ethanporcaro/eric-fulltext-meta huggingface dataset:
Is Phubbing a Matter for Educators: A Case for Pre-Service and In-Service Teachers
Author: Iliç, Ulas
Date: 2021-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Preservice Teachers,Teachers,Teacher Behavior,Gender Differences,Age Differences,Attention,Student Behavior,Foreign Countries,Correlation

Becoming one of the indispensable tools of our daily life, mobile phones have accelerated the pace of our life by facilitating our business affairs. In addition to the good aspects of these tools reshaping even our habits, they also have various psychological and physiological damages. One of the behaviors for which the cell phone is considered as harmful is phubbing. Phubbing is defined as giving the perception of the individual to his/her mobile phone, not to these people during the communication with other individuals. Considering the increasing use of such technological tools in the classroom, within the scope of phubbing, the status of teachers, one of the important stakeholders of the education environment, is also important. From this point of view, in this study, it was purposed to examine the status of being phubber of pre-service and in-service teachers and their exposure to phubbing in terms of age and gender variables. The study designed in correlational survey method, was conducted with the data collected from 293 people, 46 in-service teachers and 247 pre-service teachers, through the Generic Scale of Phubbing and Generic Scale of Being Phubbed. The independent samples t-Test and Pearson correlation analysis were implemented in the context of the research questions. The results of the analysis indicated that the pre-service teachers are higher in terms of both being a phubber and phubbee than the in-service teachers. In addition to this, it was comprehended that these concepts did not differ in terms of gender and age. On the other hand, it was found out that the behavior of being a phubber tended to increase as getting older. Moreover, it was observed that the participants and the pre-service teachers who were phubber were also exposed to this behavior.
Planning Effective Learning for the Visually Impaired in Federal University in Osun State, Nigeria: Technology Perspective
Author: Gambo, Omobola
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Visual Impairments,Technology Uses in Education,Assistive Technology,Acoustics,Special Education,Educational Planning,Design,Computer Mediated Communication,Speech,Computer Interfaces

The school system at the university level in developing nations provides the most impactful environment for effective learning and building human capital required for a future-knowledge economy. Unfortunately, less attention is given to the provision of appropriate platforms for the disabled to effectively learn in the university system. Notably, disabled individuals rely on their ability to listen to only speech to gain information quickly to aid learning. In this paper, a learning framework was implemented and tested from educational and technological perspectives. The study focused on an ideal combination of a human-like behavior with a computer application to build a one-way interactive medium between the computer and the user. Using qualitative and quantitative research, we focused on acoustic signal processing without the incorporation of visual input. The respondents used for the study include students, lecturers, specialists in specialized education, and technological experts. The result is a prototype system that translates texts into speech, and a synthesized speech representation of the text entered into the system to aid effective learning. The test results with different users revealed that a majority of 84.70%, 85.30%, 84%, and 86.70% of the users rated the system to have high-quality content, clarity, attractiveness, and responsiveness, respectively.
A Model Proposal on the Determination of Student Attendance in Distance Education with Face Recognition Technology
Author: Ozdemir, Durmus
Date: 2021-01-00
Type: Journal Articles
Subjects: Attendance,Distance Education,Online Courses,Open Education,Integrated Learning Systems,Synchronous Communication,Recognition (Psychology),Computer Software,Video Technology,Visual Stimuli,Identification,Student Participation,Secondary School Students,Academic Achievement,Correlation,Foreign Countries

