ethanporcaro/eric-fulltext-meta huggingface dataset:
Transmedia Storybuilding in Sloyd
Author: Wiklund-Engblom, Annika
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Blended Learning,Learning Processes,Story Telling,Multimedia Instruction,Multimedia Materials,Decision Making,Active Learning,Elementary Education

This paper describes the theoretical foundation for a work in progress project of developing a mobile learning solution for sloyd education named Talking Tools (TT). Being a learner in a multimodal, blended learning environment entails both consuming and creating own content using a number of media sources and tools. For sloyd education, this multimodal learning experience can be seen as transmedia storybuilding, in which dynamic content facilitates learning by multiple and flexible stimulations. The learning process is the learners' own stories created through their transmedia learning experiences. We will look at the learning process of learners using the mobile learning solution from of a socio-cultural perspective of appropriating tools for learning. Phases of development are outlined in the paper. [For the full proceedings see ED562140.]
M-Learning for Qur'an Memorization and Teaching Its Sciences
Author: Sameh, Ahmed
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Electronic Learning,Handheld Devices,Telecommunications,Science Instruction,Memorization,Computer Simulation,Animation,Navigation (Information Systems),Computer Interfaces,Semitic Languages,Islam

Providing a Conversional, Animated Qur'an Memorizer on modern smart phones will allow young generation technology savvies to be able to immerse themselves inside Qur'an and its sciences. Using technological means to deal with Qur'an and its sciences is at the focus of attention of the Noor Center in Taibah University. In this project we use the technologies of virtual reality, conversional interfaces, animated touch screens, metro-style navigation to build a Qur'an memorizer along with some of the Qur'an related sciences. The goal is to bring these technology attractions to Qur'an and it sciences. In this paper we present a small scale implementation of only Part ??? ??&quot; 30 &quot; of the Conversional, Animated Qur'an Memorizer application. The implementation is ported on major smart phones currently available and tested. [For the full proceedings see ED562140.]
Investigation of Using Analytics in Promoting Mobile Learning Support
Author: Visali, Videhi
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Research,Data Collection,Data Analysis,Computer Mediated Communication,Computer Oriented Programs,Administrators,Questionnaires,Case Studies

Learning analytics can promote pedagogically informed use of learner data, which can steer the progress of technology mediated learning across several learning contexts. This paper presents the application of analytics to a mobile learning solution and demonstrates how a pedagogical sense was inferred from the data. Further, this inference was used to identify undesirable learning behavior and estimate the effectiveness of the learning strategy. [For the full proceedings see ED562140.]
Tablet Use within Medicine
Author: Hogue, Rebecca J.
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Computer Use,Medical Education,Medicine,Patients,Patient Education,Physicians,Surveys,Diagnostic Tests,Surgery,Visual Aids,Online Searching,Databases,Literature Reviews,Radiology,Clinical Experience

This paper discusses the scholarly literature related to tablet computer use in medicine. Forty-four research-based articles were examined for emerging categories and themes. The most studied uses for tablet computers include: patients using tablets to complete diagnostic survey instruments, medical professionals using tablet computers to view radiology results in order to make a diagnosis or share results with patients at the bedside, and surgeons using tablet computers to view and manipulate patient specific three dimensional images during surgery. In addition, educational uses of tablet computers included: tablets to support patient education and medical residents using tablets as portable computers in clinical settings. These uses indicate that within medicine, tablet computers are being used for more than just providing convenient anytime anywhere access to reference material. [For the full proceedings see ED562140.]
Future Educators' Explaining Voices
Author: de Oliveira, Janaina Minelli
Date: 2013-03-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Preservice Teacher Education,Teacher Education Programs,Preservice Teachers,Case Studies,Computer Attitudes,Handheld Devices,Audio Equipment,Professional Identity

Teacher education programs must offer pre-service students innovative technology-supported learning environments, guiding them in the revision of their preconceptions on literacy and technology. This present paper presents a case study that uses podcast to inquiry into future educators' views on technology and the digital age. Results show future educators present rather conservative views on technology use and few of them relate to the theme from their future professional identity. Courses aimed at preparing future educators to make pedagogical use of technology should explicitly address students' preconceptions so as to favor the educational approaches required for the development of the twentieth century skills. [For the full proceedings see ED562140.]
Mobile Learning in Secondary Education: Perceptions and Acceptance of Tablets of Teachers and Pupils
Author: Montrieux, Hannelore
Date: 2013-03-00
Type: Reports - Research
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Teaching Methods,Foreign Countries,Secondary Schools,Teacher Attitudes,Secondary School Teachers,Secondary School Students,Student Attitudes,Parent Influence,Peer Influence,Questionnaires,Online Surveys,Behavior Theories,Usability,Likert Scales,Multiple Regression Analysis

