ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Perceptions of Selected Technology Student Association Activities
Author: Taylor, Jerianne S.
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Organizations,Student Attitudes,Technology Education,Skill Development,Technological Literacy,Self Disclosure (Individuals),Student Participation,Activity Units,Time on Task,Standards,Likert Scales,Correlation,Secondary School Students,Student Surveys,Participant Satisfaction,Relevance (Education)

The Technology Student Association (TSA) is the only student organization dedicated exclusively to students enrolled in technology education classes in grades K-12. The effect that TSA has on a student member is often difficult to document. It is only through direct interaction with the student that these effects can be recorded; this in turn limits the amount of research related to the area. Many of the effects and potential effects of TSA often emerge through the study of other areas related to technology education. This study analyzes the perceptions of TSA members about selected TSA activities in regard to their effects on skill development and the development of technological literacy. Self-reported measures were designed to assess the effect of the selected activities. The measures were derived from the &quot;Standards for Technological Literacy,&quot; a review of literature, and the TECH-know Leadership Team. These measures examined students' involvement in and preparation for the activity, as well as how this involvement and preparation affected skill development and understandings related to the &quot;Standards for Technological Literacy.&quot; The results of this study shed light on the fact that TSA is valued, and using TSA activities in the classroom adds value to the students' perception of learning, both in and out of class. Further research is needed to show what is actually learned through the use of TSA activities.
Identifying the Paradigm of Design Faculty in Undergraduate Technology Teacher Education in the United States
Author: Warner, Scott A.
Date: 2007-00-00
Type: Journal Articles
Subjects: Undergraduate Study,Technology Education,Design,College Faculty,Instructional Design,Industrial Arts,Majors (Students),Graduate Study,Teacher Characteristics,Surveys,Academic Degrees,Geographic Location,Colleges,Educational Attainment,Bachelors Degrees,Masters Degrees,Doctoral Degrees

The research in this report documents the second part of a multi-year study that is investigating the status of design in the undergraduate experiences of future technology education teachers. These studies were designed to measure the nature of the academic/experiential infrastructure for preparing future technology educators to interpret and use the design process as part of their normal teaching strategies. Each part of this multi-year study was designed to be descriptive in nature. The first part of the study documented the types and numbers of design-focused courses offered at colleges and universities across the United States in technology teacher education programs (Warner &amp; Morford, 2004). The current study investigated the paradigm of the design faculty in the programs identified in the initial research. This component was designed to provide additional insight into how technology teacher education was being influenced by both the design paradigm and the demographics of the instructors of undergraduate design-focused courses. [See the first study: &quot;The Status of Design in Technology Teacher Education in the United States,&quot; Warner, S., &amp; Morford, L. (2004) in ERIC at EJ1063617.]
Adaptations to a Learning Resource
Author: Libbrecht, Paul
Date: 2015-00-00
Type: Journal Articles
Subjects: Learning Processes,Educational Resources,Teacher Competencies,Educational Practices,Knowledge Management,Usability,Electronic Libraries,Case Studies,Design Requirements,Best Practices,Educational Technology,Foreign Countries,Grade 7

Learning resources have been created to represent digital units of exchangeable materials that teachers and learners can pull from in order to support the learning processes. They resource themselves. Leveraging the web, one can often find these resources. But what characteristics do they need in order to be easily exchangeable? Although several investigations have explored the ways in which resources are transforming the practice and ways to publish, few have considered realistic use cases, where the technical competency of the teacher is accounted for. Based on a concrete context-crossing exchange, this paper highlights facets of learning resources that enable an exchange of learning resources and, thus, the exchange of practices. Doing this allows us to highlight important facets that learning resources should show in order for them to be found, to be adopted, and to be adapted.
The Use of Innovative Methods to Deliver Technology Education Laboratory Courses via Distance Learning: A Strategy to Increase Enrollment
Author: Ndahi, Hassan
Date: 2006-00-00
Type: Journal Articles
Subjects: Distance Education,Technology Education,Learning Laboratories,Educational Innovation,Delivery Systems,Educational Technology,Undergraduate Students,Educational Practices,Engineering Education,Foreign Countries,Qualitative Research,Statistical Analysis,Surveys

