ethanporcaro/eric-fulltext-meta huggingface dataset:
Potential of the Cogex Software Platform to Replace Logbooks in Capstone Design Projects
Author: Foley, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Software,Curriculum,Qualitative Research,Undergraduate Students,Engineering,Design,Pilot Projects,Concept Mapping,Epistemology,Interviews,Foreign Countries,Educational Technology

Recent technologies are offering the power to share and grow knowledge and ideas in unprecedented ways. The CogEx software platform was developed to take advantage of the digital world with innovative ideas to support designers work in both industrial and academic contexts. This paper presents a qualitative study on the usage of CogEx during capstone design projects in mechanical engineering. It explores its potential to eventually supersede a paper logbook. This study combines three pilot projects where 15 undergraduate students used CogEx for one semester and discussed their experience in a final interview. The focus is limited to individual usage in this study. Results support that the platform has a good potential for engineering design education by replacing the paper logbook. The &quot;extended concept mapping&quot; structure was efficient to organize design work, and although the &quot;concept-knowledge&quot; separation needs refinement, it has good potential in building designer knowledge base.
Literature Circles 2.0: Updating a Classic Strategy for the 21st Century
Author: Herrera, Luis Javier Pentón
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Group Discussion,Self Determination,Special Needs Students,Cultural Pluralism,Reading Attitudes,Positive Attitudes,Literacy Education,Inclusion,Web 2.0 Technologies,Technological Literacy,Cooperative Learning,Intercultural Communication,Critical Thinking,Educational Technology,Elementary School Students,Bilingualism,Second Language Learning,English (Second Language)

Literature circles are a technique that brings small, heterogeneous groups of students together to discuss texts of their own choosing. Literature circle groups are typically comprised of four to six students, with each member assigned a role in advance that ensures balanced participation and equal opportunities for sharing ideas, expressing interpretations of texts, and responding to the contributions of others in the group. Research shows that the incorporation of literature circles promotes student self-determination, benefits students with special needs, exposes participants to multicultural texts, views, and perspectives, and develops reading enthusiasm. As such, the incorporation of literature circles has the potential of promoting literacy and language learning in inclusive classrooms with students from diverse cultures and learning needs. In this article, the authors propose a new take on traditional literature circles--which are called &quot;Literature Circles 2.0&quot;--by recognizing the importance of technology as a vital literacy skill in this new era of education. The advances in technology make the exchange of information an instantaneous process where collaboration, critical thinking, and intercultural communication are essential skills.
Inquiry-Based Freshman Seminar on &quot;What You Can (Or Should Not) Do to End Global Poverty&quot;
Author: Kisaalita, William S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,First Year Seminars,Reflection,Qualitative Research,Homeless People,Empathy,Simulation,Experiential Learning,Poverty,Global Approach

Offering first year seminars and experiences is well-established as one of the high-impact educational practices. An inquiry-based freshman seminar in which students conduct poverty simulation term projects has been offered for five years at the University of Georgia. The students have four project options of: dressing the part and panhandling downtown or eating at a local soup kitchen, living on $5 per day for a reasonable number of days, and coming-up with their own similarly structured project. The key element in these projects is putting the student in the poor person's shoes. The students reflect on their experiences through a 1000-word essay. To date, 73 students have taken the seminar: 31 students chose the panhandling project, 20 chose the $5 per day project, 18 chose the soup kitchen, and 4 chose the independent project. Qualitative analysis of the panhandling 35 reflections revealed seven themes, while analysis of the 38 $5 per day/soup kitchen reflections revealed eight themes. Some of these themes suggest the experience aroused the students' empathetic (not sympathetic) feelings and thoughts. Of the 35 panhandling students, 20 exhibit the full extent of empathy. Of the 38 $5 per day/soup kitchen students, 29 exhibited the full extent of empathy. Full extent of empathy was counted from students who reported decisions they have or will make in response to the arousal. Whether these students will implement these decisions in the future or not is a question for a longitudinal follow-up study.
Leveraging 21st Century Learning &amp; Technology to Create Caring Diverse Classroom Cultures
Author: Tarbutton, Tanya
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Classroom Techniques,Classroom Environment,Caring,Student Diversity,School Culture,Partnerships in Education,Learning Strategies,Skill Analysis,Accountability,Best Practices,Elementary Secondary Education