This paper reports on the introduction of the tablet computer as a personal, mobile learning tool in a secondary school in Flanders, Belgium. In this longitudinal research project, drawing upon the Theory of Planned Behavior, we question the relative extent to which attitude, subjective norm, and self-efficacy explain the prospective uptake of the device for educational purposes. The results indicate that attitudes towards the rollout are generally positive. Teachers are dominantly intrinsically motivated, welcoming it as a useful and easy to use aid. The role of attitude among pupils is strong, however they do report feelings of social influence, albeit mostly by parents and peers. The pupils also consider the tablet as instrumental, although their positive attitude is strongly linked to the expectation of having a more enjoyable learning experience. [For the full proceedings see ED562140.]
Lost in Transition: The Impact of Middle School Transitions on Student Learning Trajectories
Author: McEachin, Andrew
Date: 2015-00-00
Type: Reports - Research
Subjects: Middle School Students,Academic Achievement,Achievement Gains,Student Mobility,Scores,Student Adjustment,Influences,Standardized Tests,Reading Achievement,Mathematics Achievement,Intervention,Longitudinal Studies,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7

The effect of student mobility on student outcomes has garnered much attention by researchers and policy-makers over the past few decades. The extant research relies on annual tests, typically measured each spring, to estimate the effect of structural moves on student achievement. The current literature does not allow researchers to evaluate whether the negative shock occurs at the start of the school year, or develops over time as students adjust to their new setting. Using a unique data set that includes both fall and spring test scores, McEachin and Atteberry evaluate whether students' fall achievement before instruction occurs, is affected by the structural move, and whether students' school-year achievement growth is affected as well. Preliminary results suggest that students experience a negative shock to achievement at the start of the year. These results have the potential to shed new light on the impact of structural transitions, and implications for policy and practice. While this preliminary work is suggestive that middle school transitions are hard on students--regardless of which grade level they experience them in, more nuanced modeling approaches will more formally compare the subsequent learning trajectories of pre-treatment similar students in relation to if and when they experience middle school transitions. Tables and figures are appended.
Location-Aware Mobile Learning of Spatial Algorithms
Author: Karavirta, Ville
Date: 2013-03-00
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Higher Education,Teaching Methods,Mathematics,Spatial Ability,Visualization,Computer Science Education,Geographic Location

Learning an algorithm--a systematic sequence of operations for solving a problem with given input--is often difficult for students due to the abstract nature of the algorithms and the data they process. To help students understand the behavior of algorithms, a subfield in computing education research has focused on algorithm visualization--learning material showing the steps and data used by an algorithm. As the use of mobile devices has risen together with the capabilities of the devices, mobile learning is more important than ever. It also opens possibilities to contextualize the learning experience. In this paper, we present our work towards location-aware mobile learning of spatial algorithms that adapts the learning material to the location of the student. [For the full proceedings see ED562140.]
Preventing Preschool Fadeout through Instructional Intervention in Kindergarten and First Grade
Author: Duncan, Greg J.
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Preschool Education,Early Childhood Education,Kindergarten,Grade 1,Academic Achievement,Disadvantaged Youth,Low Income Students,School Readiness,Early Intervention,Difficulty Level,Professional Development,Educational Quality,Elementary School Teachers,Child Development,Federal Programs,Verbal Ability,Intelligence Tests,Vocabulary,Hypothesis Testing,Outcomes of Education,Instructional Effectiveness,Regression (Statistics),Multivariate Analysis

A substantial literature documents the benefits of early childhood education and formal preschool experiences on children's school readiness, with low-income and otherwise disadvantaged children benefitting the most from these programs. However, these academic benefits often fade out as children age, and most disappear by the end of kindergarten or first grade. The authors suggest one reason for preschool fade-out might be that children's elementary school teachers continue to teach content that children already learned during preschool, thus curtailing academic growth. In this study, the authors investigate two salient approaches available to policymakers that may improve preschool participants' instructional experiences in elementary school: (1) that of advanced and challenging instruction in kindergarten and first grade; and (2) professional support in which preschool teachers interact with their kindergarten and first grade counterparts to develop a seamless transition from one grade to the next. Two experimental studies of preschool interventions (Head Start and Building Blocks) and children's elementary school environments examined whether the quality of instructional content or providing professional development supports to early grade teachers moderate the impacts on children's cognitive skills. Tables are appended.
Sensitivity Analysis for Multivalued Treatment Effects: An Example of a Cross-Country Study of Teacher Participation and Job Satisfaction
Author: Chang, Chi
Date: 2015-00-00
Type: Reports - Research
Subjects: Job Satisfaction,Intervention,Sample Size,Weighted Scores,Robustness (Statistics),Simulation,Inferences,Surveys,Teacher Attitudes,Cross Cultural Studies,Statistical Analysis,Multivariate Analysis,Validity,Teacher Participation,Likert Scales

