ethanporcaro/eric-fulltext-meta huggingface dataset:
Pokémon Go: Encouraging Recreation through Augmented Reality Gaming
Author: Jenny, Seth E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Technology,Technology Uses in Education,Computer Simulation,Telecommunications,Handheld Devices,Geographic Information Systems,Physical Activities,Recreational Activities,Health Promotion,Interaction,Program Effectiveness,Motivation,College Students,School Personnel

Mobile gaming has become immensely popular with the growing ease of access and the variety of inexpensive options now being offered. Pokémon Go, a cellular phone game that combines augmented reality (AR) and global positioning system (GPS) location to catch digital characters in the real world, is a free download that has broken participation records with its popularity. This article briefly reviews the evolution of mobile gaming and AR and then highlights the recent popularity and potential physical activity and recreational benefits of Pokémon Go. Moreover, this article also details how a Pokémon Go event was successfully hosted at Winthrop University by the Office of Recreational Services. In order to encourage more movement and social interaction, activity stations were integrated into the event that participants were able to complete for incentive prizes. A survey was completed after the event by the participants who returned to the starting point after visiting all four available stations. Survey results captured participants' perceived positives and negatives to playing Pokémon Go, their motivation for attending and overall opinion of the event, and their distance traveled during the event. Pokémon Go is an AR game that can be used to encourage recreation and movement. AR can provide many benefits and incentives when utilized in various technologies and curriculums. This article may assist recreation and physical activity leaders in creating events which integrate physical activity through mobile technology in a fun, unique way.
Universal Design for Learning and the Quality Matters Guidelines for the Design and Implementation of Online Learning Events
Author: Robinson, David E.
Date: 2016-00-00
Type: Journal Articles
Subjects: Access to Education,Guidelines,Online Courses,Electronic Learning,Program Implementation,Delivery Systems,Course Content,Improvement Programs,Quality Assurance,Instructional Design,Educational Quality,Scoring Rubrics,Academic Achievement

This article integrates two frameworks, Quality Matters (QM) and tenants of Universal Design for Learning (UDL), in the development and implementation of online learning courses. Both of these frameworks are described. This report highlights guidelines and presents an example for creating quality online courses with a combined emphasis on course content and course delivery system. These guidelines underscore the need for advance planning of content and delivery methods. Quality Matters (QM) provides a standards-based, collaborative peer review process to assure the quality of online courses (Varonis, 2014). Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. The goal of this practical summary is to provide guidance about elements that are recommended to faculty as they plan for highly effective, goal oriented and interactive online instruction and student learning.
Technology in Counseling Education and Practice: Case Analysis and a Dynamic Course Design
Author: Liu, Leping
Date: 2016-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Counselor Training,Curriculum Design,Technology Integration,Online Courses,Models,Predictor Variables,Success

Technology has been increasingly used in counseling education and professional practice in the past two decades. To ensure technology is appropriately used to produce expected quality of counseling work, design of technology integration in counseling becomes a key point. The first part of this article presents a critical literature review and analysis on factors identified from the literature that may influence the success of a counseling case. A total of 261 cases from current literature were analyzed on five factors (Overall Design, Design of Counseling, Design of Technology Integration, Purpose of Technology Use, and Format of Counseling) regarding their influence on the success of counseling experiences. The first three factors in the five were found to be significant and hence included in a prediction model. The second part of this article demonstrates a dynamic design of an online course that prepares counseling students to use technology in their practice.
The Roles of Instructional Technologist in Supporting K-12 CCSS Transition
Author: Zhong, Lin
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Integration,Common Core State Standards,Elementary Secondary Education,Role,Change Agents,Facilitators (Individuals),Program Implementation,Public Schools,Lifelong Learning,Social Media,Media Specialists

Instructional technologist plays an important role in K-12 CCSS transition. However, few studies were conducted to explore what roles instructional technologist has played in technology integration during CCSS transition. This study explored the roles of instructional technologists in technology integration. This study also investigated the strategies instructional technologists utilized to promote technology integration and the challenges instructional technologists faced during the process of supporting technology integration. Findings showed that instructional technologists' roles in K-12 schools included supporter, connector, filter, leader, catalyst, and lifelong learner.
What Online Success Means to Online Instructors: A Grounded Theory Investigation
Author: Song, Liyan
Date: 2016-00-00
Type: Journal Articles
Subjects: Online Courses,Teacher Attitudes,Educational Technology,Technology Uses in Education,Teaching Methods,Instructional Design,Interaction,Learning,Distance Education,College Faculty,College Students,Evaluation Methods,Student Evaluation,Computer Assisted Testing

