ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Role of Elementary Teachers&apos; TPACK in the Adoption of 1:1 Computing across Subject Areas
Author: Musgrove, Ann
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Educational Technology,Technology Integration,Technology Uses in Education,Difficulty Level,Usability,Science Instruction,Mathematics Instruction,Language Arts,Social Studies,Grade 5,Elementary School Teachers

This study examines the role that technological pedagogical content knowledge (TPACK) plays in elementary teachers' adoption of 1:1 computing for instruction across the subject areas of mathematics, science, English language arts, and social studies. In particular, the research explored whether teachers' self-reported TPACK moderated the relationship between teachers' perceived ease of use (PEOU) and perceived usefulness (PU) of 1:1 computing for instruction in each of the subject areas. The results indicated that TPACK was a significant moderator of the relationships between PEOU of 1:1 and whole-class science instruction, individualized science instruction, and individualized mathematics instruction. TPACK was also a significant moderator of the relationship between PU of 1:1 and the use of 1:1 for whole-class science instruction and individualized mathematics. TPACK was not a significant moderator of any of the relationships between PEOU or PU and instruction involving 1:1 in the subjects of English language arts or social studies. These findings suggest that TPACK can strengthen elementary teachers' adoption of 1:1 for instruction in mathematics and science but did not support this notion in English language arts or social studies.
Effects of Quizlet-Based Learning Activities on American High School Students&apos; Beliefs and Confidence in Learning Chinese as a Foreign Language
Author: Wang, Lih-Ching Chen
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,Learning Activities,High School Students,Student Attitudes,Self Efficacy,Second Language Learning,Mandarin Chinese,Game Based Learning

Though it is not easy for Western learners to master, the Chinese language has gain its popularity in the United States in recent years. Modern digital instructional technologies can address some of the issues in learning difficulties of the language. This study examined the effects of Quizlet-based learning activities on the attitudes, beliefs, and confidence of urban American high school students (N = 56) in learning Chinese as a second language. Results of the mixed-design ANOVA indicated that students in the experimental group reported a significantly (p &lt; 0.05) more positive attitude toward learning Chinese as a second language than the control group. Though both groups expressed less confidence in their ability in reading, listening, speaking, and learning Chines vocabularies, the experimental group lost lesser degree of confidence in those areas. It is concluded that these Quizlet-based learning activities had a significantly positive effect on students' beliefs and confidence in learning Chinese. Future studies should include a larger sample size that covers each grade level of the high school as well as using other gamification-oriented learning tools to compare their effectiveness on students' confidence in learning Chinese.
Participation Rate of Fifth Graders during COVID-19 Emergency: Synchronous versus Asynchronous Learning Activities
Author: Bacon, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Participation,Grade 5,Elementary School Students,COVID-19,Pandemics,Asynchronous Communication,Synchronous Communication,Learning Activities,Language Arts,Social Studies,Distance Education,Blended Learning,Electronic Learning

The COVID-19 pandemic has influenced teaching and learning in dramatic ways. Educators have made significant efforts to facilitate learning in dynamically changing formats, and students have experienced a very difficult time to learn in non-traditional environments and settings. This study focuses on participation rates of 5th grade students on a variety of learning activities or assignments in Language Arts and Social Studies that occurred over a three-month period in which the school pivoted from full remote learning to a hybrid model. Results from a nonparametric analysis on 42 learning activities indicate that students' participation rates on synchronous assignments are higher than that on asynchronous assignments. Implications for increased attention to instructional design as they relate to technology integration and the unique circumstances of remote learning are discussed.
Student Emotion in Mediated Learning: Comparing a Text, Video, and Video Game
Author: Adams, Aubrie
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Video Games,Video Technology,College Students,Outcomes of Education,Instructional Materials

