ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training
Author: Sirakaya, Mustafa
Date: 2018-04-00
Type: Journal Articles
Subjects: Simulated Environment,Educational Technology,Technology Uses in Education,Academic Achievement,Self Efficacy,Vocational Education,Computers,Quasiexperimental Design,Pretests Posttests,Experimental Groups,Control Groups,Undergraduate Students,Achievement Tests,Questionnaires,Observation,Teaching Methods,Comparative Analysis,Skill Development,Success,Knowledge Level,Foreign Countries,Postsecondary Education,Hypothesis Testing,Student Attitudes,Teacher Attitudes

This study aimed to test the impact of augmented reality (AR) use on student achievement and self-efficacy in vocational education and training. For this purpose, a marker-based AR application, called HardwareAR, was developed. HardwareAR provides information about characteristics of hardware components, ports and assembly. The research design was quasi experimental with pre-test post-test that included a control group. The study was conducted with 46 undergraduate students in the Computer Hardware Course. Computer hardware course achievement test, motherboard assembly self-efficacy questionnaire and unstructured observation form were used in the study for data collection purposes. The control group learned the theoretical and applied information about motherboard assembly by using their textbooks (print material) while students in the experimental group used HardwareAR application for the same purpose. It was found that the use of AR had a positive impact on student achievement in motherboard assembly whereas it had no impact on students self-efficacy related to theoretical knowledge and assembly skills. On the other hand, use of AR helped learners to complete the assembly process in a shorter time with less support. It is concluded that compared to control group students, experimental group students were more successful in computer hardware courses. This result shows that AR application can be effective in increasing achievement. It was concluded that AR application had no effect on students motherboard assembly theoretical knowledge self-efficacy and motherboard assembly skills self-efficacy. This result may have been affected from the fact that students had high levels of theoretical knowledge and assembly skills before the implementation. Observations showed that AR application enabled students to assemble motherboard in a shorter time with less support. It is thought that simultaneous interaction between virtual objects and real world provided by the AR application is effective in reducing assembly time. The students who were able to see the process steps and instructions directly with the help of HardwareAR application could complete the assembly by getting less help. Considering these results, it can be argued that, thanks to simultaneous interaction it provides, AR offers an important alternative for topics that need learner application and practice.
Determinants of Students&apos; E-Learning Acceptance in Developing Countries: An Approach Based on Structural Equation Modeling (SEM)
Author: Vululleh, Pee
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Online Surveys,Developing Nations,Social Influences,Statistical Analysis,Quality of Life,Structural Equation Models,Foreign Countries,Secondary School Students,College Students,Student Attitudes,Student Surveys,Intention,Student Behavior,Usability,Technology Uses in Education,Computer Literacy,Technological Literacy

Several studies have shown that apart from the mechanics of specific technologies involved in such educational solutions, successful implementation of e-learning is also based on behavioral and social factors. However, no substantial studies have been conducted to understand the importance of these factors in developing countries as it relates to the acceptance and use of e-learning. This study validates the extended technology acceptance model by incorporating two intrinsic motivation attributes, namely, quality of life and social influence in developing countries such as Liberia. This quantitative study used an online survey to collect data from 269 secondary and post-secondary students in Liberia (N = 269). Responses from the survey were analyzed using the structural equation modeling. The results indicated that student's behavioral intention to accept and use e-learning developing countries was significantly affected by their perceived usefulness, perceived ease of use, quality of life and social influence. Both theoretical and practical implications are discussed.
Institutional Factors in iPad Rollout, Adoption, and Implementation: Isomorphism and the Case of the Los Angeles Unified School District&apos;s iPad Initiative
Author: Lamb, Alexandra J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Student Motivation,School Districts,Institutional Characteristics,Decision Making,Program Effectiveness,Success,Access to Computers,Technology Integration,Case Studies,Influences,Program Implementation

School districts are increasingly turning to iPads as a mechanism to increase student engagement and achievement and innovate teaching and learning. Research shows this is a feasible, albeit challenging goal. In this article, we examine the case of a large-scale iPad rollout in the Los Angeles Unified School District in 2013. Using institutional isomorphism (DiMaggio &amp; Powell, 1983) as our conceptual framework, we find institutional features, like policy, the individuals and groups who make decisions, and how those decisions are communicated and supported impact the success of major change initiatives, like 1:1 iPad programs. We argue including institutional lenses in the research on rollout, adoption, and implementation of iPad and technology programs will help schools and districts to make better decisions about how to build large-scale change initiatives.
iPads in the Mathematics Classroom: Developing Criteria for Selecting Appropriate Learning Apps
Author: Harrison, Taylor R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Computer Oriented Programs,Mathematics Instruction,Criteria,Program Evaluation,Program Effectiveness,Literature Reviews,Algebra,Mathematical Concepts,Instructional Design,Interaction,Program Content,Feedback (Response),Usability