The availability of distance courses has made it possible for some people to attend college because courses are accessible within their locality, or the time of course delivery is convenient to them. This opportunity for learning has not been without critiques of the quality of such instruction. Technology education programs with a history of hands-on learning at the undergraduate level have been slow to implement distance learning techniques and strategies. This study examines ways in which laboratory courses are delivered through the use of distance learning technology and other innovative methods. Quantitative and qualitative data were collected to provide for a balanced assessment and interpretation of current and developing practices. The population for the study was drawn from universities in the United States and a university in the United Kingdom. Although the results show that 15 departments of technology and engineering programs (48.78% of respondents) are offering distance learning in non-laboratory courses, only 5 departments (12.19%) are offering laboratory courses. This study discusses the importance of the following in regard to distance learning: (1) Laboratory Courses Offered Via Distance Learning; (2) Technology and Innovative Ways Used to Deliver Laboratory Courses; and (3) Support Services Provided to Faculty and Students. This study clearly indicates the limited extent to which technology and engineering programs are delivering laboratory courses via distance learning. Nonetheless, the efforts made in delivering non-laboratory courses are encouraging.
Effects of Test Taking on Retention Learning in Technology Education: A Meta-Analysis
Author: Haynie, W. J., III
Date: 2007-00-00
Type: Journal Articles
Subjects: Meta Analysis,Retention (Psychology),Technology Education,Tests,Public Schools,Universities,Test Use,Learning Processes,Educational Research,Prior Learning,Time on Task,Test Format

Commencing in 1985, a small body of experimental studies on the effects of test taking on delayed retention learning of technical subject matter has been completed in technology education settings. Much of the learning in technology education courses, especially the hands-on aspects, are best assessed via instruments and techniques other than traditional tests; but classroom tests are still important for learning in the cognitive domain and the time that technology teachers spend administering tests is best spent if the tests also help students learn. Two of the studies were completed in public schools and the others were conducted in university classes. One central question in all of the studies concerned the effects of taking tests on the delayed retention of the information tested. Delayed retention is important because that comprises the information and concepts that the student still knows three or more weeks after the effects of &quot;cramming&quot; for the test have evaporated--thus, delayed retention represents the important and significant learning in a technology course. Nine other related factors were examined concerning the types of tests used, time on task, and subtle variations in the setting of the experiments. A total of nine experiments were conducted over a twenty year period. One of the studies failed and the other eight had significant findings of importance in answering the research questions posed. This article reports a meta-analysis conducted by the author of the series of studies to summarize that body of work.
Children as Innovators in Action--A Study of Microcontrollers in Finnish Comprehensive Schools
Author: Järvinen, Esa-Matti
Date: 2007-00-00
Type: Journal Articles
Subjects: Foreign Countries,Innovation,Technology Education,Ownership,Learning Processes,Thinking Skills,Skill Development,Correlation,Teaching Methods,Elementary School Students,Creativity,Secondary School Students,Computer Software,Qualitative Research,Freehand Drawing,Photography,Video Technology,Reports,Student Projects,Student Attitudes,Design,Outcomes of Education

In authoritative teaching methods, whereby the teacher controls the social interaction and other classroom activities, the actions of many children are often in response to what they perceive to be the teacher's expectations and the requirements of traditional school evaluation practices, such as examinations and tests. In this kind of school setting, children do not necessarily feel the teaching and its content to be personally important or useful. For this reason, it is difficult for them to make meaningful connections between what they are taught and their everyday life. To make learning more authentic and meaningful to children, it is essential to give them a sense of ownership for their learning. The overall purpose of the study was to help children become familiar with some essential features of microcontroller technology and its possibilities in various aspects of everyday life. Moreover, the study essentially aimed to encourage children to engage in innovative thinking in finding uses for microcontrollers to meet their own needs and purposes. The study was carried out within a European Union-funded research and development project in technology education at the University of Oulu. It was the first study in Finland to introduce the teaching of microcontrollers in primary schools. The microcontroller system used in the study is based on the Picaxe-08 system developed in England by Revolution Education Ltd. (see www.rev-ed.co.uk/picaxe) and it was modified collaboratively with a Finnish company, Step Systems Ltd., so that it could be better applied to the pedagogical aims of the study. The participants consisted of both primary and secondary school teacher who had been taking part in the Technology Education &quot;NOW!&quot; project over a period of years. Twelve comprehensive (primary and secondary) school classes of grades 5- 8 (ages 11-14 years) participated in the study. The number of children involved was 230. The participating schools were located in Oulu Province. True to the qualitative data collection methods, multiple data sources and strategies were employed, applying the concept of triangulation. In technology education it is important to engender the idea of how the human-made environment has developed and is still developing through human activity. Ingenuity, innovation, and problem solving are part of the basic essence of technology.
A Solder Based Self Assembly Project in an Introductory IC Fabrication Course
Author: Rao, Madhav
Date: 2015-06-00
Type: Journal Articles
Subjects: Engineering Education,Introductory Courses,Manufacturing,Electronic Equipment,Student Projects,College Curriculum,Experiential Learning,College Students,Brainstorming,Computer Assisted Design