The aim of this study is to present a model proposal on determining the student participation rate in synchronous courses given in Learning Management Systems (LMS). Especially in situations where equal opportunities cannot be provided or opportunities are limited, distance education provides benefits for learning anytime and anywhere (ubiquitous learning) with the support of educational technologies. When the literature is examined, thanks to distance education; It is seen that it offers a very advantageous teaching environment in terms of location, time, convenience in accessing the resources needed and cost-benefit. However, when the literature is analyzed, it is found that there is a problem in determining the participation levels and rates of students in the Learning Management Systems used in distance education. Students access the activity or course in LMS using text-based user information and passwords. Unfortunately, it is not possible to determine with the current LMS whether the participant is the real responsible person or he/she is actively/synchronously following the course. In this context, a design model has been presented using face recognition algorithms to determine attendance in distance education, to ensure more active participation and to increase success indirectly. In the proposed model, tests were made using special filters for image processing, and in cases where the number of samples was increased, more than 80% accuracy was provided. The proposed design model was developed in Visual Studio.Net platform and coded on C# programming language. SQL server is used as database management system and EmguCV library is used for the image processing stages.
Fostering Language Learner Autonomy through Interdependence: The Power of Wikis
Author: Sadaghian, Shirin
Date: 2021-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Independent Study,Collaborative Writing,Writing Instruction,Student Projects,English (Second Language),Web Sites,Online Courses,Cooperative Learning,Revision (Written Composition),Writing Processes,Peer Relationship,Scaffolding (Teaching Technique),Computer Mediated Communication,Teacher Role,Student Attitudes,Pedagogical Content Knowledge,Language Teachers,Student Motivation,Teaching Methods,Error Correction,Foreign Countries,Web 2.0 Technologies,Electronic Publishing,Integrated Learning Systems

The present study reports on a collaborative writing project initiated and completed by 18 Iranian English language learners enrolled in an online writing course. Using a wiki as the core element of the project, the aim of the course was fostering learner autonomy in online settings based on the collaborative autonomous language learning framework proposed by Kessler and Bikowski (2010). The outcome of collaborative writing project was a text created in a wiki, which was manually analyzed from the very beginning of writing to the final revisions and reflections to find autonomous alterations made by student writers. The findings of the study revealed student-writers' autonomous contributions in the form of alterations to the text which were accomplished interdependently with peers through alterations such as &quot;commenting&quot; as an instance of scaffolding to reach a shared goal. Other types of autonomous alterations such as &quot;adding new information;&quot; &quot;deleting existing information;&quot; &quot;correction of information;&quot; &quot;clarification;&quot; &quot;synthesis;&quot; and &quot;reflection&quot; were observed in the final product. Frequent occurrence of peer correction with regard to content and form was a discriminating finding of the current study. Also, despite the initial goal which was completion of the project exclusively by learners, teacher intervention was witnessed throughout the process. To study the role of teacher in depth, a semi-structured interview about the roles of a teacher in a collaborative autonomous learning was conducted. The data from the interview went through a manual thematic analysis to find the themes related to the learners' perceptions of teacher's roles. The findings revealed a need for a teacher as a facilitator and resource, which highlighted students' demands for motivation and content knowledge from teacher in an autonomous contribution to completing a collaborative project.
The Relation between Academic Word Use and Reading Comprehension for Students from Diverse Backgrounds
Author: Wood, Carla L.
Date: 2021-01-00
Type: Journal Articles
Subjects: Academic Language,Language Usage,English Language Learners,Grade 5,Elementary School Students,Reading Comprehension,Language Proficiency,Correlation,Language Impairments,Learning Disabilities,Comparative Analysis,Lunch Programs,Vocabulary Development,Achievement Gap,Academic Achievement,Word Lists,Syntax,Writing Skills,Task Analysis,Student Characteristics,Socioeconomic Influences,Reading Tests,Word Recognition

Purpose: The aims of the current project were twofold: (a) to describe the use of academic words in written language samples by fifth-grade students and (b) to examine the predictive relation between academic word use in academic writing and reading comprehension. Method: Investigators utilized written expository responses of 1,128 students in fifth grade who differed in English proficiency and language ability. The sample included 214 students who were English learners (ELs) and 144 students with identified language learning disabilities (LLD). Group differences in the use of academic words from the Coxhead word list were examined. Results: ELs and students with LLD used academic words less frequently than their peers and demonstrated less variety in their academic word use. There was a significant relation between students' use of academic words and reading comprehension. Academic word use accounted for 16% of the variance in reading comprehension, which was not significantly different for ELs or students with LLD. The relation was moderated by economic advantage, with the strength of the relation being lower for students who were eligible for free/reduced lunch. Conclusions: Findings support the need for additional research on ways to improve academic vocabulary skills to minimize achievement gaps. The relation between academic word use and reading comprehension warrants further consideration.
Contextual Framework for Developing Research Competence: Piloting a Validated Classroom Model
Author: Jamieson, Lynn M.
Date: 2020-12-00
Type: Journal Articles
Subjects: Research Skills,Soft Skills,Undergraduate Students,Graduate Students,Research Training,Assignments,Individual Activities,Group Activities,Competency Based Education,Student Research,Instructional Effectiveness,Instructional Films,Class Activities,Field Instruction

