ethanporcaro/eric-fulltext-meta huggingface dataset:
Phenomenology of a Multimedia Fishbowl: A Learning Ecosystem That Encourages Individuals to Innovate through Collaborative Discovery
Author: Folkstead, James E.
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Innovation,Cooperative Learning,Educational Quality,Phenomenology,Technology Uses in Education,Educational Technology,Student Centered Learning,Video Technology,Electronic Publishing,Group Discussion,Internet,Language Arts,Teaching Methods,Reading Materials,Observation,Interviews,High Schools,Secondary School Teachers

The success of each nation will depend on the agility (see www.edgility.net) of its citizens to acquire and utilize knowledge. In response to this imperative governments have crafted and followed rigorous educational strategies. For example, the European Union's Lisbon Agreement outlines an agenda for education and training focusing on educational benchmarks and indicators. The United Kingdom outlines their national strategy in &quot;Every Child Matters&quot; and the United States defines rigorous learning goals within &quot;No Child Left Behind.&quot; Despite almost a decade of work to transform the quality and reach of education, these strategies have proven insufficient to significantly raise citizens' academic performance. The problem is that &quot;top down&quot; strategies themselves are part of the systemic issue. In the old industrial system, benchmarks and indicators were sufficient to encourage school-level improvements. However, one need to move beyond promoting/demanding innovation from the local schools and teachers (via benchmarks), to engaging each individual learner to innovate their scholarship. This phenomenology examines an innovative use of streaming video, live-blogging, and discussion to create an ecosystem that places the student at the center of the learning, allowing them to use the Internet and freely-available collaborative tools to acquire new information and to work together in discovery.
Teaching Style of Teachers in the Colleges of Education
Author: Robinson, S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching Styles,Foreign Countries,Teacher Education Programs,Teacher Educators,Sciences,Humanities,Intellectual Disciplines,Planning,Teaching Methods,Teaching Conditions,Teacher Evaluation,Teacher Surveys,Statistical Analysis,Hypothesis Testing

Teaching is deemed to be the noblest of all professions. The innovations in teaching techniques have placed the teacher educator's approach individualized and more learner-centred. The advancement of science and technology has provided the modern teacher with better teaching aids and exposure. The novel methods of group discussion, symposium, seminar, debate and quiz programmes have tremendous influence upon the teaching-learning process effectively. The present study has focused on the teaching style of 30 teachers from colleges of education in the Union Territory of Puducherry. The data have been collected from the subject teachers, the teachers of humanities and language. The data have been analyzed by employing &quot;t&quot; test and coefficient of concordance. The results reveal that in their instructional planning varies. The rewarding result of the observation is that there continues to be a linking feature.
Using ICT for Education and Sustainable Development among the Underserved in Africa
Author: Kwapong, Olivia A. T. Frimpong
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Sustainable Development,Foreign Countries,Poverty,Surveys,Developing Nations,Geographic Location,Internet,Access to Computers,Gender Differences,Computer Use

The potential of ICT for education and sustainable development cannot be underestimated. Using cases from some African countries and data from deprived regions in Ghana, this paper discusses the opportunities and challenges in ICT for education and sustainable development in underserved areas in Africa. Much as infrastructural development, illiteracy and financial bottlenecks limits the possibility of fully utilizing emerging technologies, the growth of innovative technology like mobile telephony presents opportunities for using ICT to kick out of poverty through education. In this process the concern should not just be to provide access but to implement development programs that will meet the educational, agricultural, economic and healthcare needs of the people in underserved areas.
GIS Enabled PBl Pedagogy: The Effects on Students' Learning in the Classroom
Author: Liu, Yan
Date: 2009-00-00
Type: Journal Articles
Subjects: Teaching Methods,Outcomes of Education,Problem Solving,Student Centered Learning,Geographic Information Systems,Spatial Ability,Scaffolding (Teaching Technique),Foreign Countries,Likert Scales,Questionnaires,Educational Benefits,Statistical Analysis,Student Attitudes,Barriers,Geography Instruction,Inquiry,Quasiexperimental Design,Secondary School Students,Thinking Skills,Critical Thinking,Cooperative Learning