Creating diverse caring classroom environments, for all students, using innovative technology, is the impetus of this article. Administrators and teachers in many states have worked to integrate 21st Century Learning Outcomes and Local Control and Accountability Plans (LCAP) into daily teaching and learning. These initiatives are designed to improve the quality of education that students receive. Technology is a necessary vehicle for delivering these initiatives. Given the prevalence of diversity and poverty in California's schools, the author discusses what California school districts have done to implement and identify the LCAP goals. In 2013, California joined other states in adopting the Partnership for 21st Century Skills Framework. These essential 21st century learning skills are identified as: Learning and Innovation skills including collaboration, communication, critical thinking, and creativity; Life and Career skills; and Information, Media, and Technological skills. The author discusses best practices for integrating technology to create positive learning environments.
Student Interactions with Online Videos in a Large Hybrid Mechanics of Materials Course
Author: Ahn, Benjamin
Date: 2018-00-00
Type: Journal Articles
Subjects: Blended Learning,Instructional Design,Mechanics (Process),Engineering Education,Undergraduate Students,Interactive Video,Large Group Instruction,Learner Engagement,Online Courses,Interaction,Student Behavior,Integrated Learning Systems,Decision Making,Student Attitudes,Qualitative Research,Statistical Analysis

The hybrid course format has gained popularity in the engineering education community over the past few years. Although studies have examined student outcomes and attitudes toward hybrid courses, a limited number of studies have examined how students interact with online videos in hybrid courses. This study examined the video-viewing behaviors of students and their reasons for deciding to watch or not watch videos in a hybrid sophomore-level Mechanics of Materials course. The findings show that when students played the videos, they watched most of the content; for videos 1 to 22 minutes long, the number of times played and the percentage of videos completed did not vary; the number of times played depended on the difficulty of a video's topic; and the number of times played increased during exam periods. Students' reasons for watching or not watching videos were identified. The findings have implications for the development of online videos for hybrid courses and improving engineering student utilization of videos.
Self-Paced, Active Problem-Solving Using Immediate Feedback (IF-AT; Scratch-Off) Forms in Large Classes
Author: Wettstein, Stephanie G.
Date: 2018-00-00
Type: Journal Articles
Subjects: Pacing,Independent Study,Active Learning,Problem Solving,Feedback (Response),Audience Response Systems,Large Group Instruction,Undergraduate Students,Cooperative Learning,Misconceptions,Error Correction,Engineering Education,Multiple Choice Tests,Scores,Comparative Analysis,Outcomes of Education,Surveys

In-class example problems that students work out on their own using active problem-solving are typically well received and help the students better learn the material; however, they are difficult to enact in large classes with limited resources due to the number of questions received and the speed at which different students work through the problem. In a Junior-level mass transfer unit operations course, immediate feedback (IF-AT) forms were used to allow groups of four students to self-pace through in-class problems. The immediate feedback forms allowed students to check their progress, use cooperative learning to resolve their misconceptions, and ask the instructor questions only when truly stuck. In a class of 100 students, with one instructor and one teaching assistant, two problems were worked through, once in week 5 and the other in week 13, using the immediate feedback forms. Student and instructor feedback was highly positive.
Multicultural Media Authorship: Using Technology to Create Children&apos;s Literature Texts
Author: Byker, Erik Jon
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Educational Technology,Technology Uses in Education,Childrens Literature,Assignments,Student Attitudes,Electronic Publishing,Elementary School Teachers,Middle School Teachers,Mixed Methods Research,Likert Scales,Questionnaires,Pretests Posttests,Authors,Cultural Pluralism,Self Efficacy,Skill Development

The purpose of this article is to describe and report on how a group of teacher candidates used technology to create multicultural texts which integrated literacy and social studies. To meet this purpose, the authors briefly describe the objectives of the assignment, examine 41 teacher candidates' perceptions of the assignment, and discuss media authorship technologies that educators can use for the creation of multicultural digital texts. The Multicultural Children's Literature Text assignment is an example of technology-enhanced, project-based learning. While this assignment can be modified for the K-12 classroom, it was designed for teacher candidates preparing to become elementary and middle school teachers. The authors used a mixed-methods research design to investigate the 41 teacher candidates' perceptions of the process of creating and publishing their Multicultural Children's Literature texts. The authors collected quantitative data with a Likert-scale survey. The survey was designed as a 19-item pre- and post-questionnaire that included questions about media authorship, integration, and multiculturalism. Qualitative data were comprised of teacher candidates' open-ended responses on the questionnaires as well as artifact analysis of their actual children's literature texts. Descriptive statistics were utilized to analyze the Likert-scale survey questionnaire. Three themes emerged from this study: (1) Teacher candidates developed greater confidence about including multicultural texts in their future classrooms; (2) Teacher candidates developed greater aptitude and skills for creating multicultural texts with the aid of technology; and (3) The assignment equipped teacher candidates with a greater awareness of the creation and inclusion of multicultural texts in their future teaching practice. As the findings show, the Multicultural Children's Literature Text assignment made a significant impact on the teacher candidates who participated in this study. Not only did the candidates become more skillful with using technology for media authorship, but they also become more committed to utilizing multicultural and diverse texts in their future classrooms.
Affecting Solidarity: Buenos Aires Teachers Countering Professional Alienation &amp; Exploitation through Mate &amp; New Media
Author: O'Donnell, Jennifer Lee
Date: 2018-00-00
Type: Journal Articles
Subjects: Popular Education,Activism,Teacher Collaboration,Foreign Countries,Public School Teachers,Teacher Leadership,Workshops,Critical Theory,Teacher Motivation,Teacher Attitudes,Educational Philosophy,Teaching Methods,Social Change,Neoliberalism,Alienation,Video Technology,Social Media,Food,Friendship,Cultural Traits