Although serious games are generally praised by scholars for their potential to enhance teaching and e-learning practices, more empirical evidence is needed to support these accolades. Existing research in this area tends to show that gamified teaching experiences do contribute to significant effects to improve student cognitive, motivational, and behavioural learning outcomes, but these effects are usually small. In addition, less research examines how different types of mediated learning tools compare to one another in influencing student outcomes associated with learning and motivation. As such, a question can be asked in this area: how do video games compare to other types of mediated tools, such as videos or texts, in influencing student emotion outcomes? This study used an experimental design (N = 153) to examine the influence of different types of mass media modalities (text, video, and video game) on college students' emotions in a mediated learning context. Research examining the impact of video games on instruction has begun to grow, but few studies appropriately acknowledge the nuanced differences between media tools in comparison to one another. Using a media-attributes approach as a lens, this study first compared these mediated tools along the attributional dimensions of textuality, channel, interactivity, and control. This study next tested the impact of each media type on thirteen emotion outcomes. Results showed that six emotion outcomes did not indicate differences between groups (fear, guilt, sadness, shyness, serenity, and general negative emotions). However, six of the tested emotion outcomes did indicate differences between groups with students experiencing higher levels of emotional arousal in both the text and video game conditions (in comparison to the video condition) for the emotions of joviality, self-assurance, attentiveness, surprise, hostility, and general positive emotions. Lastly, students also felt less fatigue in the video game condition. Overall, implications for e-learning suggest that when a message's content is held constant, both video games and texts may be better in inducing emotional intensity and reducing fatigue than videos alone, which could enhance motivation to learn when teaching is mediated by technology.
Technology Integration in Higher Education: The Use of Website Design Pedagogy to Promote Quality Teaching and Learning
Author: West, Joyce
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Higher Education,Web Sites,Design,Educational Quality,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Second Language Instruction,Program Effectiveness,Student Attitudes,21st Century Skills,Barriers,Pedagogical Content Knowledge,Technological Literacy,Scaffolding (Teaching Technique)

The integration of technology within higher education, specifically teacher education, has become vital in preparing pre-service teacher for the 21st-century classroom. Literature shows that the integration of technology allows students to engage deeply with content and promote authentic learning. Over two years, pre-service teachers who enrolled for a language education module at a university in South Africa were tasked with designing their own websites using Google Sites -- an online, free, collaborative, web-based application that forms part of Google's G Suite. As part of the as part website design assignment, they had to include a blog, informative text and a YouTube video explaining a language-teaching-related topic. The study was conducted from an interpretivist paradigm and an embedded mixed-methods research design. The technological pedagogical content knowledge model served as the theoretical framework. Data collected from 214 pre-service teachers revealed that the use of website design pedagogy promoted the integration of different types of knowledge domains, authentic learning and proximal development. The pre-service teachers furthermore reported that the use of website design pedagogy better prepared them for the 21st-century classroom. Challenges that the students experienced included inadequate access to the internet and problems with recording and uploading videos. This study advocates for authentic learning and scaffolding and therefore recommends that higher education institutions integrate technology holistically by adhering to the principles of the technological pedagogical content knowledge model.
Top 20 Evidence-Based Humor Techniques for Online Teaching: Building on a Half-Century of Research and Practice
Author: Berk, Ronald A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Humor,Web Based Instruction,Distance Education,Blended Learning,Asynchronous Communication,Synchronous Communication,COVID-19,Pandemics,Teaching Methods,Instructional Effectiveness

The COVID-19 pandemic upended higher education in March 2020 and has continued into 2022. Within days of the international lockdowns, an emergency conversion from face-to-face (F2F) to remote learning occurred. Educators scrambled to convert their in-class teaching into some version of online teaching. The transformations ignited a surge in e-learning platforms. Combining PowerPoint (PPT) or Keynote with those platforms enabled several forms of humor to be presented by any professor in online teaching. The research evidence on the educational benefits of humor is reviewed. The top 20 humor techniques initially tested in F2F classrooms are adapted to hybrid, hyflex, synchronous, and asynchronous delivery. Faculty have the opportunity to change their teaching back to F2F or adopt some form of online. That will involve a new teaching playbook. The intentional use of humor in F2F and online teaching will add value to their students' academic experiences with restorative and therapeutic effects in addition to all of the instructional benefits. The humor can be a game-changer in their pandemic teaching and after COVID-19. [This article extends the work in &quot;'Last Professor Standing!': PowerPoint Enables All Faculty to Use Humor in Teaching&quot; (EJ1045183).]
A Holistic and Inclusive Model for International Student Services: Intercultural Leadership Development Programs
Author: Calley, Stephanie
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Training,Liberal Arts,Foreign Students,Student Personnel Services,Cultural Awareness,Diversity,College Students,College Faculty,Holistic Approach,Educational Practices,Inclusion,Organizational Change,Universities,Religious Colleges,Teamwork,Program Development,Intercultural Communication

