ethanporcaro/eric-fulltext-meta huggingface dataset:
Vocabulary Skills Development among Students: An Ethnography
Author: Ong, Charito G.
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Vocabulary Development,Ethnography,High School Students,College Students,Teaching Methods,Student Attitudes,Audio Equipment,Video Technology,Group Discussion,Lesson Plans,English (Second Language),Second Language Learning,Second Language Instruction,Language Usage,Semantics,Definitions,Cues

This study is on the development of English vocabulary skills of selected High School and College students of Bukidnon and Cagayan De Oro City. Specifically, it sought to focus on four areas: when teachers develop vocabulary, the teaching techniques employed to develop vocabulary, students' reaction to the activities presented and the behaviors displayed by students to show understanding of new words introduced. An ethnographic approach to classroom observation was used in this study. The descriptive method served as means to analyze and interpret the gathered data on vocabulary development. The data were gathered through the use of cassette recorder and video tape. Actual observation was also conducted by the researchers to the sample classes. Moskowitz' (2006) behavior categories for language students aided the researchers in describing students' reactions to vocabulary activities presented. A total of four hours was allotted for the gathering of data, equivalent to six lessons. Of the six lessons observed, two were tape recorded and four were video-taped. Findings revealed that the development of vocabulary skills was generally done at the beginning of the lesson. There were only few instances in which it was done at the middle of the discussion. Vocabulary was unlocked through the use of context clues varying from semantic definition, explanation, description and appositive clues. Students enjoyed guessing the words' meaning when used in context that choral responses were prevalent. They manifested that they understood the meaning of the new words developed by using the words in exact context during the lesson activities. [For the complete proceedings, see ED601080.]
The Application of Smart Devices in Teaching Students with Special Needs
Author: Göksu, Hüseyin
Date: 2016-07-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Handheld Devices,Technology Uses in Education,Special Needs Students,Computer Software,Special Education,Students with Disabilities,Intellectual Disability,Educational Benefits,Foreign Countries

Smart devices such as smart phones and tablets have become part and parcel of our lives in recent years. The effects of these new smart devices can been seen everywhere. Students, especially, use these devices in their daily learning process and the application of these tools will be more and more important in the following years. Therefore, it's very important to keep students' attention continuous with the assist of these smart devices. Smart devices help students to study anytime in anywhere, so students learn whenever they want without any limitations. These roles also help students to keep in touch with their teachers. It will also help them to be integrated in social life more easily. This study is about developing a complete software tool to be used in the education of students who need special education. The software is designed for smart devices such as smart phones and tablets. Students who are mentally handicapped may get benefit of using this software for a completelearning session or as a supporting tool. The software is developed on Android platform. In the current version, the concepts of &quot;less&quot; and &quot;more&quot; are considered. The target students are Turkish students who need special education.
Power and Control as Means to Explore Teachers&apos; Practice in the One-to-One Computing Classroom: Is There a Shift from Teacher-Centered Practice to Student-Centered Practice?
Author: Bergström, Peter
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Student Centered Learning,Power Structure,Social Studies,Secondary School Teachers,Secondary School Students,Laptop Computers,Teaching Methods,Handheld Devices,Teacher Student Relationship,Foreign Countries,Adolescents,Peer Relationship,Social Media

This paper reports on a study about teachers' practice in one-to-one computing classrooms in Social Studies in upper secondary school. In the study, two teachers were followed in their daily practice with students where the observer collected empirical material through classroom observations, informal discussions and interviews. The teachers taught both academic and vocational programs in Social Studies and all students were equipped with a personal laptop. The aim and research questions demonstrate an attempt to both explore and explain how different power and control relations contribute to describe these teachers' practice as either teacher-centered or student-centered. The theoretical framework was based on Bernsteins' theory regarding symbolic power and control. Both teachers used one-to-one computing to extend the students learning outside the school building but they demonstrated two different theoretically informed practices. These teachers' practice involved the students to different extent in the decisions about, for example, content, sequence and how the classes should be organized individually or in groups. The different teaching approaches reflects how the teachers either kept or distributed power and control to the students. The findings contribute to understand the differences between teacher-centered and student-centered practice. [For the complete proceedings, see ED601080.]
Developing 21st Century Intercultural and Collaborative Competencies through Transformative Internationalisation Projects: A Post Neo-Colonialism Approach
Author: Anand, Pranit
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: 21st Century Skills,International Cooperation,Intercultural Communication,Foreign Countries,Learning Experience,Institutional Cooperation,Foreign Policy,Educational Cooperation,Cooperative Learning,Authentic Learning,Teaching Methods,Task Analysis,Global Approach,Educational Policy,Social Responsibility,Social Media,Nonprofit Organizations,Developing Nations,Program Descriptions,International Education,Learning Activities,College Students,Learning Strategies,Questionnaires,Computer Mediated Communication