The purpose of this research was to examine online instructors' perspectives on assessment practices within online environments. Nine online instructors from seven institutions were interviewed for this grounded theory qualitative research. Three main aspects emerged from the analysis of the interviews that were involved in online assessment practices: student learning, instructional design, and interaction. The findings from this study suggested that online learning environments are uniquely different from the traditional classrooms, especially the forced nature of discussions and greater emphasis on interactions. In addition, the findings indicated that unique characteristics of online environments along with instructors' epistemic belief have an impact on course design and delivery.
Peer Pressure, Parental Socioeconomic Status, and Cybercrime Habit among University Undergraduates in Southwestern Nigeria
Author: Babatunde, Muraina Monsuru
Date: 2015-00-00
Type: Journal Articles
Subjects: Peer Influence,Undergraduate Students,Parent Child Relationship,Socioeconomic Status,Foreign Countries,Information Technology,Crime,Correlation,Prediction,Parenting Styles

This study examined the influence of peer pressure and parental socio-economic status on cybercrime habit among faculty of education undergraduates in Southwestern Nigeria. Descriptive research design of expost-facto was used in the study. Six hundred respondents were selected from three selected states in southwestern Nigeria (Ogun, Oyo and Lagos states). Four research Questions were raised and answered in the study. The result showed that there was significant relationship between peer pressure and cybercrime habit among undergraduate adolescents (r=0.791; P&lt;0.05), parental socio-economic status and cybercrime habit among undergraduate adolescents (r=0.663; P&lt;0.05), peer pressure and parental socio-economic status when pulled together have significant contributions to the cybercrime habit among undergraduates and each of the independent variables made a significant contribution to the prediction of cybercrime habit among undergraduates. It was therefore recommended that the Parents/Guardians need to improve on their monitoring towards the students' peer selection.
Impact of Technology Devices on College Students&apos; Stress Levels of Using Technology
Author: Zhang, Jie
Date: 2015-00-00
Type: Journal Articles
Subjects: College Students,Stress Variables,Technology Uses in Education,Influence of Technology,Computer Attitudes,Access to Computers,Internet,Electronic Mail,Online Searching,Scores,Friendship,Peer Relationship,Family Relationship,Dating (Social),Handheld Devices,Addictive Behavior,Computer Use,Student Attitudes

As a part of a larger study, the purpose of this exploratory study was to assess college students' stress levels of using technology. Forty-four males (11.3%) and 345 females (88.5%) participated in the study by filling out an online survey voluntarily and anonymously. This was an exploratory survey of college students' feelings about technology, specifically if the participants experienced negative feelings about technology use in the college classroom. The researchers used descriptive data analyses to investigate how frequently college students go online or use e-mails. When using one-way Analysis of Variances (ANOVAs), a significant difference was found between the relationship improvement and college students who went online or used e-mails at different frequency levels. Although we know technology can positively impact students' lives and educational opportunities, it is important to recognize there are some negative effects as well. College instructors should be aware of students' need and desire to be connected, as well as their need to disconnect. Recommendations are provided to help instructors think about their students' needs when using of technology in their classrooms.
A Feasibility Study of an Interactive Shared Single Display Groupware in Resource Constrained Schools
Author: WaiShiang, Cheah
Date: 2016-00-00
Type: Journal Articles
Subjects: Feasibility Studies,Cooperative Learning,Group Dynamics,Group Discussion,Computer Assisted Instruction,Group Activities,Foreign Countries,Educational Technology,Interaction,Pretests Posttests,Elementary School Students

One pressing issue in resource constrained schools is the lack of access to computer facilities for learning. A single display groupware (SDG) is explored in this paper to provide an alternative solution for this limitation where it allows multiple users to work concurrently on a single computer display. This study aims to investigate the feasibility of SDG as an educational approach in resource constrained schools. The prototype SDG system RimbaIlmu, is designed and developed. Quantitative evaluations are carried out where the results indicate its feasibility in students' engagement and learning performance, while overcoming technical constraints. Limitation of the SDG is also presented with the intent of guiding future improvements.
The Impact of iPads on Teacher Educator Practice: A Collaborative Professional Development Initiative
Author: Vaughan, Michelle
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Faculty Development,Teacher Attitudes,Cooperative Learning,Teacher Collaboration,Technological Literacy,Teacher Characteristics