In efforts aimed at acquainting learners with &quot;how to learn&quot; skills rather than static content knowledge, more student centric instructional approaches are being increasingly adopted in informing curriculum design and delivery. Technology-rich problem solving environments offer great promise in scaffolding and facilitating student-centred learning. Geographic information system is one powerful technology that enables learners to become proficient spatial problem solvers, analytical users of geographic information and expert decision makers. This paper investigates the pedagogical benefits of GIS in influencing students' problem solving performances in Singapore. Data was collected by administering a Likert-scale based questionnaire constructed specifically for this study and analysed using statistical method. Students participated in this research highlighted many of the instructional strengths of GIS that enabled them to become competent problem solvers and self-directed learners. They also pointed out some of the challenges which educators need to bear in mind in the development and enactment of GIS enabled pedagogy.
20 Ways to Facilitate Learning Experiences through Differentiated Instructional Strategies
Author: Riccomini, Paul J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Learning Experience,Individualized Instruction,Educational Practices,Educational Strategies,Student Diversity,Instructional Effectiveness,Teaching Methods,Lesson Plans,Delivery Systems,Progress Monitoring,Educational Resources

The challenges teachers face everyday in effectively teaching ALL students along a pre-determined path, usually with pre-determined curricula, towards a goal of adequate yearly progress is overwhelming to say the least. Classrooms are comprised of more and more diverse students in terms of ability, background and experiences, learning preferences, and instructional needs. In order to effectively facilitate learning experiences for their diverse classrooms, teachers must differentiate their daily instruction. This article offers four broad categories of strategies to consider when designing and differentiating instruction to better facilitate learning for all students: (a) instructional organization, (b) instructional delivery and methods, (c) student progress monitoring, and (d) organizational supports. Additionally, implications for practicing teachers and preservice teachers are highlighted.
The Role of Personality Traits in Web Based Education
Author: Bayram, Servet
Date: 2008-04-00
Type: Journal Articles
Subjects: Role,Personality Traits,Web Based Instruction,Student Attitudes,Academic Achievement,Correlation,Teaching Methods,Business Administration Education,Masters Programs,Graduate Students,Attitude Measures,Check Lists,Statistical Analysis,Personality Measures,Foreign Countries,Grade Point Average

This study aims to investigate the relationships among personality traits and learners' academic achievement in a web based environment and attitudes towards web based education. 127 students enrolled in the e-MBA Masters Degree of Bilgi University constituted the study group of the research. A survey method was used for the study and the data were collected by Web Based Education Attitudes Scale and The Adjective Check List (ACL). At the end of the study, it was revealed that the students were successful in the web based education environment with the average of 3.091 out of 4.00. The average of students' attitudes towards web based education was 97.212 out of 135. The arithmetical average of the items in the attitudes scale was 3.738 out of 5.00. Also, significant relationships were found between learners' personality traits, academic achievement and attitudes towards web based education. The findings revealed that personality traits explain about 53.2% of the academic achievement, and 52.7% of the attitudes towards web based education.
New Electronic Technologies for Facilitating Differentiated Instruction
Author: Scalise, Kathleen
Date: 2009-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Electronic Learning,Technology Uses in Education,Teaching Methods,Delivery Systems,Evaluation Methods,Computer Assisted Instruction,Computer Assisted Testing,Alternative Assessment,Educational Practices

With electronic technologies, differentiated instruction has the same meaning as in traditional instruction, but different tools are available for teachers to help students learn. Electronic technologies for differentiated instruction can add powerful new types of media inclusion, levels of interactivity, and response actions. This rapidly emerging approach to differentiated instruction also can enhance ability to collect data on the fly and to deliver custom content. This paper considers some self-selection strategies for differentiated instruction online, and presents the results of one study to explore student use of self-selection.
Teaching Usage of Equipments in a Remote Laboratory
Author: Alparslan, N. Ceren
Date: 2008-01-00
Type: Journal Articles
Subjects: Online Courses,Laboratories,Program Effectiveness,Electronic Equipment,Educational Technology,Computer Uses in Education,Technology Integration,Radio,Databases,Access to Information,Computer Software,Database Management Systems,Internet,Foreign Countries

Remote laboratories are technologies that aim to increase the effectiveness of educational programs. European Remote Radio Laboratory (ERRL) is an e-learning project for students, teachers and technicians who will use very important devices of a radio frequency laboratory remotely. As a solution we have developed an e-learning system which aims to support the ERRL learners while studying on how to use equipments in the system. The system is developed according to the electronic performance support system (EPSS) approach. An EPSS is a computer-based, well-structured system which improves the performance of individuals. It is an electronic infrastructure that contains, stores and distributes personal (individual) or corporate knowledge to enable people to reach necessary levels of performance in the fastest possible time and with minimum teaching support of other people. This paper discusses how the content for such a system is developed and how this content is interactively used in the EPSS platform. The technical details of the developed EPSS are also discussed in this study. We believe that this paper will help instructional system designers for designing different alternatives to improve learners' performance.
The Effects of Individual Differences on Learner's Navigation in a Courseware
Author: Somyürek, Sibel
Date: 2008-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Cognitive Style,Computer Assisted Instruction,Prior Learning,Courseware,Individual Differences,Gender Differences,Online Searching,Web Based Instruction,Navigation,Information Seeking,Statistical Analysis,Foreign Countries,Multivariate Analysis