This article discusses one social movement in Buenos Aires--&quot;Frente Popular Darío Fernández&quot; (FPDF)--whose goal was to assist public school teachers in becoming leaders of their communities by providing them an opportunity to learn about social mobilizing and popular education through a series of Freirean-based workshops. Guided by affect theorists influenced by the writings of Dutch philosopher Baruch Spinoza (Ahmed, 2010; Braun &amp; Whatmore, 2010; Deleuze, 1998; Featherstone, 2010; Goodwin, James, &amp; Polletta, 2001; Gould, 2009; Seyfert, 2012; Sharp, 2007), the author explores what motivated these teachers in Argentina to seek out popular education, a mode of critical learning, as an alternative to the traditional public-school curriculum, and their desire to build solidarity among themselves and their activism-centered projects.
Multicultural Lessons Learned from a Chinese Bilingual After-School Program: Using Technology to Support Ethnolinguistic Children&apos;s Cultural Production
Author: Chang, Sharon
Date: 2018-00-00
Type: Journal Articles
Subjects: After School Programs,Bilingual Students,Educational Technology,Technology Uses in Education,Science Education,Literacy Education,Culturally Relevant Education,English Language Learners,Preservice Teachers,Mandarin Chinese,Grade 3,Telecommunications,Handheld Devices,Teaching Methods,Student Attitudes,Case Studies

In multicultural classroom practices, technology is a power-amplifier tool that teachers can use to &quot;provide multiple approaches to learning for each student&quot; to increase the power of digital artifacts in the learning of science and literacy (Council of Chief State School Officers, 2013, p. 4). Increasingly, both preservice and inservice teachers are expected to transform their instructional activities to engage students in diverse classrooms for a mobile/tablet generation. Studies exploring some of the ways teachers are using or can use technology in the linguistically diverse classroom document not only the power of technology to engage students in literacy learning but also to support students' cultural production of science (Carlone &amp; Johnson, 2012; Machado-Casas, 2014; Martínez-Roldán &amp; Smagorinsky, 2011; Sánchez, et al., 2014). This article focuses on how technology can be used to support students' cultural production emerged from the science and literacy learning experience of Chinese bilinguals in an after-school program.
Almost 30 Years of NNELL
Author: Rhodes, Nancy C.
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Teacher Associations,Recognition (Psychology),Educational History,Professional Identity,Institutional Mission,Organizational Effectiveness,Social Networks,Elementary School Teachers

This article presents a synopsis of the keynote and slide show presented at the 2016 national Network for Early Language Learning (NNELL) meeting honoring the founding members of NNELL (ACTFL [American Council on the Teaching of Foreign Languages] Convention, Boston, 2016.)
Students&apos; Attitudes toward Teacher Use of Technology in Classrooms
Author: Hoffmann, Malia M.
Date: 2018-00-00
Type: Journal Articles
Subjects: High School Students,Suburban Schools,Student Attitudes,Technology Uses in Education,Likert Scales,Self Efficacy,Access to Information,Social Media,Time on Task,Web Sites,Educational Benefits,Learner Engagement,Computer Mediated Communication,Assignments,Computer Oriented Programs,Audience Response Systems,Use Studies,Cooperative Learning,Visual Aids

It would behoove school districts and individual schools to listen to the attitudes of students regarding pedagogy. Students within the United States are often raised to be receivers of information rather than to be consultants for education. Research is needed to identify if teachers' beliefs parallel students' beliefs when it comes to lessons in which teachers use interactive technology. The study described in this paper took place in a predominately suburban high school located in Southern California. Students from history classes were asked to participate in this study. Of the students who were asked, 73 completed the 17-question Likert Scale survey through Google Forms. The students who participated in this survey indicated they are very confident in using technology while accessing information daily from their smartphones. The students from the survey believe that teacher use of technology within the classroom is vital for their overall performance in life and indicated they thrive when teachers use technology in group work. When students are in groups and working on assignments, students become more attuned to the subject matter, especially when the teacher allows the content to be delivered via PowerPoints/Google Slides or by making a movie.
Role of Assessment Conversations in a Technology-Aided Classroom with English Language Learners: An Exploratory Study
Author: Menon, Preetha
Date: 2018-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Technology,English Language Learners,Teaching Methods,Grade 7,Science Instruction,Inquiry,Student Evaluation,Interpersonal Communication,Responses,Formative Evaluation,Social Theories,Learning Theories,Middle Schools,Secondary School Science,Audio Equipment,Coding,Interactive Video,Bulletin Boards