Over the last several years, iPads have become increasingly popular in the classroom. The number of available apps that could be used in the mathematics classroom are countless, but some make better mathematical learning tools than others. This research presents a set of sixteen criteria that can be used to evaluate the potential of an iPad app to be an effective mathematical learning tool. A review of the existing literature on digital learning objects and on iPads and tablet PCs in the classroom is conducted. The evaluation instrument is presented, along with a discussion of each of the sixteen criteria. The instrument is then applied to seven apps designed for learning algebraic concepts. From this sample of seven apps, common themes are examined. Implications for educators, designers, and for future research are discussed.
Designing Spaces for Creativity and Divergent Thinking: Pre-Service Teachers Creating Stop Motion Animation on Tablets
Author: O'Byrne, W. Ian
Date: 2018-00-00
Type: Journal Articles
Subjects: Creativity,Creative Thinking,Preservice Teachers,Animation,Handheld Devices,Mathematics Education,Mathematics Achievement,STEM Education,Qualitative Research,Action Research,Participatory Research,Convergent Thinking,Undergraduate Students,Production Techniques,Story Telling,Visual Aids,Educational Technology,Technology Uses in Education,Undergraduate Study

In recent years, tablets have been shown to serve as incredible teaching tools in classrooms around the world. In mathematics education, divergent thinking, creativity, and play may play a key role in formation of adaptive thinking and math achievement. This qualitative, participatory action research investigated the use of an instructional model that provided minimal instruction in the use of tablets to create stop motion animation movies. This study focused on the themes and patterns that emerged as pre-service teachers integrate a design thinking philosophy as they explore creativity and divergent thinking through the creation of stop motion animation movies. This study employed a participatory action research design that examined the use of an instructional approach informed by design thinking that utilized tablets to enable preservice teachers to create stop motion animation movies and examine pedagogical implications of creativity, divergent and convergent thinking.
Exploring How Digital Technologies Can Support Co-Construction of Equitable Curricular Resources in STEM
Author: Kier, Meredith W.
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,STEM Education,Case Studies,Middle School Teachers,Engineering,Professional Personnel,Technology Uses in Education,Blended Learning,Cooperation,Cooperative Planning,Middle School Students,Social Justice,Teaching Methods,Lesson Plans,Communities of Practice,Ethnography,Grade 8,Science Teachers,Interviews,Group Discussion,Relevance (Education),Social Problems,Reflection

The recent emphasis on engineering practices provides an opportunity for K-12 science and mathematics teachers to apply STEM concepts to real-world engineering design challenges (EDCs) for students (Next Generation Science Standards, 2013). We argue that engineering practices are more equitable when they are relatable to students and rooted in local experiences and social justice connections. There is promise in connecting middle school STEM teachers with minoritized engineers to achieve this goal. Digital technologies accessed through tablets can support teachers and engineers to form a community of practice (CoP; Lave &amp; Wenger, 1991) and to collaborate, research, illustrate, and implement plans for equitable EDCs. We use a case study analysis to describe how two middle school STEM teachers and collaborating engineers use digital technologies within a blended community of practice to plan equitable EDCs using online collaboration and presentation tools. Teachers Kevin and Tania visually map their process of planning an EDC with professional engineers, creating connections between their middle school students, social justice issues, their own experiences, and content standards to create an EDC in which students were invested and motivated to devise solutions. The cases highlight how teachers adapted digital technologies to their needs to facilitate the co-construction of lesson plans with engineers.
The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review
Author: Schwendimann, Beat A.
Date: 2018-04-00
Type: Journal Articles
Subjects: Literature Reviews,Vocational Education,Technology Uses in Education,Computer Mediated Communication,Demography,Research Methodology,Outcomes of Education,Units of Study,Incidence,Cooperative Planning,Interpersonal Communication,Interpersonal Relationship,Interpersonal Competence,Statistical Analysis,Content Analysis,Qualitative Research

Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies were analyzed with respect to their demographics, research methodology, use of technology, and measured outcomes. This review illuminates that research on CSCL still leaves the vocational learning context as an under-represented field of study. At the same time, technologies offer a range of new types of learning possibilities for vocational education. As the direct result of that development, vocational education is increasingly taking place in new technology-enhanced learning settings. Education can benefit from the opportunities of CSCL technologies, but on the other hand, such technologies create new challenges for facilitating vocational learning. Therefore, this review also identifies three topic areas specific to vocational learning (collaborative writing-to-learn, simulations and game-like solutions, and tangible objects) and enumerates desirable lines for future research.
Influence of Learning Model Using Laboratory and Numeric Ability to Student Learning Result on Thermochemical Material
Author: Sugiharti, Gulmah
Date: 2018-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Models,Interaction,Science Laboratories,Numeracy,Grade 11,Secondary School Science,Statistical Analysis,Scientific Concepts,Mathematics Skills,Ability,Problem Based Learning,Foreign Countries,Hypothesis Testing

This study aims to determine the influence of learning models and numerical ability of students' chemistry learning outcomes on Thermochemical materials, as well as the interaction between learning models through the use of laboratory and numerical ability. The study was conducted on the students of grade XI IPA SMA N 1 Stabat consisting of 9 classes and 2 classes as samples taken by purposive sampling. Experimental research with factorial 2 × 2 factorial ANOVA design. Learning result data obtained from result of thermochemical learning result and student numerical ability data obtained through numerical ability test which have all been validated. The data analysis technique used two way analysis of variance (ANOVA). The result of the research shows that the influence of the learning model using the laboratory on the students' learning outcomes on thermochemical materials with Fcount&gt; Ftable is 4.015&gt; 3.99, there is the effect of high numerical ability and low numerical ability to the chemistry learning result on thermochemical material with Fcount&gt; Ftable value is 23.717 &gt; 3.99 and there is interaction between learning model using laboratory with numerical ability to result of thermochemical learning with value Fcount&gt;Ftable that is 11.142&gt;3.99.
Vocational Teaching-Learning through the Eyes of Undergraduate Vocational Students in Malta: A Qualitative Exploratory Study
Author: Said, Alison
Date: 2018-04-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Study,Vocational Education,Preferences,Educational Environment,Undergraduate Students,Student Attitudes,Expectation,Student Educational Objectives,Instructional Effectiveness,Educational Quality,Qualitative Research,Statistical Analysis,Semi Structured Interviews,Teacher Behavior,Knowledge Level,Case Studies

The purpose of this study is to develop a deeper understanding of the teaching qualities of effective lecturers that vocational students desire, students assessment preferences and preferred learning environments. This study gives a voice to higher vocational students as it is important for vocational educators to learn what attracts students to effective learning. Due to the inquiry's exploratory nature, an interpretivist approach was used, and a constructivist grounded approach using qualitative data was adopted. A purposive approach to multiple case study selection was used where the unit of analysis was a higher vocational student. The perceptions and expectations of vocational undergraduate (EQF level 6) students in two disciplines (applied science and engineering) were explored, to identify what may constitute good practice. A total of ten participants from two different institutes within the vocational university college agreed to be interviewed. Semi-structured and photo-elicitation interviews were applied. In addition, the Powerful Learning Environments (PLEs) Framework was used as a preliminary tool to aid in the decision-making process for data collection. Iterative analysis was used for the semi-structured interviews, whilst a constant-comparative method was used for the photoelicitation image analysis. Overall, the expectations and preferences between both groups were very similar. Results show that students expect to be taught by interactive lectures that relate theory to practice that will prepare them for the job. Formal lectures including presentations were the least favoured. Regarding teaching qualities, students expect approachable and understanding lecturers who provide concrete industrial examples. Assessment preferences included home based assignments and research projects. The preferred learning environment is in line with most characteristics of the Powerful Learning Environment. Evidence shows that there is no particular difference between a higher vocational student and a higher education student. Implications for the enhancement of students' learning processes are discussed and recommendations for further research are elaborated.
Using Tablets to Explore the Potential for Video-Based Classroom Observations for Research and Professional Development
Author: Blazar, David
Date: 2018-00-00
Type: Journal Articles
Subjects: Video Technology,Handheld Devices,Observation,Faculty Development,Mathematics Instruction,Mathematics Teachers,Teacher Effectiveness,Outcome Measures,Experimental Groups,Control Groups,Teaching Methods,Randomized Controlled Trials,Teacher Evaluation,Feedback (Response),Professional Education,Principals,Coaching (Performance),Elementary School Teachers,Elementary School Mathematics