One of the major features of a computer based instruction (CBI) is its non-linear structure allowing learners the opportunity of flexible navigation to accommodate their own needs. However, this non-linear structure may cause problems such as inefficient navigation, being lost or cognitive overhead for some learners. The aim of this study is to determine how individual differences; cognitive styles, prior knowledge, and gender influence the navigation pattern in a courseware. The research has the posttest-only, equivalent-groups true experimental design. The sampling is comprised of 84 first year undergraduate students at Gazi University, enrolled in an introduction to computer course. The cognitive styles (field dependent/field intermediate/field independent) of the students were measured with the &quot;Group Embedded Figure Test&quot;. To determine the navigation pattern of the students, their stratum, compactness, and revisit percentage values were computed based on their use of the courseware developed for the research. According to the findings, there is a statistically significant difference between learners' compactness and revisitation scores based on their cognitive styles. Also, there is a significant difference in revisitation scores based on the participants' prior knowledge.
Influence of Learning Management Systems Self-Efficacy on E-Learning Performance
Author: Martin, Florence
Date: 2010-00-00
Type: Journal Articles
Subjects: Management Systems,Electronic Learning,Educational Trends,Self Efficacy,Factor Analysis,Student Attitudes,Measures (Individuals),Educational Technology,Course Content,Grades (Scholastic),Tests,Computer Mediated Communication,Scores,Online Courses,Blended Learning,College Students,Asynchronous Communication,Synchronous Communication,Multivariate Analysis,Regression (Statistics)

Recent advancements in technology have changed the way educators teach and students learn (Wells, Fieger &amp; Lange, 2005). In the last decade, educational trends have progressed towards online and blended instruction. One key in this revolution is the development of the Learning Management System (LMS); software that enables the management and delivery of learning content and resources to students providing students the flexibility for &quot;anytime&quot; and &quot;anywhere&quot; learning. Research indicates learner self-efficacy with LMS may be a critical factor in e-learner satisfaction (Lee and Hwang, 2007) and performance. The goal of this study was to develop and validate an instrument that measures students' confidence with LMS, and explore the relationship between LMS self-efficacy and course performance for e-learners. This study was conducted with 68 students enrolled in an instructional technology course. Student confidence for accessing the course content, tests and grades, asynchronous communication, synchronous communication and using advanced tools were measured. Factor and post-hoc analysis were used to examine instrument dimensionality. The complete paper will discuss the full results of the study and designs for further validation, particularly with regard to implications for measuring student self-efficacy with LMS technologies. Patterns of confidence and performance will also be reported and discussed.
An Application of Peer Assessment in Higher Education
Author: Sahin, Sami
Date: 2008-04-00
Type: Journal Articles
Subjects: Peer Evaluation,College Students,Evaluation Methods,Correlation,Scores,Foreign Countries,Student Evaluation,Educational Technology,Statistical Analysis

The purpose of this study is to practice peer evaluation and to determine if the result of the evaluation shows similarity with the lecturer evaluation, thus to make assumption about the validity of peer evaluation in higher education. For this purpose, students of &quot;Specific Teaching Methods I&quot; class, which is included in the 3rd Class of Department of Computer and Instructional Technologies Teaching, Gazi Faculty of Education, Gazi University, evaluated peers for their term project. In order to determine the similarity between peer and lecturer evaluation, the correlation between scores of lecturer and scores gained by peer evaluation is calculated. The result of the study revealed that peer evaluation showed similarity with lecturer evaluation.
Use of Technology in Improving Literacy
Author: Yekovich, Frank R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,Urban Schools,Teaching Methods,Early Childhood Education,Literacy Education,Problem Based Learning,Academic Achievement,Standardized Tests,Scores,Reading Skills,Grade 2,Grade 3,Elementary School Students

The Technology-Rich Authentic Learning Environments (TRALE) program was designed to develop for young, urban learners a responsive and effective instructional program in which technology played a vital part in the completion of rd meaningful, problem-based tasks. TRALE was implemented in early childhood classrooms (i.e., K-3rd grade) as a technology-rich learning community where participating classrooms used technology to achieve a role they assumed in a community (e.g., general store, newsroom), and students in these classrooms learned knowledge and acquired skills prescribed by particular content standards and the curriculum of the school district. This paper focuses on how technology-based tools were used for enhancing students' literacy acquisition. Student achievement data indicate that when implemented as designed, TRALE significantly improved the standardized reading test scores of 2nd and 3rd graders.
ICT Usage in Higher Education: A Case Study on Preservice Teachers and Instructors
Author: Gülbahar, Yasemin
Date: 2008-01-00
Type: Journal Articles
Subjects: Technology Uses in Education,Higher Education,Case Studies,Preservice Teachers,Technology Integration,Educational Technology,Access to Computers,Educational Quality,Teacher Competencies,Faculty Development,Questionnaires,Foreign Countries,Attitude Measures,Student Attitudes,Teacher Attitudes,Teacher Educators

