ethanporcaro/eric-fulltext-meta huggingface dataset:
Bibliometric Analysis of Global Scientific Literature on the Accessibility of an Integrated E-Learning Model for Students with Disabilities
Author: Obidat, Ahmad Hamza
Date: 2022-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Educational Technology,Electronic Learning,Technology Integration,Access to Computers,Access to Education,Educational Research,Bibliometrics,Research Methodology,Authors,Institutions,Publications,Foreign Countries,International Cooperation

The main objective of this study is to present a bibliometric analysis of research on e-learning accessibility at the global level. The bibliometric literature was comprised of 1,325 documents, after data pre-processing, published in Scopus database, covering the period from 1985 to 2021. First, a performance analysis was conducted to assess the publication performance of authors, institutions, countries, and other actors. Second, a science mapping analysis was performed to reveal the structure and dynamics of the e-learning accessibility field. As a result, the most productive, sources, authors, institutions, and countries were identified. Also, the collaboration patterns between particular actors were assessed. Furthermore, the e-learning accessibility research themes and their interrelationships were uncovered. This study contributes to the literature by providing useful information about the e-learning accessibility research status quo and, helps policymakers to achieve effective research planning. That is, it helps in objectively identifying strengths and gaps in e-learning accessibility research in terms of its growth, development, themes, impact, and coverage.
Inclusive Leadership from the Family Perspective in Compulsory Education
Author: Crisol-Moya, Emilio
Date: 2022-00-00
Type: Journal Articles
Subjects: Inclusion,Leadership Styles,Compulsory Education,Family Attitudes,Diversity,Educational Environment,School Culture,Truancy,Prevention,Public Schools,Charter Schools,Family Characteristics,Foreign Countries,Elementary Secondary Education

Distributed and pedagogical leadership plays a key role in the creation and upholding of inclusive school practices as a strategy for improvement and success in the management of quality education for students. Aims: describe, through an inclusive perspective, the actions and initiatives implemented to promote attention to diversity by school leadership teams, from the point of view of families. Methodology: Descriptive-exploratory design with a cross-sectional, quantitative focus. Sample: 25 schools (public schools, N = 18, and charter schools, N = 7) with 631 families. These families completed the questionnaire, &quot;Leading inclusive education in compulsory-education schools-families&quot;. Results: identifying actions and strategies aimed at the prevention of truancy through a school environment that generates respect, recognition and appreciation of the different needs of their students. Conclusions: Actions taken are advancing the development of a school culture where the family plays a key role. Some of the actions implemented focus on respecting the different needs of students and the educational community in order to develop an inclusive school climate. However, schools should both make families aware of the importance and benefits and promote the participation of students and the educational community in the school.
Key Factors in the Success of Virtualization of Teaching in Spanish Universities during the COVID-19 Pandemic
Author: Infante-Moro, Alfonso
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Electronic Learning,Online Courses,COVID-19,Pandemics,Higher Education,Program Effectiveness,College Faculty,College Students,Success,Teaching Methods,Student Motivation,Technological Literacy

The virtualization of university teaching in Spain caused by the pandemic was a success, but the urgent nature of the transition from face-to-face teaching to online teaching meant that some peculiarities that should have been taken into account were omitted. Thus, in order to find out and analyze the factors causing the success of this virtualization and take measures to address the weak points of this process as teachers may want to maintain the use of online teaching as support for their face-to-face teaching, these factors were located through a literature review and were classified according to their level of importance in this success through a causal study carried out with the methodology of fuzzy cognitive maps. The results achieved indicated the determining factors in students, involving their attitude, aptitude and predisposition, which are factors where the work of the teacher is of main relevance (as it exerts the greatest influence on these factors). For this reason, technological attitude and aptitude, teaching style, and the creation and structuring of content should be reinforced in teachers.
Measuring Rural Teachers&apos; Digital Competence to Communicate with the Educational Community
Author: Guillén-Gámez, Francisco David
Date: 2022-00-00
Type: Journal Articles
Subjects: Rural Schools,Technological Literacy,Pedagogical Content Knowledge,Teaching Experience,Computer Mediated Communication,Self Evaluation (Individuals),Teacher Attitudes,Technology Integration,Gender Differences,Institutional Characteristics,Comparative Analysis,Electronic Publishing,Social Media,Integrated Learning Systems,Teacher Student Relationship,Parent Teacher Cooperation,Peer Relationship,Likert Scales,Foreign Countries