The goal of most researchers is to establish competence in one's profession; however, the degree to which this is measured in a research course is undetermined. The assessment of research competency usually involves the distinct measures of statistical ability, writing ability, and other skills that are quantifiable. Soft skills in research, on the other hand, are less distinguishable. It was the intent of this study to review eight years of data collection in undergraduate and graduate research classes to determine if a set of specific assignments was successful in developing the soft skills of research competence. Through a qualitative assessment, evaluation of visual materials, and assessment of a research instructional video, it was found that, to some extent, isolated and specific whole-part-whole, in-class and in-field assignments for the individual student or students within small groups, might allow students to develop the hard and soft skills necessary to become competent as researchers or their chosen profession.
Exploring Socialization and Teaching Self-Efficacy through a Community of Practice for International Teaching Assistants
Author: Hakkola, Leah
Date: 2020-12-00
Type: Journal Articles
Subjects: Socialization,Self Efficacy,Communities of Practice,Case Studies,Graduate Students,Teaching Assistants,Foreign Students,Student Adjustment,Sense of Community,Interpersonal Relationship,Self Esteem,English (Second Language),Second Language Learning,Learning Processes

International teaching assistants face unique and often challenging experiences when entering graduate studies in the United States. Challenges include navigating socialization into graduate education, and instructional, linguistic, and social difficulties. Communities of Practice can impart academic knowledge and information to assist with teacher self-efficacy, while simultaneously helping with creating a sense of community for graduate students. This multi-methods case study examined the impacts of a Community of Practice designed to socialize international teaching assistants and improve teacher self-efficacy. Researchers found that participation in this learning community enhanced teaching self-efficacy, heightened self-confidence, strengthened social relationships, and increased participants' sense of belonging.
The Effect of Students&apos; Developing Their Own Digital Games on Their Academic Achievement and Attitudes towards for English Lessons
Author: Kabak, Kadir
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Developed Materials,Computer Games,Computer Science Education,Computer Assisted Instruction,Programming Languages,Instructional Effectiveness,Academic Achievement,Student Attitudes,English (Second Language),Second Language Learning,Second Language Instruction,Interdisciplinary Approach,Secondary School Students,Foreign Countries

The impact of developing technologies is also observed in educational environments where many digital content-based applications are used. When the studies conducted are examined, it is seen that the applications where digital content is presented to students constitute the majority. However, considering the 21st century skills, more is needed to give students high-level experiences. The aim of this study is to examine the effects of innovative application, which is applied by the students developing their own digital content within the English course, on their academic achievements, attitudes towards English lessons and attitudes towards computer-aided teaching. The study was carried out at the secondary school level. In the experimental group, a game-based application was made with Scratch, a block-based programming tool within the scope of English lessons. The control group continued its technology-supported education with its current technological infrastructure (interactive board with fiber internet access). The mixed method research design was used in the study. The academic achievement test developed for two different units as the quantitative data collection tool by the researcher, the Attitude Scale for Elementary English Lesson Developed by Bas (2012), and the Computer Assisted Instruction Evaluation Scale developed by Dinçer and Doganay (2016) were used. In addition, semi-structured interview form was used as a qualitative data collection tool. As a result of the research, significant differences were seen in the academic success values of the experimental group, where innovative application was performed. When students' attitudes towards English lesson and their attitudes towards computer-aided education are examined, meaningful results are obtained in favor of the experimental group. As a result, the findings showed that, with the necessary preparations, the innovative application used in this study can benefit students' academic achievements, their attitudes towards English lessons and their attitudes towards computer-aided teaching.
Promoting Resiliency, Peer Mediation and Citizenship in Schools: The Outcomes of a Three-Fold Research Intervention
Author: Lithoxoidou, Angeliki
Date: 2021-04-00
Type: Journal Articles
Subjects: Resilience (Psychology),Peer Mediation,Intervention,Citizenship Education,Educational Research,Social Emotional Learning,Conflict Resolution,Foreign Countries,Elementary School Students