This article is drawn from a study conducted to explore how assessment conversations, a type of informal formative assessment, can support science learning in a technology-aided seventh-grade classroom in Northern California. The classroom setting where the study took place used interactive whiteboards in conjunction with the inquiry-based activities, but what made the learning useful were the conversations in which the teachers and students were all engaged. For this study, the author identified the discussions between the teacher and the English language learner (ELL) students in terms of assessment conversations, using the ESRU cycle (Elicits a question; the Student responds; the teacher Recognizes the student's response; the teacher Uses the response) and then analyzed the language used in the assessment conversations utilizing the Systemic Functional Framework (SFL). This study is rooted in three major bodies of literature: (1) formative assessments for learning; (2) sociocultural theory of learning; and (3) SFL. This article highlights the main concepts from each of these areas and discusses how each area informs the author's study of assessment conversations. By analyzing instances of ESRU cycles and examining the language used by the teacher and students in the ESRU cycle, it has been demonstrated that assessment conversations can be operationalized for ELLs in a middle school science classroom using interactive whiteboards.
Robots as Language Learning Tools
Author: Collado, Ericka
Date: 2017-00-00
Type: Journal Articles
Subjects: Robotics,STEM Education,Art Education,Early Childhood Education,Teaching Methods,Educational Technology,Technology Uses in Education,Second Language Instruction,Toys

Robots are machines that resemble different forms, usually those of humans or animals, that can perform preprogrammed or autonomous tasks (Robot, n.d.). With the emergence of STEM programs, there has been a rise in the use of robots in educational settings. STEM programs are those where students study science, technology, engineering and mathematics collectively (U.S. Department of Education, n.d.). Robots are considered a staple of STEM programs because the building and use of these tools seemingly incorporate all content areas of STEM seemingly (STEM Center USA, 2015). On the other hand, STEAM programs aim to fill the gap STEM programs may leave by bringing the liberal arts into the mix. In this approach, science and technology are interpreted through engineering and the arts, with a foundation in mathematics (STEAM Education, 2015). World language classes can positively impact STEAM programs by incorporating elements of robotics. As defined by Bers (2008), a robotics manipulative is a &quot;medium for engaging young children in developing technological fluency and learning about math and science through integrated curricula in a fun and playful environment&quot; (p. 69). Through her research, Bers (2008) has successfully developed robotics kits for children in early childhood programs. Using Bers (2008) definition of robots as a basis, the author expands this definition and applies it to world language teaching and learning. Accordingly, robots may be defined as interactive tools that promote skills such as vocabulary building, critical thinking, and collaboration, while supporting STEM subjects and providing a lens into the culture of the target language. Also in the article, there is a list of robots along with a brief description on how they can be used for world language instruction.
Linking Language Telling Tales: Acquiring a New Language by Listening to Stories
Author: Borich, Jeanette Marie Bowman
Date: 2017-00-00
Type: Journal Articles
Subjects: Second Language Instruction,Spanish,Elementary School Students,Grade 3,Grade 4,Teaching Methods,Story Telling,Action Research,Instructional Effectiveness,Bilingual Education,English,Language Usage,Verbs,Nouns,Form Classes (Languages),Student Attitudes,Learning Processes,Illustrations,Retention (Psychology),Second Language Learning,Skill Development,Critical Thinking,Progress Monitoring

The author primarily delivered comprehensible Spanish input to her novice 3rd and 4th grade Spanish students via stories she revealed and simultaneously illustrated on a white board. To document comprehension, she obtained student retells of the stories. This approach, used over six months, became an action research project with the goal of measuring growth within retells. Individual student percent increase/decrease was calculated for the use of English phrases and Spanish words and phrases--for one retell in November, April, and May. Since that data showed that students increasingly used Spanish, percent increases in the quality of Spanish was calculated (Spanish words, subjects with verbs, and nouns with adjectives) within those three retells. The researcher also considered student feedback about listening to teacher-illustrated stories. Evidence of increases indicated that students were progressively able to provide more story details and increasingly able to use Spanish. Student feedback indicated that the illustrations provided comprehension supports. With a review of literature, the author provides a rationale for why and how revealing stories with illustrations helped students understand, retain, and use new language learning. Also considered is how story listening potentially develops critical thinking skills. The increases made by students over a six-month period should encourage use of teacher-illustrated stories for second language listeners. Action researchers should document their students' progress and consider potential benefits. Does listening to stories for novice learners lead to understanding, retaining, and using Spanish?