It is known that interventions are hard to assign randomly to subjects in social psychological studies, because randomized control is difficult to implement strictly and precisely. Thus, in nonexperimental studies and observational studies, controlling the impact of covariates on the dependent variables and addressing the robustness of the inferences from the results is very important. This study first focused on examining the sensitivity of a multivalued treatment effect; second, a small simulation study of Impact Threshold of a Confounding Variable (ITCV) was conducted to examine to what degree the ITCV index is affected by test statistics and sample size; and third, whether the different propensity score weighting methods were sensitive enough to examine different levels of the treatment, and how robust the inference can be made on each value treatment, were demonstrated using Teaching and Learning International Survey (TALIS) data. The findings of this study validate the inference that teacher participation can affect their job satisfaction. The results also use an index for the threshold for this inference statement, and for examining the robustness of the sample. The indexed threshold necessary for the impact and necessary to invalidate the inference, and the threshold for sample replacement provide power arguments for internal validity and external validity, respectively, and they also show a clear warrant for sensitivity analysis. Because this is an international survey, the large sample size also makes this argument stronger. Tables and figures are appended.
Reducing Bias and Increasing Precision by Adding Either a Pretest Measure of the Study Outcome or a Nonequivalent Comparison Group to the Basic Regression Discontinuity Design: An Example from Education
Author: Tang, Yang
Date: 2015-00-00
Type: Reports - Research
Subjects: Pretests Posttests,Statistical Bias,Accuracy,Regression (Statistics),Research Design,Comparative Analysis,Quasiexperimental Design,Validity,Benchmarking,Research Problems,Statistical Analysis,Error of Measurement,Causal Models

Regression discontinuity design (RD) has been widely used to produce reliable causal estimates. Researchers have validated the accuracy of RD design using within study comparisons (Cook, Shadish &amp; Wong, 2008; Cook &amp; Steiner, 2010; Shadish et al, 2011). Within study comparisons examines the validity of a quasi-experiment by comparing its estimates to trustworthy benchmarks (usually an experiment) with the same treatment group. First developed by Lalonde (1986), it is a rigorous method to evaluate the internal validity of quasi-experiments. Despite the accuracy of RD design and its increasing popularity, the basic RD design has three major disadvantages. The first disadvantage is that RD has weak statistical power. Previous literature (Goldberger, 1972; Schochet, 2009) shows that RD needs at least 2.75 times of RCT's sample size to achieve the same statistical power. The second disadvantage is that RD can only estimate causal effect at the cutoff, but most times researchers are concerned with average treatment effect across all populations. The third disadvantage is that RD depends on specification of functional forms. Researchers usually specify several different functional forms to test the sensitivity of estimates. To mitigate these three weaknesses, researchers have proposed many variants of RD (Lohr, 1972; Shadish, Cook and Campbell, 2002). Wing and Cook (2013) employed within study comparisons in the healthcare context and examined the advantages of adding a pretest to a basic RD, thus creating comparative regression discontinuity with the pretest as a comparison function (CRD-Pre). Figures are appended.
Context and Concepts in Mobile Learning
Author: Jaldemark, Jimmy
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,World Views,Pragmatics,Social Theories,Learning Theories,Learning Processes

This reflective paper discusses the contextual and situated character of concepts in mobile learning. It aims at challenging current conceptualizations of mobile learning by utilizing ideas from pragmatist and socio-cultural perspectives. This challenge includes a framework that embraces a distinction between interactional and transactional world-views. The paper suggests a dynamic non-dualistic view of mobile learning. This view includes examples of concepts that might be appropriate for conceptualizations of mobile learning. [For the full proceedings, see ED562140.]
M-Learning Systems Design--Technology and Pedagogy Aspects
Author: Gourova, Elissaveta
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Higher Education,Teaching Methods,Foreign Countries,Integrated Learning Systems,Video Technology