Integrated circuit (IC) fabrication principles is an elective course in a senior undergraduate and early graduate student's curriculum. Over the years, the semiconductor industry relies heavily on students with developed expertise in the area of fabrication techniques, learned in an IC fabrication theory and laboratory course. The theory course gives importance to the physics of manufacturing techniques and is often attached to a subsequent semester laboratory curriculum. The pre-requisite requirement of the theory component for a laboratory course requires students to enroll for two courses in separate semesters and is not an option for all students. Hence, an innovative student project is intended in the theory curriculum to give hands-on experience on the processes. The IC fabrication course is usually associated with high enrollment of students, leading to fewer laboratory experiments. The physics of IC fabrication techniques is important, but few students may perceive the theory as important with no laboratory experience. To improve the course and give students hands-on practice with existing state-of-the-art processing facilities, a tailored project was added to the syllabus. A solder-based self assembly (SBSA) project was introduced in the curriculum for the first time at the University of Alabama in Fall 2011. The student projects were designed in a way to provide an alternative to conventional time-intensive, high cost, and highly tool dependent IC fabrication lab experiments. SBSA forms three dimensional (3D) structures when applied to two dimensional (2D) patterns. The schedule was designed to accommodate theory classes aligned with the fabrication steps and completed by students. The project involved a brainstorming session, a design stage to develop 2D patterns using AutoCAD software, a deposition process, a lithography step, a dip soldering step, a reflow process, scanning electron microscope (SEM) imaging, and a final project presentation. Other processes required to complete the project were performed by the instructor. In general, students showed interest in working in teams, completing the project, and recommended to continuing the SBSA project in future IC fabrication course work. The SBSA project is cost effective and less tool dependent for incorporation in a semester long course. In addition, the project is time effective from both student and instructor perspectives.
Analysis of Question Papers in Engineering Courses with Respect to HOTS (Higher Order Thinking Skills)
Author: Narayanan, Sowmya
Date: 2015-06-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering,Engineering Education,College Faculty,Teaching Methods,Educational Change,Technological Advancement,Classification,Thinking Skills,Critical Thinking,Creative Thinking,Questionnaires,Taxonomy

It is generally perceived that a substantial number of engineering faculty are still unaware of alternative educational methods, and many who are aware of them choose not to incorporate them into their approach to teaching. There are several likely reasons for this inertia, aside from the inevitable human resistance to change. The primary focus of imparting information is restricted to fulfilling the course requirements and, the upcoming term end examination. It is imperative to adopt a change from teaching to learning paradigm engaging the students in Higher Order Thinking Skills. Knowledge and technological advancements are changing the role of engineering and engineering faculty in the society. Engineering Education reforms need to focus on inductive teaching and stimulated learning. Students should be taught critical thinking skills and creative thinking skills to keep pace with the rapidly changing engineering profession. This paper reports the study done to test and explore the faculty awareness of Bloom's Taxonomy of Educational Objectives in the cognitive domain and Higher Order Thinking Skills (HOTS) and to evaluate question papers set by engineering faculty with respect to HOTS as proposed by Bloom's Taxonomy. Various active learning strategies to enhance critical thinking skills and creative thinking skills of the students are recommended for use by the faculty in their interactions with the students.
Teachers' Practices and Mental Models: Transformation through Reflection on Action
Author: Manrique, María Soledad
Date: 2015-06-00
Type: Journal Articles
Subjects: Reflection,Transformative Learning,Educational Practices,Intervention,Personal Narratives,Kindergarten,Inservice Teacher Education,Pretests Posttests,Cognitive Processes,Cognitive Style,Females,Observation,Interviews,Teacher Education Curriculum,Instructional Innovation,Educational Change,Teacher Response,Reflective Teaching,Foreign Countries