Teachers' communication with the educational community (students, families and teachers) may be different depending on the place where they reside. We ask ourselves whether teachers in rural areas are sufficiently prepared to carry out this communication through digital media. Thus, this study had as its aims to: (1) ascertain teachers' digital competence self-assessment about the utilisation of ICT resources to communicate with other teachers, students and families, according to gender, type of school, age and years of teaching experience; (2) analyse comparatively if significant differences exist in terms of digital competence level between the internal categories of each variable; (3) identify which digital resources are significant predictors. A non-experimental design was used with 847 rural teachers from different rural areas in Spain. The results showed an integrating attitude of every teacher-expert in their digital skills, regarding communication both with students and their families and with the other colleagues at the educational centre. We found differences in teachers' scores when comparing by gender and type of centre. Furthermore, we checked those applications such as Blogs, TikTok, Twitter and Moodle served were relevant predictors.
STEM Experiences of Science Teachers and Fifth Grade Students
Author: Erdem, Alaattin
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Elementary School Students,Grade 5,STEM Education,Foreign Countries,Opinions,Teacher Attitudes,Student Attitudes

The aim of this study is to reveal the opinions of science teachers and fifth grade students on STEM education and applications, which form the basis of the field of Science and Engineering applications. Qualitative data collection tools were used in the study. Data were collected using an open-ended questionnaire prepared with open-ended questions used in phenomenology research. The obtained data were analyzed by descriptive analysis method. The results of the analysis of the data showed that teachers experienced some problems during the application, but they saw it as an especially useful application for both themselves and students. They said that students have similar problems with teachers, but they have contributed to them in many ways. As a result, it can be said that although there are many deficiencies in the implementation of STEM education, it provides positive contributions for science teachers and students. For these applications to be more effective and efficient in the future, studies can be conducted to search and eliminate the shortcomings of the application.
Secondary/High School Mathematics Teachers&apos; and Mathematics Teacher Candidates&apos; Opinions about HTTM (History/Theory/Technology/Modeling) Learning Process
Author: Hidiroglu, Çaglar Naci
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Preservice Teachers,Teaching Methods,Teacher Attitudes,Student Attitudes,Learning Activities,Mathematical Models,Technology Uses in Education,Foreign Countries

The aim of this study is to investigate the opinions of the secondary and high school mathematics teachers and mathematics teacher candidates who have been educated about HTTM learning process and experienced HTTM activities in the classroom environment about HTTM learning process. The study is a basic qualitative research study conducted with a qualitative understanding. The sample of the study consisted of three secondary school maths teachers working in different secondary schools and three high school math teachers working in different high schools in Turkey during 2016-2017 academic year, five senior class students who are secondary school mathematics teacher candidates taking teaching practice course and applying teaching practices at different secondary schools and five high school mathematics teacher candidates applying teaching practices at different high schools. The data of the study is comprised of video analysis of the interviews conducted through semi-structured interview form with the secondary and high school mathematics teachers and mathematics teacher candidates. Content analysis technique was used in the research. As a result of the data analysis, a two-dimensional structure related to HTTM learning process was obtained. In the first dimension of the findings 15 themes were obtained. These are preparation, time, flexibility, interdisciplinary nature, contemporary skills, technology integration, history of science integration, working with groups, metacognitive skills, conceptual understanding, projects, problem posing, motivation, evaluation and teacher competency. In the second dimension of the findings; benefits, difficulties and suggestions related to 15 themes were put forward.
Gifted Students&apos; Views and Argument Structures on a Socio-Scientific Issue: Cloning
Author: Kizkapan, Oktay
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Student Attitudes,Persuasive Discourse,Science and Society,Genetics,Duplication,Grade 8,Secondary School Students,Foreign Countries