International Student Services (ISS) offices have before them an opportunity to strategically cultivate the global leaders of the future. Yet, to cultivate global leaders, a change in structure, posture, and constituency is needed. Moving beyond providing compliance and transitional services, International Student Services offices can engage as co-educators through developing their constituency with the knowledge, attitudes, and skills needed of future global leaders. Moreover, with this change in posture, ISS offices can play a strategic role in bridging the divide between diverse others, assisting faculty, staff, and students in becoming more interculturally engaged. Towards that end, an ISS office at a faith-based, liberal arts university in Southern California instituted a holistic and inclusive developmental model based on the high-impact intercultural practices noted in the literature. This article outlines the changes the university instituted in structure, posture, and constituency, seeking to move from the marginalization to the development of international students through an Intercultural Leadership Development Program.
Around the House: A Descriptive Study of Attachment Styles, Living Arrangement, and Involvement in Undergraduate Commuter Students
Author: Sasso, Pietro A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Attachment Behavior,Commuting Students,Parent Child Relationship,Student Attitudes,College Housing,Family Environment,Self Disclosure (Individuals),Student School Relationship,Student Participation,Anxiety,Security (Psychology),Interpersonal Relationship,Children,Marital Status,Student Characteristics

Most undergraduate students still commute to their undergraduate institution, and previous research identified parental involvement as a factor when determining whether a student will be a commuter. It is also assumed that these students are disengaged from their co-curricular experiences. Yet, little research has explored this dynamic of parental attachment and commuter student involvement. Self-reported living arrangements, student involvement, and attachment styles were explored in a singular institutional study of commuter students (n=1,452). The findings were that there was no relationship between attachment style and involvement, but there was between attachment style and living arrangement. Most participants self-disclosed they were involved, which disrupts assumptions of commuter student disengagement. Implications for practice and future directions for research are suggested connected to the study findings to suggest ways in which institutions can facilitate increased commuter student involvement.
Rolling Dice and Learning -- Using Role-Playing Games as Pedagogy Tools
Author: Ruiz-Ezquerro, Antonio
Date: 2021-00-00
Type: Journal Articles
Subjects: Role Playing,Games,Teaching Methods,Game Based Learning,Job Training,Resident Advisers,College Students

Playing satisfies basic human needs such as deepening social relationships (Melton et al., 2019) and experiencing an ideal self's characteristics (Przybylski et al., 2012). In addition, games foster student engagement through the use of intrinsic motivation, critical thinking skills, and the use of creative problem solving (Boghian et al., 2019; Quaye &amp; Haper, 2015; Marinho et al., 2019; Thangmak, 2019). Thus, it is no surprise that there has been a recent increase in the exploration of gamification as a pedagogical tool (Furdu et al., 2017; Hanus &amp; Fox, 2015; Koivisto &amp; Hamari, 2014; Sanchez et al., 2019). This article explores role-playing games as pedagogical tools for educating student trainings, such as an R.A. conflict management workshop, a hazing prevention seminar, a teaching assistant orientation, a bystander intervention program to combat sexual assault, etc. Furthermore, it will reimagine the traditional approach to role-play activities in educational settings and suggest slight modifications to create more realistic and educative experiences.
Extra Credit and Decision-Making: Understanding College Students&apos; Motivation to Attend On-Campus Events
Author: Foltz, Kristen A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,College Students,Student Motivation,Undergraduate Students,Student Attitudes,Extracurricular Activities,Grades (Scholastic)

This study examines undergraduate students' perceptions of extra credit and its connection to attending events. Because some faculty offer extra credit to students to motivate participation outside the classroom, research is needed to evaluate students' views and attitudes toward extra credit. Few studies examine the incentives that drive participation and to what degree students value them. Of the respondents surveyed, 73% placed significant value on extra credit and viewed it as a motivator. The majority (75%) &quot;agreed&quot; or &quot;strongly agreed&quot; all extra-curricular events should have extra credit attached to attendance. More attention should be paid to the idea that extra credit is perceived as an expectation. To best promote experiential learning outside the classroom, faculty are encouraged to embrace the practice of offering extra credit as a means to a pedagogically beneficial end. This study offers new categories faculty and administrators can use to communicate the value of events.
Students&apos; Attitudes towards Using Interactive Whiteboard in Mathematics Classrooms
Author: Erdener, Kevser
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Interaction,Visual Aids,Mathematics Education,Middle School Students,High School Students,Foreign Countries,Educational Technology,Mathematics Achievement,Gender Differences

The purpose of the study is to investigate the students' attitudes towards using interactive whiteboard in mathematics classrooms in the middle and high school. The IWB survey was used to measure students' attitudes. The research sampling consisted of 112 students in middle schools and 231 students in high schools in Balikesir in Turkey. The structural validity of scale was tested through confirmatory factor analysis. The reliability of the scales was tested through Cronbach's Alpha Coefficient. The item discrimination of the scales was calculated through the corrected item total correlation and a comparison between the top and bottom 27% groups. The results of analysis show that students have positive attitude towards the use of IWB. Also t-test method was used to test whether students' attitudes differ in terms of gender, school type and mathematics achievement.
Notifications on the Go: The Impact of Using the Blackboard App
Author: Chang, Ching-Wen
Date: 2021-00-00
Type: Journal Articles
Subjects: Handheld Devices,Integrated Learning Systems,College Freshmen,Undergraduate Students,Graduate Students,Electronic Learning,Conventional Instruction,Computer Mediated Communication,Electronic Mail