Easy access to low-cost, high definition video technology has transformed how researchers and practitioners are approaching school improvement efforts. Video-based observations of classroom instruction provide researchers the means to define and measure aspects of effective teaching and suggest subsequent professional learning. In this article we describe three use cases for video observations based on the work we are doing at the Center for Education Policy Research (CEPR) at Harvard University. The cases discuss strategies for (1) using teacher videos to improve instructional practice through 1:1 coaching focused on the use of a mathematics-specific observation rubric, (2) making observation and feedback cycles practical for over-burdened principals, and (3) developing outcome measures to inform our understanding of teacher effectiveness and suggest the potential for improvement. We describe a research agenda that is grounded in concrete examples of teaching practice.
Who Is Going to Build the Wall? A Building Trades Crisis in the U.S.A.
Author: Toppin, Ian
Date: 2018-04-00
Type: Journal Articles
Subjects: Building Trades,Labor Force Development,Vocational Education,Construction Industry,Performance Factors,Supply and Demand,Labor Market,Undocumented Immigrants,Political Issues,High Schools,Postsecondary Education,Higher Education,Federal Legislation,Educational Legislation,Technical Education,Females,African Americans,Labor Legislation,Apprenticeships

The context of this study was to examine factors contributing to significant workforce shortages in building trades in the United States. As it is, recruitment of qualified skilled trades workers is becoming increasingly difficult due to lack of a pipeline of prospective workers, and training programs. The study assumed a theoretical inquiry approach in order to address the following three main questions: (1) What is the scope of the workforce shortage in skilled and building trades in the US? (2) What factors are recognized as contributors to the building trades workforce shortage in the US? And, (3) What strategies can be implemented to reverse building trades workforce shortages in the US? Findings affirmed that the scope of workforce shortages in skilled and building (construction) trades in the US is very broad and the impact is rather deep. Factors contributing to the shortage include: declines in high school technical education programs, which have been replaced by career academies; misconception that higher education always equal higher income, but the untold story is higher debt associated with pursuing higher education; and stricter immigration laws, which are forcing potential workers out of the US. The study concluded that in order to reverse currently declining workforce trends the following six strategies should be implemented: (1) Make it a national priority, thereby appropriating adequate resources to the effort. (2) Increase the number or women and African Americans in building trades. (3) Expand apprenticeship programs. An expansion of both government and corporate incentives are needed to stimulate an increase in apprenticeships. (4) Reintroduce building and skilled trades programs in secondary and postsecondary schools. Growth in the number of Career Academies, and participation in them has been encouraging, yet there are not enough of them to meet the need. (5) Re-examine guest-worker programs, which are currently cumbersome for employers to participate in, and do not allow for anywhere close to the number of workers needed to meet workforce needs. (6) Change marketing of building trades from menial to meaningful. Many young people simply do not know that they can make a comfortable living from a career in skilled trades. They have been taught that at least a bachelor's degree is needed in order to have a successful career. This narrative has to be revised in order to create a pipeline of prospective skilled trades employees for the future.
Educational Technology Adopters: A Case Study in University of Botswana
Author: Dintoe, Seitebaleng Susan
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Educational Technology,Qualitative Research,Interviews,Observation,Comparative Analysis,Technology Uses in Education,Adoption (Ideas),Participant Characteristics,Beliefs,Barriers,Technological Literacy,Classroom Techniques,Distance Education,Social Systems,College Programs,Instructional Material Evaluation

Although University of Botswana implemented national ICT policies and trained the lecturers to use educational technology, there was low-level use of eLearning in teaching and learning. In this regard, qualitative case study approach was used to explore and specifically focus on one aspect of the phenomenon; that is, the University of Botswana as a case study and the lecturers as a unit of analysis. The data were collected from artifacts (teaching and learning materials), secondary documents, interviews, and observations. The data analysis was based on the constant comparative method where the data collected was constantly compared to identify codes and themes for accuracy, credibility, and trustworthiness as a means of triangulation and member checks. Findings from the study showed that early adopters experiences in pedagogies, use of technology and delivery of courses is different. The other challenges found was that social system: University of Botswana in which they all operate was constraining them, and educational technology was used in face-to-face (f2f) classroom not in distance education based on compatibility of technology. Practical recommendations are made based on the findings from the study