There is widespread agreement that collaboration, teamwork and intercultural competence, among others, are essential 21st century skills. Higher education teaching and learning initiatives tend to have a significant focus on developing these skills through assessments and other in-class activities, and yet often do not take advantage of opportunities to collaborate with other institutions located in different countries to give their students an authentic, globalised learning experience. Previous transnational education projects have tended to encourage cross-institutional collaboration through engagement with host institution subjects/courses that are delivered at off-shore locations. Although these initiatives are valuable, they tend to impose a 'neo-colonialism' approach and therefore may not develop 'transformative' international perspectives. This paper will present an initiative that was developed between two institutions located in Australia and Hong Kong, where their students collaborated on an assessment for learning task that involved developing a real-life solution for not-for-profit organisations, often located in a third country. The ideas discussed in this paper will be useful for anyone who is trying to create a more immersive, authentic learning experience for their students. These initiatives developed in our students a heightened sense of belonging to a truly globalised world we live in and instilled a shared responsibility of care. Ideas discussed in the presentation will also be useful for policy makers about how to go about creating more supportive policy and governance frameworks to encourage greater collaborations with off-shore institutions in a truly respectful arrangement. [For the complete proceedings, see ED601080.]
Challenges and Support for the Development of Novice Teachers&apos; Professional Identities
Author: Khalid, Fariza
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Beginning Teachers,Professional Identity,Faculty Development,Teaching Conditions,Social Support Groups,Secondary School Teachers,Rural Schools,Adjustment (to Environment),Foreign Countries,Creative Thinking,Classroom Techniques,Student Motivation,Self Efficacy,Web 2.0 Technologies,Family Role

Teaching profession requires teachers to be prepared with skills and knowledge to overcome challenges related to subject matter, students, colleagues and personal matters. In order to become an outstanding teacher, one has to undergo formal as well as informal professional development experiences. This study aims to explore the challenges faced by novice teachers and the sources they turned to in order to resolve these challenges. The research participants were three novice teachers who are currently in their first two years of teaching experience. The data were mainly collected using semi-structured interviews with each participant. With the assistance of NVivo software, the data were coded using a thematic analysis approach. The findings indicate that novice teachers not only struggle with their own lack of skills, but are also burdened with students' negative attitudes and difficulties in the environment in which they work. The main supportive elements found to be helping these teachers in solving their problems are support from senior colleagues and family, and information available on the Internet. [For the complete proceedings, see ED601080.]
Learning a Language through Gaming: A Minecraft Game Design for Negotiation of Meaning and Co-Construction of Knowledge
Author: Baek, Joeun
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Video Games,Educational Games,Instructional Design,Second Language Instruction,Second Language Learning,English (Second Language),Feasibility Studies,Pilot Projects,Cooperative Learning,Computer Mediated Communication

The purpose of this study is to design a Minecraft game where players can learn a language by negotiating meanings and constructing knowledge together with other players. In order to achieve this purpose, related theories are explored and an instructional design theory was adopted to provide a background for a game building. After the game was designed, it was implemented to test its feasibility. A further suggestion for re-design of the game as a next step was made. [For the complete proceedings, see ED601080.]
Diversity Implications of Online Learning of Coding
Author: Lane, Mathew
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Electronic Learning,Coding,Computer Science Education,Postsecondary Education,Pacing,Individualized Instruction,STEM Education,Student Diversity,Gender Differences,Age Differences,Minority Group Students

This article is an exploratory analysis and comparison of the demographic distributions of data collected from the 2016 New Coder Survey, with that obtained from the Integrated Postsecondary Education Data System (IPEDS). In comparing the data sets, the findings suggest that overall females were more likely to engage in online self-paced coding education, particularly when they had no background or previous study in an IT discipline. This contrasted strongly with females having an existing IT qualification. When looking at ethnicity, the research identified that those students who identify as an ethnic minority were more likely to undertake formal tertiary education in IT, rather than engage in online coding study. The research also confirmed that the average age was higher, and diversity of age groups was larger for those undertaking online study, when compared with those undertaking formal tertiary study. The practical implications of this analysis to diversity in Information Technology disciplines such as computer science, and more broadly with STEM-related disciplines are discussed. [For the complete proceedings, see ED601080.]
An Investigation into the Effects of Programming Workshop Experiences on Parents&apos; Concerns about Programming Education in Elementary School
Author: Maruyama, Yukiko
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Programming,Elementary Education,Workshops,Parent Attitudes,Parent Role,Program Effectiveness,Foreign Countries,Elementary School Students,Robotics,Coding,Attitude Change,Anxiety,Computer Use,Interests,Technological Literacy,Expectation,Self Efficacy