The focus of this study was to evaluate the use of the Blackboard™ App by students in traditional and online learning environments. The participants in this study were students in a first-year college orientation course, and undergraduate and graduate students enrolled in educational technology (EDT) courses, all at a 4-year public university in the Midwest. The orientation course is a traditional seated class with the Blackboard Learn™ learning management system supplementing the face-to-face instruction; the graduate and undergraduate EDT courses are all fully online, taught through Blackboard Learn. The study compared whether students prefer the Blackboard App over the use of email for communicating with their instructors. Descriptive statistics were used to analyze the survey response data. Students' positive responses concerning the Blackboard app and their preference for email were summarized and discussed.
Seeing Is Believing: Impact of Digital Simulation Pedagogical Use in Spatial Geometry Classes
Author: de Brito, Luciana Pereira
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Mathematics Instruction,Grade 9,Mathematics Skills,Skill Development,Student Attitudes,Teaching Methods,Technology Uses in Education,Spatial Ability,Geometry,Foreign Countries,Instructional Effectiveness

Digital simulators have an interesting potential to explain the relationships between two or more variables in a system, facilitating the activation of learning processes and favoring the occurrence of meaningful learning with positive impact on academic performance. To study the impact of the use of digital simulation on learning and academic performance of 9th graders in Spatial Geometry a quasi-experimental study was carried out, with a control group and pre-test/post-test design. The analysis of covariance of the post-test results controlled by the pre-test results revealed a significant improvement in the general academic performance of the experimental group, with a significant improvement of skills related to measurement and associations between nets and solids. Students' positive opinions suggest the experience promoted the occurrence of meaningful learning. Implications for practice point to the pedagogical adoption of such digital resources and special attention to the educational context.
Challenges in Organisation of College-Based Departmentalised Continuous Professional Development in Colleges of Education for Academic Staff: A Case Study in Selected Colleges of Education in the Volta Region
Author: Atiku, Benedicta Awusi
Date: 2021-00-00
Type: Journal Articles
Subjects: College Administration,Schools of Education,Professional Continuing Education,Faculty Development,Tutors,Educational Change,Resistance to Change,Supervision,Motivation,Foreign Countries,Departments

Continuous professional development for workers is a sure way of keeping staff with up-to-date knowledge, skills and values for effective and efficient delivery on their jobs. The case of colleges of education, the trainers of teachers, cannot be underrated. Every major decision taken by the tutor on what to teach and how to teach it, when to teach could be positively impacted if the tutor is updated on trends of events at the sector. Even though the realization of importance of CPD is getting its root among stakeholders, a number of factors militate against successful hosting of the programmes. This research was therefore conducted in 2017 to unearth the challenges and to help discover their root cause. The study employed case study approach under qualitative design. Data were collected from four principals through semi structured interviews whilst four vice principals and twelve college tutors participated through open-ended questionnaire. Manual coding was adopted under thematic analysis. It was found among other things that training logistics /inadequate funding, limited time, poor attitude due to resistant to change among staff members, inadequate supervision and motivation are the challenges confronting college-based departmentalised programmes. It was concluded that multi factors come to play in challenging the success of any CPD programme organised for the staff of the colleges of education. It recommended that a holistic approach is adopted through involvement of all stakeholders and a comprehensive study initiated into ways of combating the challenges in order to ensure sustainability.
Theory-Driven Approaches to Targeting Socially Responsible Leadership in Emerging Adults: Consciousness of Self
Author: Sunderman, Hannah
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Responsibility,Leadership,Self Concept,Intervention,Program Effectiveness,Social Change,College Students,Leadership Training

The purpose of the current paper is to present a theory-driven approach to developing Consciousness of Self, an individual value of the Social Change Model of Leadership, among emerging adults. Specifically, we discuss the development and execution of an intervention involving a large-group retreat with interactive activities and an emphasis on discussion. Grounded in theory, the intervention focused on identifying values, describing strengths, and practicing mindfulness and was evaluated based on the learning objectives. Program evaluation efforts revealed notable participant gains in all targeted objectives six months after the intervention. By providing a theoretical framework, in-depth description of the intervention, and evaluation strategy, the current paper encourages student affairs practitioners to utilize this curriculum to facilitate a Consciousness of Self intervention or create theoretically-grounded curriculum.