This case study explored the impact and effectiveness of a teacher educator professional development initiative after 11 faculty members received iPads and committed to learning about their applications for teaching, research, and service. The six-month study featured interviews, a focus group, survey, and a collection of artifacts from faculty regarding their experience with the iPads during this period. Results indicated an appreciation for collaborative professional development and engagement with applications on the iPads that helped faculty organization and student feedback support. Results contributed to a researcher-designed continuum of impact and preferences for types of professional development based on individual technology experience. Based on criteria that emerged from the data, faculty appeared to be at Emergent, Progressing or Fluent levels of use; levels have implications for proposed future research and design of professional development for teacher education faculty.
A Quantitative Examination of Generational Differences in e-Learning at a Hispanic-Serving Institution
Author: Pan, Cheng-Chang
Date: 2015-00-00
Type: Journal Articles
Subjects: Generational Differences,Electronic Learning,Educational Technology,Hispanic American Students,Racial Composition,Colleges,Age Differences,Delivery Systems,Graduate Students,Undergraduate Students,Student Characteristics,Teaching Methods,Technological Literacy,Mexican Americans

This quantitative inquiry aimed to investigate plausible generational differences among Hispanic learners in the context of e-learning. The investigation examined students' technology ability, learning activity preference, attitude towards technology use, and instructional strategy orientation at a Hispanic-serving institution (HSI) of higher education along the southern border with Mexico. The researchers studied whether age is the dominant factor affecting learners' technology ability, learning activity preference, attitude towards technology use, and instructional strategy orientation after controlling for students' preferred course delivery mode and academic status. Limitations and recommendations were addressed.
Flipped Learning and TPACK Construction in English Education
Author: Piotrowski, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Pedagogical Content Knowledge,Technological Literacy,English,Language Arts,English Teachers,Preservice Teachers,Technology Integration,Online Courses,Assignments,Knowledge Base for Teaching,Lesson Plans,Teacher Education Programs,Secondary School Teachers,Case Studies,Student Projects,Computer Mediated Communication

This study examined how preservice English Language Arts teachers learn to teach and use their knowledge of content, pedagogy, and technology during an English education course focused on technology. Seeking to address a gap in the research, this study utilized a case study methodology to look at preservice teachers' learning about the flipped classroom and designing lessons integrating technology as a way for a teacher education course to facilitate preservice teachers' construction of their Technological Pedagogical Content Knowledge. The participants were preservice English teachers taking an online English education course during Summer 2015. The researcher used a survey to purposefully select nine individuals with a range of self-reported knowledge. Participants were then interviewed twice, had their course assignments collected and analyzed, and submitted three written reflections. The course that the participants took challenged preservice teachers to bring together their content knowledge, pedagogical knowledge, and technological knowledge to create flipped lessons videos and a series of lesson plans. The data showed that there was no pattern or stages of TPACK development. Participants saw potential for flipped learning to be useful in secondary English classes and thought about when and what content they could flip.
Are Korean Early Childhood Teachers Becoming More Responsive to Multicultural Children? An Analysis of Diversity Self-Efficacy Data from the Korean Institute of Child Care and Education (KICCE) Survey
Author: Park, Sungok R.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Diversity,Self Efficacy,Child Care,Early Childhood Education,Teacher Competencies,Student Needs,Teacher Student Relationship,Teaching Experience,Academic Standards,Parent Teacher Cooperation,Gender Differences,Teacher Certification,Preschool Teachers

Korea is in transition toward becoming a multicultural society. This study assessed progress in the preparedness of Korean teachers to address diversity issues in this rapidly changing society. Analysis of diversity data from a 2011 national survey suggests that progress is being made toward making teachers more aware of developmental needs of diverse children. Moreover, data suggests that teaching experience, closer teacher-child relationships, and awareness of recent standardized curriculum may play a role in higher levels of diversity self-efficacy of early childhood educators. This study concludes with policy recommendations.
Considering Instructional Appropriateness of Technology Integration into Early Childhood Education
Author: Smith, Shaunna
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Early Childhood Education,Technology Integration,21st Century Skills,Preservice Teachers,Student Attitudes,Knowledge Level,Teacher Education Programs,Developmentally Appropriate Practices,Technological Literacy

In order to keep with the changing educational landscape of preparing pre-service teachers (PSTs) to effectively integrate technology into classrooms, institutions of higher education have previously required standalone educational technology courses. However, due to changing accreditation requirements or programmatic restructuring, there is migration toward the elimination of the standalone course in favor of technology integration into methods and content courses. Technology integration in an early childhood (EC) classroom is critical to prepare and provide students with the evolving 21st-century skills that are recommended and essential for operational success in a technology-reliant society. This exploratory study used a researcher-created survey to identify the current state of PSTs' knowledge and attitudes about technology integration in EC classrooms. Survey and follow-up focus group results were used to re-examine the impact teaching foundations without formal technology training (due to a national trend to cut out standalone technology courses) has on PSTs in teacher preparation programs. Re-examination allowed the researchers to surmise what next steps should be taken in order to best prepare PSTs within the confines of sharing technology practices only through integrative course instruction. This study is informed by the following guiding questions: (1) What are the contributing factors to pre-service teachers' current perceptions about technology integration practice in early childhood classrooms?; and (2) What do pre-service teachers' current perceptions about technology integration practice in early childhood classrooms mean for instructors in teacher education programs?
Playing around in Science: How Self-Directed Inquiry Benefits the Whole Child
Author: Stone, Brian
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Curriculum,Inquiry,Child Development,Independent Study,Play,Freedom,Imagination,Creativity,Critical Thinking,Discovery Learning,Socialization,Emotional Development,Physical Development,Cultural Awareness,Barriers,School Culture,Foreign Countries,Children