To investigate the effects that experiences in programming have on parents' concerns about programming education in elementary schools, a survey was carried out before and after parent-children workshops. Participation in the programming workshops seemed to promote parents' understanding of programming, boost their expectations, and decrease their anxieties about introducing programming education to primary schools. Moreover, attitudes and confidence in supporting children at home were improved through participation in the workshop. Since the number of participants in this study was limited, it is necessary to carry out the survey with more participants in the future, followed by detailed analysis. [For the complete proceedings, see ED601080.]
Collective Wisdom of Flipped Classrooms in Hong Kong Higher Education: Preparing for Potential Challenges
Author: Lam, Paul
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Barriers,College Faculty,Planning,Educational Objectives,Teaching Methods,Foreign Countries,Incentives,Comprehension,Student Evaluation,Learning Activities,Familiarity

The flipped classroom approach is widely regarded to be able to enhance teaching and learning. Despite its many advantages, it is still in the early stage of implementing in Hong Kong. This may be due to the potential challenges such as learners' limited participation and adaptation problems. The purpose of this article is to discuss the challenges based on Brame's (2013) four key elements of the flipped classroom -- Exposure, Incentive, Assess and Activities. Particularly, we put emphasis on how teachers from Hong Kong higher education address the four aspects of challenges in their flipped classroom planning and design. Twenty-six teachers from five universities in Hong Kong were invited to complete a teaching profile for their coming flipped courses which they were asked to elaborate their teaching goals and how they would execute the course. The teaching profiles revealed that the teachers devised a wealth of different strategies in implementing flipped classroom. We generalized their careful planning into eleven tips that can be seen as the collective wisdom of the teachers, as well as potential solutions to the flipped classroom challenges. This article summarizes the first phase of our study that eventually will examine the success factors of the flipped classroom approach in Hong Kong higher education. [For the complete proceedings, see ED601080.]
Deployment of a Generic Method in the Design of Digital Learning Environments Using a Collaborative Authoring Tool
Author: Bohorquez, Carlos
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Instructional Design,Programming,Conflict,Teaching Methods,Artificial Intelligence,Cognitive Ability,Efficiency,Cooperation,Data Collection,Academic Achievement,Models,Learning Processes,Computer Software

This paper describes the first stages on the development of a design method of digital trainings using the collaborative authoring tool &quot;ALO&quot;. Based on the theory of instrumental conflict (Marquet, 2005), this method highlights the necessity of the design digital trainings under the optimal harmonization for users/learners in didactic, pedagogical and technical terms. By the implementation of an artificial intelligence, we will collect the data acquired from users' experiences to analyse their performances. The result of this analysis will be given to the trainer/designer in order to improve future trainings by predictive learning models increasing cognitive skills and the measurement of the efficiency of a digital training. [For the complete proceedings, see ED601080.]
An Experimental Study of an Educational Intervention to Change Goal Orientation
Author: Yokoyama, Mai
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Intervention,Goal Orientation,Self Evaluation (Individuals),Peer Evaluation,College Freshmen,Feedback (Response),Debate,Evaluation Methods,Change Agents

This study examined the effects of intervention with a 2 × 2 factor manipulation, identifying the effects of evaluation indicators (presentation/construction) and evaluator (self/peer) on students' goal orientation. Specifically, we created five groups (one control group and four experimental groups) and conducted experimental lessons. The learning topic was debate training. The participants were 67 first-year students. Analyses focusing on the cross-lagged relationships of goal orientation before and after the intervention were performed. The effects of the intervention on goal orientation may depend on the individual student's initial goal orientation. By increasing the level of the intervention, students' initial goal orientation might have a greater effect on the goal orientation that the student exhibited after the intervention. The results of this study give guidelines on the learning intervention according to student's initial goal orientation. [For the complete proceedings, see ED601080.]
Communicative Teaching in the Tertiary Level
Author: Ong, Charito G.
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,College Faculty,Faculty Development,Classroom Communication,Oral Language,Written Language,Course Descriptions,College Students,Foreign Countries