Given the current unstable worldwide conditions, school is considered an essential component for the empowerment of students' life skills, the construction of harmonious relationships with peers and their transformation through adulthood, so that they can be ready to undertake the role of active citizen in society. This paper attempts to describe a collaborative project concerning three research areas as three separate studies: resiliency, peer mediation and citizenship education. The project consists of teaching interventions which were orchestrated for the infusion of the above components in the school curriculum aiming at students' emotional and conflict resolution skills as well as the promotion of their democratic role. Students of primary and secondary education from preadolescence to the culmination of adolescence participated in the project. Research findings suggest that school should focus on factors relating to students' emotional and social development which may successfully set the stage for improved academic performance and a responsible, democratic role towards society. These objectives are aligned with the principles of Critical Pedagogy focusing on students' emancipation, the acquisition of a values set and their readiness to act in the direction of common good equipped with critical thinking skills, empathy, and respect towards divergence.
The Effect of Technology Integration in Education on Prospective Teachers&apos; Critical and Creative Thinking, Multidimensional 21st Century Skills and Academic Achievements
Author: Yilmaz, Adem
Date: 2021-04-00
Type: Journal Articles
Subjects: Technology Integration,Instructional Effectiveness,Critical Thinking,Creative Thinking,Thinking Skills,21st Century Skills,Technological Literacy,Academic Achievement,Achievement Gains,Preservice Teachers,Science Education,Early Childhood Education,Public Colleges,Student Attitudes,Distance Education,Electronic Learning,COVID-19,Pandemics,Foreign Countries

In this study, it was aimed to examine the critical and creative thinking, multidimensional 21st century skills and the change in academic achievements as a result of technology integration of prospective teachers who have science education in pedagogy fields. Research was carried out in Turkey's western Black Sea region in a state university. 144 prospective teachers, who were educated in the faculty of education and who were in science, classroom and pre-school education departments, participated in the research. The research was carried out in 3 stages. In the first stage, technology integration is not provided. In the second stage, basic and medium level technology integration is provided. In the third stage, advanced technology integration is provided. Quantitative and qualitative approaches were used together in the research. Academic success test, critical and creative thinking test developed by the researcher as a means of quantitative data collection, and three different scales with validity and reliability were used previously. In addition, project, exam, homework, presentation and group work scores are included in the process. Semi-structured interview, observation and field notes, document review, were used as qualitative data collection tools. The quantitative data obtained were subjected to descriptive and inferential statistics. While doing these operations, SPSS 23.0 and LISREL 9.2 package programs were used. Qualitative data were subjected to descriptive analysis and content analysis. The results of the research show that gradual integration of technology into the education process provides a positive change in prospective teachers' critical and creative thinking, multi-dimensional 21st century skills and academic achievements.
The AASL Standards Are the School Library Standards in Pennsylvania
Author: Mackley, Allison
Date: 2021-00-00
Type: Journal Articles
Subjects: Library Associations,School Libraries,Library Administration,Program Implementation,National Standards,Alignment (Education),Elementary Schools,Librarians,Minimum Competencies,Curriculum Development

Pennsylvania school librarians have ongoing professional learning opportunities to build compelling and inclusive experiences for learners in their libraries and within the school community. From learning the basics about the American Association of School Librarians (AASL) Integrated Standards Frameworks to building innovative curriculum and communication methods, Pennsylvania school librarians are engaging with the community to exemplify how school libraries are transformational. According to Allison Mackley, AASL's &quot;National School Library Standards&quot; provided school librarians with inspiration. The standards did not look anything like the previous versions. The integrated frameworks were crafted so cleverly that educators of school librarians, administrators, educators, and others would have to re-create their vision of school librarians when applied to the school library culture and environment. In this article, she describes the events how the Pennsylvania School Librarians Association (PLSA) formatted and implemented the Standards to fit the state's school librarians' needs.