The aim of this study is to determine the evaluations of eighth grade gifted students towards cloning and to examine the argument structures formed by gifted students. The study was carried out using a case study design, which is one of the qualitative research method designs. The study group of the research consists of 24 gifted students studying at a Science and Art Center (SAC) in Turkey in the 2019-2020 academic years. Thirteen of these students were girls and eleven were boys. The data of the research were obtained from the answers given to the questions asked within the scope of the bulletin and scenario related to cloning developed by the researchers. The qualitative data collected in the research were analyzed using inductive content analysis. Based on the students' views, the importance of cloning, positive and negative aspects of cloning and the branches of science which are related to cloning were determined in the study In addition, it was seen that gifted students formed generally moderate and high-level arguments related to cloning. Findings obtained as a result of the research were compared with the related literature and discussed. Finally, suggestions were made for teachers, researchers and program developers.
Considerations on the Curation of Educational Apps for Digital Play and Learning
Author: Lim, Fei Victor
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Play,Electronic Learning,Handheld Devices,Motivation

Mobile devices have become increasingly ubiquitous in the contemporary communication landscape. Riding this trend, educational apps have proliferated the market, with many which claim to support and improve children's learning and literacy development. Caregivers are often faced with the challenge of discerning the value of these educational apps and in choosing the appropriate apps for their children. In this paper, we discuss the development of a set of considerations to support caregivers in their curation of educational apps. This is done by performing a review of 28 past studies done on educational apps and synthesizing their findings to draw out common themes from the literature. These themes are then categorized into nine considerations in the form of guiding questions that caregivers can use to curate educational apps for their children's digital play and learning. In the final part of our paper, we apply the set of considerations to three educational apps to demonstrate its utility.
Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms
Author: Pozo-Sánchez, Santiago
Date: 2022-00-00
Type: Journal Articles
Subjects: Gamification,Educational Games,In Person Learning,Computer Simulation,Foreign Countries,Program Effectiveness,Psychological Patterns,Student Participation,Creative Thinking,Affective Behavior,College Students

Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students' fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process.
Comparing Effect Sizes and Their Confidence Intervals: A Primer on Equivalence Testing in Educational Research
Author: Ponce-Renova, Hector F.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Research,Effect Size,Statistical Analysis,Intervals,Evaluation Methods,Computation,Calculators,Computer Software,Comparative Analysis

This paper's objective was to teach the Equivalence Testing applied to Educational Research to emphasize recommendations and to increase quality of research. Equivalence Testing is a technique used to compare effect sizes or means of two different studies to ascertain if they would be statistically equivalent. For making accessible Equivalence Testing, this technique was explained with two examples by conducting manual calculations, using an online calculator, the software R, the software SPSS, and a t table. Furthermore, the software R with an Equivalence Testing code was used, and its results were graphed and discussed with details. Among other recommendations given, Equivalence Testing can be a useful tool for comparing means and effects within certain bounds that could hopefully imply a practical significance to provide meaning to findings. The results of Equivalence Testing can indicate that two treatments' effects are statistically equivalent or not. Thus, the Equivalence Testing can be a channel to replicate studies and observe if there is a possible pattern regarding the appearance of a phenomenon.
Exploring Preservice STEM Teachers&apos; Smartphone Addiction
Author: Masalimova, Alfiya R.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Handheld Devices,Telecommunications,Addictive Behavior,Foreign Countries

Smartphones are mobile technology cutting-edge. Daily, the amount of time spent on a phone increases. Excessive smartphone use and addiction have developed into big social issues. Addiction to smartphones is a negative and pathological concept that is assessed by a set of subjective and behavioral symptoms including fixation, loss of control, and withdrawal symptoms. Teachers in STEM fields have a higher degree of involvement with their students in the use of digital tools. STEM teacher candidates must demonstrate an understanding of how to incorporate technology successfully into classroom activities. Determine the incidence of smartphone addiction among prospective STEM educators to justify future awareness training. The association between pre-service STEM instructors' smartphone addiction was studied. The research included 242 persons, 180 of whom were females and 62 males. The SAI is self-administered and scored independently for each dimension. Data is analyzed using machine learning techniques. Cluster analysis is used to analyze the inventory's dimensions. The k-means technique is used for cluster analysis. The library's SHAP (SHapley additive explanations) approach was used to evaluate the classification result and assess the impact of attributes on the classification result. According to the findings, the highest level was judged to be 30 participants. Approximately 3%4 participants are deemed moderate (high and very high). Also, 48 people are at a low level. In terms of the overall group, it is modest. Being in the lowest cluster is linked to 100+ uses, whereas being in the highest cluster is linked to 6-10 uses. The exact degree of smartphone use linked to smartphone addiction is unknown. Females inversely correlate with the highest and lowest clusters.
Implications of Computational Thinking Knowledge Transfer for Developing Educational Interventions
Author: Gutiérrez-Núñez, Sandra Erika
Date: 2022-00-00
Type: Journal Articles
Subjects: Knowledge Level,Communication (Thought Transfer),Computation,Thinking Skills,Elementary Secondary Education,Cognitive Processes,Educational Practices,Intervention