This study explored the level of usage of preservice teachers' and instructors' utilization of information and communication technologies (ICT). Thus, the main purpose of this study was to examine factors that contribute to preservice teachers' utilization of technology and suggest recommendations regarding to the effective utilization of technology. This case study used data from a school of education in a private university. Results of this study indicated that teacher education programs fail to provide appropriate instructional technologies and computer facilities for both in- and out-of-class activities. Furthermore, three factors that appear to have a significant influence on the effective use of technology were found to be: (1) the quantity and quality of the lessons addressing technology in the curriculum, (2) incompetent teachers/lack of in-service training, and (3) insufficient technological infrastructure.
Exploration of the Attitudes of Freshman Foreign Language Students toward Using Computers at a Turkish State University
Author: Akbulut, Yavuz
Date: 2008-01-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Assisted Instruction,Factor Analysis,College Freshmen,Foreign Countries,Computer Attitudes,Second Language Learning,College Second Language Programs,Computer Mediated Communication,Student Surveys,Use Studies,Computer Uses in Education,Discovery Processes,Statistical Analysis,Maximum Likelihood Statistics

The present study expands the design of Warschauer (1996) surveying freshman foreign language students at a Turkish university. Motivating aspects of computer assisted instruction in terms of writing and e-mailing are explored through an exploratory factor analysis conducted on the survey developed by Warschauer (1996). Findings suggest that learners have positive attitudes towards CALL because of computers' potential to sustain independence, learning, collaboration, instrumental benefits, empowerment, comfort and communication. Influence of several background variables on attitudes towards CALL is also explored through relevant parametric tests. Analyses revealed that gender and age did not have an effect on attitude scores whereas having a PC at home, PC experience and hours of Internet use were related to attitudes towards CALL. Implications of the present study and suggestions for further research are provided.
Using Technology in Multi-Tiered Interventions to Differentiate Instruction
Author: Bicard, Sara
Date: 2009-00-00
Type: Journal Articles
Subjects: Intervention,Individualized Instruction,Technology Uses in Education,Screening Tests,Progress Monitoring,Response to Intervention,Positive Behavior Supports,Teaching Methods,Educational Practices,Educational Strategies,Sequential Approach

Differentiated instruction denotes varying instruction in terms of content, product, and process to meet the needs of all learners. One way to differentiate the instructional process is to provide multi-tiered instruction. Examples of systematic approaches to multi-tiered instruction are response to intervention (RTI) and school-wide positive behavior support (SWPBS). RTI and SWPBS involve layers or tiers of increasingly more intensive high-quality research-based instruction, progress monitoring, and data-based decision making. Students receive additional tiers of instruction if they do not show progress towards attaining an academic or behavioral goal with the current level of instruction. These data are then used to determine the supports that students need to be successful. Technology, such as instructional software and online progress monitoring tools, can be utilized throughout tiered interventions to increase the efficiency in which students receive supports. This article will describe the components of tiered interventions: universal screening, three tiers of instruction within RTI and SWPBS, and progress monitoring. Examples of technology utilized in RTI and SWPBS will be described.
Mastery Learning through Individualized Instruction: A Reinforcement Strategy
Author: Sagy, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Mastery Learning,Individualized Instruction,Instructional Effectiveness,Teaching Methods,Reinforcement,Computer Assisted Instruction,Programmed Instructional Materials,Quasiexperimental Design,Secondary School Curriculum,Experimental Groups,Control Groups,Foreign Countries,Pretests Posttests

The present study attempts to gauge the effect of individualized instructional methods as a reinforcement strategy for mastery learning. Among various individualized instructional methods, the study focuses on PIM (Programmed Instructional Method) and CAIM (Computer Assisted Instruction Method). Mastery learning is a process where students achieve the same level of content mastery but at different time intervals. It is an instructional philosophy based on the belief that all students can learn if given the appropriate amount of time and the appropriate instructional opportunities [Koul Lokesh and Sharma (1994)]. The study has employed the conventional teaching method followed by the individualized instructional methods (as reinforcement strategies). The study adopts the Quasi-experimental research method with &quot;Group at hand&quot; sampling method. The samples are selected from three higher secondary schools in Tamil Nadu and Kerala (States in South India). After conducting three experimental phases the study concludes that individualized instructional methods (PIM &amp; CIAM) are very effective as a reinforcement strategy for mastery learning.