Technology developments face universities with many challenges--to integrate technologies in educational processes, design new electronic materials, change teaching styles, and better meet the demands of the technology-savvy generation. The paper considers problems of m-learning adoption in Bulgaria at one Faculty of the Technical University-Sofia. [For the full proceedings, see ED562140.]
Mobile Learning Application Interfaces: First Steps to a Cognitive Load Aware System
Author: Deegan, Robin
Date: 2013-03-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Teaching Methods,Cognitive Processes,Difficulty Level,Learning Theories,Usability,Measurement Techniques,Interaction,Mathematics,Interference (Learning),Statistical Analysis,Hypothesis Testing,Multivariate Analysis

Mobile learning is a cognitively demanding application and more frequently the ubiquitous nature of mobile computing means that mobile devices are used in cognitively demanding environments. This paper examines the nature of this use of mobile devices from a Learning, Usability and Cognitive Load Theory perspective. It suggests scenarios where these fields interact and presents an experiment which determined that several sources of cognitive load can be measured simultaneously by the learner. The experiment also looked at the interaction between these cognitive load types and found that a distraction did not affect the performance or cognitive load associated with a learning task but it did affect the perception of the cognitive load associated with using the application interface. This paper concludes by suggesting ways in which mobile learning (and mobile computing) can benefit by developing cognitive load aware systems that could detect and change the difficulty of the learning task based on the cognitive state of the learner. [For the full proceedings, see ED562140.]
Site Selection in Experiments: A Follow-Up Evaluation of Site Recruitment in Two Scale-Up Studies
Author: Tipton, Elizabeth
Date: 2015-00-00
Type: Reports - Research
Subjects: Site Selection,Randomized Controlled Trials,Educational Experiments,Research Methodology,Intervention,Academic Achievement,Student Improvement,Design,Student Recruitment,Probability,Followup Studies,Evaluation Methods,Research Problems,Sampling,School Districts,Statistical Analysis

Randomized experiments are commonly used to evaluate if particular interventions improve student achievement. While these experiments can establish that a treatment actually &quot;causes&quot; changes, typically the participants are not randomly selected from a well-defined population and therefore the results do not readily generalize. Three streams of research methodologies have been developed to improve generalizations from large-scale experiments: (1) &quot;assessing&quot; the degree of similarity between the convenience sample of schools or districts in a completed experiment (e.g., Stuart, Cole, Bradshaw, &amp; Leaf, 2011; Olsen, Orr, Bell, &amp; Stuart, 2013; Tipton, in press); (2) &quot;reweighting&quot; this convenience sample to be more similar to one or more well-defined inference populations (e.g., O'Muircheartaigh &amp; Hedges, 2014; Tipton, 2013); and (3) improvements through design and improved recruitment strategies (e.g. Tipton et al, 2014; Tipton, 2014; Roschelle et al, 2014). Tipton et al (2014) provide a design-based approach that uses propensity score methodology to first compare an inference population to those eligible for recruitment in the experiment, and then creates strata for site-selection. The goal is to help recruiters create a recruitment strategy that is targeted and, that when perfectly implemented, results in a sample of sites that is like a miniature of the inference population of interest. This paper is a follow up study to the examples proposed and carried out in Tipton et al (2014), with the goal of evaluating the success of these methods in practice, as well as addressing additional problems that arose in recruitment. One figure and three tables are appended.
Mathematics and Mobile Learning
Author: Sayed, Fayez
Date: 2015-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Telecommunications,Handheld Devices,Teaching Methods,Mathematics Instruction,Computer Oriented Programs,Student Attitudes,Computer Software,Algebra,Calculus

The wide range of Mathematical Apps targeting different mathematical concepts and the various types of mobile devices available present a demanding and challenging problem to the teaching and learning in the field of mathematics. In an attempt to address this issue, a few Apps were selected, implemented and tested in this work. [For complete proceedings, see ED562096.]
Technology Trends in Mobile Computer Supported Collaborative Learning in Elementary Education from 2009 to 2014
Author: Carapina, Mia
Date: 2015-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Telecommunications,Handheld Devices,Foreign Countries,Teaching Methods,Elementary Education,Cooperative Learning,Literature Reviews,Access to Computers

This paper analyses mobile computer supported collaborative learning in elementary education worldwide focusing on technology trends for the period from 2009 to 2014. The results present representation of device types used to support collaborative activities, their distribution per users (1:1 or 1:m) and if students are learning through or around the technology. The major findings show that in the last five years tablet computers and small handheld devices are used nearly with equal frequency as mobile learning devices, mostly in 1:1 distribution simultaneously being an instrument through which collaborative activities are performed. [For complete proceedings, see ED562096.]