This paper developed a module for college English teachers. Communicative language teaching was the utilized strategy. The teacher-respondents were trained using the learning segments which were revised and finalized after a five-day try out. Explicitly, the research determined: (1) the stages in the development of the training module and (2) the contents of the learning segments as research output. The module composed of segments produced in this study ensured that teachers will incorporate tasks involving communication in the classroom. This involved requiring students to do something in the lesson, with the language, or with each other. Developing students' oral and written communication skills is one of the most important goals in language teaching. These skills were considered essential in the training module which was developed in the study. Research findings showed that the English professors of Capitol University and San Isidro College need to training with the current trends in language teaching. Further, the said training was deemed necessary to better achieve the goal of language teaching; that of developing students' oral and written communication skills. Moreover, part of the modules produced by the researchers led these professors to reconstruct their own syllabuses to provide for a communicative class. [For the complete proceedings, see ED601080.]
Capturing Mobile Collaboration in Active Learning: Lessons from a Longitudinal Mixed Methodologies Study
Author: Ilic, Peter
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Active Learning,Handheld Devices,Telecommunications,Blended Learning,Data Collection,Cooperative Learning,Undergraduate Students,English (Second Language),Second Language Learning,Data Analysis,Mixed Methods Research,Foreign Countries,Multidimensional Scaling

This paper reflects on an attempt to introduce smartphones into a blended learning context and highlights several methodological considerations relevant to the collection of mobile data. While mixed methods are now common, using this approach for investigating the challenges of mobile data collection is not as common. This study employed a mixed method longitudinal exploratory multiple case study design. The study collected qualitative and quantitative data on student interactions within a yearlong series of collaborative language learning activities. This paper describes the methodological issues that emerged during the planning and implementation of the study. The participants were undergraduate students studying English translation at a four-year private university in Tokyo, Japan. This paper adds to the knowledge of employing mixed methodology design for mobile data collection and analysis. In particular the advantages of incorporating Multidimensional Scaling (MDS) analysis with qualitative data. The results suggest that separate forms of data collected at similar frequencies and times and then triangulated provided an effective methodology for studying collaborative learners in a highly mobile context. This can be seen as evidence for the inclusion of various data collection cycles within a single mobile learning research study. [For the complete proceedings, see ED601080.]
KM Software Solution at Varna Free University -- Comparative Analysis
Author: Nedyalkova, Anna
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Knowledge Management,Universities,Computer Software,Computer Uses in Education

The role of Knowledge Management (KM) in the educational institutions is of great importance and the main function of educational organizations is the KM. KM includes the process of capturing, creating, disseminating and applying all forms of knowledge within an organization in order to fulfill institutional goals. The use of the KM solutions and principles can lead to more flexibility in teaching and learning processes and in university management. This paper presents findings of a case study conducted at Varna Free University (VFU). KM solution has to optimize the processes of development, dissemination and storage of knowledge at the Institute of Technology. Comparative analyses are provided to outline proper software for implementation and a prototype of KM system to be designed. The focus is to connect people, processes, and technology for the aim of leveraging knowledge. The success of this project depends on the active participation of the whole team of the Institute of Technology. This solution will allow for the creation of a common knowledge base to be developed in cooperation. The loss of personal knowledge can be prevented by sharing implicit knowledge in a wiki module. By accessing the organizational knowledge base, valuable information can be extracted and thus reduce the problems of leaving staff and training new staff. By linking structured content, it is possible to optimize search processes and support joint and individual research, training and administrative activities. Interdisciplinary references to additional information can improve the quality of learning processes, research and project activities, as well as administrative management. [For the complete proceedings, see ED601080.]
Investigation of Whether Undergraduates Can Take Collective Cognitive Responsibility in the Knowledge Building Process
Author: Chen, Qianqian
Date: 2019-02-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Student Responsibility,Computer Mediated Communication,Improvement,Group Activities,Learning

This study investigates whether undergraduates were able to take collective responsibility to gradually improve community knowledge. The participants were 30 undergraduates from 24 majors in a key normal university. The analysis of their online Knowledge Forum writing indicated that the undergraduates were aware of peers' contributions, made complementary contributions, and showed distributed engagement, and thus they could take collective cognitive responsibility. The results also showed that students gradually improved community ideas. This study has implications for teachers who aim to design technology-enhanced learning environments to engage students. [For the complete proceedings, see ED601080.]