This article analyzes the way in which educators and researchers have pronounced themselves for incorporating computer programming in the K-12 curricula (basic and secondary education), recognizing its cognitive benefits in those who practice it, which can be useful in contexts other than computing, by influencing the development of higher order thinking skills and problem solving, both concepts integrated in the so-called computational thinking (CT). The proposal includes the vision of various authors, who conclude that the transfer of cognitive programming skills does not happen correctly given the prevalence of educational interventions designed under the belief that it occurs as an automatic and spontaneous process. The structure of the article is made up of three fundamental aspects: (1) historical account of the definition of knowledge transfer (KT), its main theoretical and classificatory taxonomies; (2) integration of existing definitions on CT and the way in which the formulation of various study plans in different countries has resulted; and (3) the investigation of different challenges and implications present in the CT, as well as recommendations for its improvement, taking as a reference the results of experiments carried out in different academic fields, proposed in order to strengthen both the KT as well as the CT.
Psychological Difficulties of Adopting Distance Education Technologies in Higher Education during the COVID-19
Author: Lukina, Valentina
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adjustment (to Environment),Distance Education,Educational Technology,Males,COVID-19,Pandemics,School Closing,Student Satisfaction,Barriers,Undergraduate Students,Interaction,Technological Literacy

The subject of the study is the psychological difficulties of adopting distance education technologies by university students. The materials of exploratory research obtained on a sample of students from several universities of the Sakha Republic (Yakutia) are presented. The study involved respondents aged 19 to 22 (N = 86), 39% of whom were males. In the research, the unstructured interview method was used, during which we asked students to share in detail about their user experience, describing not only the learning process itself but the whole learning context in general. Considering the results using the TAM model, it can be assumed that students are not satisfied with any of the components. Distance learning technologies are not perceived by students as easy to use, and there is a low assessment of the perceived usefulness of these technologies. The attitude towards technology is also rather negative. From the point of view of student acceptance of technology, it can be said that distance learning causes some difficulties associated with cognitive, and emotional aspects, as well as interaction in a virtual environment, and the learning process. Learning creates anxiety and dissatisfaction with the learning process itself.
Sparse, Pair-Wise, Emotion-Focused Interactions: Educators&apos; Networking Patterns on Twitter at Early Pandemic
Author: Fan, Yiyun
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,COVID-19,Pandemics,Interaction,Networks,Teacher Collaboration,School Closing,Electronic Learning,Distance Education,Communities of Practice,Teachers,Elementary Secondary Education,Preschool Education,Postsecondary Education

Educators have increasingly turned to social media for their instructional, social, and emotional needs during the COVID-19 pandemic. In order to see where support and professional development would be needed and how the educational community interacted online, we sought to use existing Twitter data to examine potential educators' networking and discourse patterns. Specifically, this mixed-methods study explores how educators used Twitter as a platform to seek and share resources and support during the transition to remote teaching around the start of massive school closures due to the pandemic. Based on a public COVID-19 Twitter chatter database, tweets from late March to early April 2020 were searched using educational keywords and analyzed using social network analysis and thematic analysis. Social network analysis findings indicate that the support networks for educators on Twitter were sparse and consisted of mainly small, exclusive communities. The networks featured one-on-one interactions during the early pandemic, highlighting that there were few large conversations that most educators were part of but rather many small ones. Thematic analysis findings further suggest that both informational and nurturant support were relatively equally present on Twitter among educators, particularly pedagogical content knowledge and gratitude. This study adds to an understanding of the educational networks as a means of professional and personal support. Additionally, findings present the discourse featured in educator networks at the onset of an educational emergency (i.e., COVID-19) as decentralized as well as desiring pedagogical content knowledge and emotional sharing.