving pedagogy and cultural dynamics. For developing countries such as Uzbekistan, collaborating virtually with a university in the U.S. may represent both a technological and socio-cultural challenge. Conducting a virtual international project, nonetheless, offers a unique chance to experience &quot;another&quot; culture in real time through its people, exposing reductionist perceptions of &quot;other&quot; cultures and humanizing that &quot;other&quot; through community-generated dialogue. Virtual intercultural exchanges advance intercultural communicative competency and constitute an effective format for high-impact learning practices that advance students' understanding and appreciation of diversity, equity and inclusion in traditional and online classrooms. This surveys student evaluations of a pilot Virtual International Exchange (VIE) completed between U.S. and Uzbek students in 2018, and underpins a theoretical framework for the benefits of concurring &quot;cognitive dissonance&quot; for the benefit of open, equitable and inclusive pedagogical models.