This contribution explores the relationship between teaching practices, teaching discourses and teachers' implicit representations and mental models and the way these dimensions change through teacher education (T.E). In order to study these relationships, and based on the assumptions that representations underlie teaching practices and that T.E might affect these representations, a T.E course was designed and implemented in Argentina. The course focused on teacher intervention in personal narrative telling in kindergarten. It was based on a reflection-onaction process. The personal narrative activities of 10 in-service teachers before and after the course were analysed employing the Process of Constant Comparison (Glaser &amp; Straus, 1967). A case study was then conducted in order to infer possible transformations in one of the teachers' implicit representations and mental models, through Content Analysis (Krippendorf, 1990) of in-depth interviews before, during and after the course.
The Relationship between University Learning Experiences and English Teaching Self-Efficacy: Perspectives of Five Final-Year Pre-Service English Teachers
Author: Filatov, Ksenia
Date: 2015-06-00
Type: Journal Articles
Subjects: Correlation,Learning Experience,English (Second Language),Second Language Instruction,Teacher Education Programs,Teaching Skills,Preservice Teachers,Language Teachers,Self Efficacy,Interviews,Student Attitudes,Foreign Countries,Teaching Methods,Case Studies,Qualitative Research,Teacher Characteristics,College Faculty,Pedagogical Content Knowledge,Student Characteristics,Undergraduate Students,Graduate Students

No literature exists on English teaching efficacy or self-efficacy or on pre-service teachers' English teaching self-efficacy and its relationship to pre-service teacher education. This project addressed this conceptual and methodological gap in current teacher efficacy research literature. Five pre-service English teachers in their final year of double degree Bachelor of Education/Bachelor of Arts teacher education programmes at an Australian university were interviewed about their self-efficacy for specific English teaching skills. Results suggest that the pre-service teachers see a significant relationship between their self-efficacy to teach English and their degree. The data suggests that the relationship between university learning experiences and English teaching self-efficacy is determined by the nature of those experiences.
Investigating First Year Education Students' Stress Level
Author: Geng, Gretchen
Date: 2015-06-00
Type: Journal Articles
Subjects: College Freshmen,Stress Variables,Classroom Techniques,Mentors,Placement,Practicums,Teacher Education,Family Relationship,Career Choice,Questionnaires,Student Attitudes,Performance Based Assessment,Measures (Individuals),Foreign Countries,Student Employment,Statistical Analysis,Qualitative Research

This paper investigated the stress levels of first-year education students who undertake teaching practicum and theory units during their first year of teacher education program. First, 139 first-year and 143 other years' education students completed the PSS-10 scale, which measures perceived level of stress. Then, 147 first-year education students completed an online questionnaire to identify the particular stressors in their learning experience. The first-year education students had significantly higher stress levels than other years' education students, (p &lt; 0.01). Contributing stressors included academic work commitment; completing placement and related performance assessments in schools and at university; having a good understanding of the requirements of professional teaching, such as classroom management, and working with mentor teachers; and conflicting work and family commitments. These findings provide greater understanding about the stressors experienced by first-year education students and usefully inform ways to help this group achieve their study and career goals.
Precursors of Professionalism in College Seniors: Influence of Major, Gender, and Institution
Author: Nino, Lana S.
Date: 2013-08-00
Type: Journal Articles
Subjects: College Seniors,Gender Differences,Majors (Students),Factor Analysis,Undergraduate Students,Case Studies,Higher Education,Self Concept,Personal Autonomy,Decision Making,Ethics,Expertise,Student Surveys,Student Attitudes,Models,Correlation,Institutional Characteristics,Holistic Approach,Professional Education

Professionalism is a desirable quality linked to the evolution of democratic society and values (Brint, 1996; Freidson, 2001; Millerson, 1964). Nearly 68% of senior-level undergraduate students are driven to enter the professional world and serve society in their respective areas of expertise such as nursing, engineering, education, and business (Colby, Ehrlich, Sullivan, &amp; Dolle, 2011; National Center for Educational Statistics, 2010). This research using, a cross-sectional study, explores the role that higher education may play in developing competencies of professionalism. These &quot;precursors of professionalism&quot; are estimated from survey responses of senior-level undergraduate students from the US across four dimensions: &quot;autonomy of judgment,&quot; &quot;desire for expertise,&quot; &quot;self-concept&quot;, and &quot;social agency&quot;. The data were collected by the Higher Education Research Institute (HERI) at the University of California, Los Angeles (UCLA) across two academic years and students were sampled to form a nationally representative sample. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) validate the model prior to testing for relationships between gender, institutional type, and academic major. Higher education training of this population is a critical element to their development as professionals. Recently higher education models have focused more on content area expertise when training students (Brint, 1996; Slaughter &amp; Rhoades, 2004) rather than a holistic model incorporating all facets of professionalism. The study reveals differences in the &quot;precursors of professionalism&quot; between selected majors that provide an opportunity for educators internationally to interweave these elements of learning that may result in the improvement of students' professionalism.