Children of all ages who have the opportunities, time, and materials to explore science content in a self-directed manner will develop higher level understandings, and demonstrate more sophisticated approaches to science. A vast and growing body of research supports the academic benefits of self-directed or authentic scientific inquiry, which is defined as a line of questioning that belongs to the individual (Llewellyn, 2011; Akerson, Hanson, &amp; Cullen, 2007; Cacciamani, 2010; Eick, Meadows, and Balkcom, 2005). Embedded within a child's distinctive ownership of the inquiry process is a highly beneficial, yet often overlooked aspect, and that is the child's choice to engage in play. Playing around in science presents children with opportunities to think creatively and divergently, to solve problems in innovative ways, and to develop a unique scientific identity. This article will discuss the benefits of play in science to the whole child as well as some of the obstacles that diminish or extinguish play behaviors and scientific exploration.
Literacy and Education as Correlates to National Stability and Human Development
Author: Burriss, Larry L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Individual Development,Developing Nations,Literacy,Educational Policy,Scores,Economic Development,National Security,Educational Finance,Expenditures

Statistical analysis of existing databases across nearly 200 countries dealing with national/human development (2 databases) and literacy/education policy (4 databases) shows high correlation between literacy and national development. Correlations were highest between national literacy scores and human/national development. Correlations were lowest, indeed in some cases slightly negative, when comparing percentage of gross national product spent on education with literacy and education. The analyses indicate countries with higher literacy and better education policies tend to have improved human development and national stability. Money spent on education seemed not to be a deciding factor.
Technology Sensemaking by University Administrators, Faculty and Staff: Unity and Divergence
Author: Li, Long
Date: 2016-00-00
Type: Journal Articles
Subjects: Administrator Attitudes,Teacher Attitudes,College Faculty,School Culture,Institutional Environment,Technological Literacy,Resistance to Change,Technology Integration,Teaching Methods,Information Technology,State Universities,Integrated Learning Systems,Interaction,Adoption (Ideas),Technology Uses in Education,Convergent Thinking,Creative Thinking,Online Courses,Professional Identity,Teacher Administrator Relationship

Applying Weick's (1995) sensemaking theory to analyze technology sensemaking by university administrators and faculty and staff, this study found that there is both unity and divergence in their sensemaking about an information technology. Administrators attempted to discursively construct a pro-technology organizational culture, which gained support from faculty and staff. Administrators implemented the system to create a new teaching and learning environment that emphasized technology competence, whereas faculty perceived the system as an aid to teaching and learning. Faculty used the system to augment service work but staff resisted using it for that purpose. While administrators pushed faculty to use the system for online teaching, they met strong resistance. The role of socio-political concerns in their technology sensemaking was addressed.
Open-Source and Attitude towards Code-Plagiarism among Technology Students
Author: Nyinkeu, Ngatchu Damen
Date: 2016-00-00
Type: Journal Articles
Subjects: Open Source Technology,Ethics,Pedagogical Content Knowledge,Plagiarism,Technological Literacy,Computer Science Education,Legal Problems,Universities,Business,Case Studies,Engineering Education,Correlation,Time Management,Student Attitudes,Efficiency,Teacher Student Relationship,College Faculty,Computer Software,Intellectual Property,Foreign Countries

In an era when its is increasingly encouraged to share source-codes, the training of students, particularly information technology students, faces several challenges in communicating aspects of academic honesty -- precisely authenticity of authorship. The genuineness of this issue has implications primarily in the integral formation of students with further implications in businesses which could face lawsuits due to a wrong attitude of one employee. This qualitative research explores an issue which is commonly overlooked and misconstrued even in academic circles. The findings unveil that today's technology students are more inclined to an open and flexible notion of code-plagiarism. The paper highlights a critical implication to the Technological Pedagogical Content Knowledge (TPACK) framework and concludes with recommendations for university ethics boards as well as possible future research directions.