ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Electronic Textbooks in Secondary Schools: What Teachers Need
Author: Mello, Sarah
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Textbooks,Electronic Publishing,Teacher Attitudes,Secondary School Teachers,Foreign Countries,Handheld Devices,Textbook Selection,Usability,Electronic Learning,Private Schools,Technology Integration,Educational Needs,Technical Support

E-textbooks are gaining momentum in the education systems and are used for teaching and learning. Teachers are often reluctant to accept and use these technologies in the classroom, despite the numerous advantages thereof. In environments where the use of e-textbooks are mandatory, such reluctance often manifests as using the software in a superficial way and job dissatisfaction. The objective of this study is to determine the needs of teachers when implementing e-textbooks. An interpretive case study was conducted at a secondary school in South Africa. Interviews were conducted with 14 teachers. The findings were used to enhance an existing 'needs of using e-textbooks perception scale'. Apart from the usability and functionality features of e-textbooks, this study highlights the need of teachers for (1) adequate and timely training, (2) having no learners in their classrooms without a tablet or mobile device, (3) the ability to choose the textbooks themselves, and (4) the need to communicate their requests regarding the software and functionalities with the service provider. [For the complete proceedings, see ED601100.]
Learning Gains Related to the Use of Mobile Resources for Undergrad Physics Courses
Author: Robledo-Rella, Victor
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Undergraduate Students,Engineering Education,Telecommunications,Handheld Devices,Physics,Video Technology,Teaching Methods,Student Attitudes,Foreign Countries

In this paper we present the results derived from a project aimed to study the &quot;learning gains&quot; obtained by undergrad engineering students that used two mobile learning resources (in video format). We conducted our study over a 6-year time interval applying &quot;pre-test&quot; and &quot;post-test&quot; instruments to both experimental groups (which used the mobile resources) and control groups (which did not). Our sample consisted of N = 793 students and we found that the experimental group obtained learning gains about 26% higher than those of the control group. We found this difference to be meaningful, with &quot;p&quot;-values around 0.022. Perception questionnaires applied to the control groups showed that most of the students consider that the use of mobile resources improved their concept-comprehension and helped them to develop their problem-solving skills. [For the complete proceedings, see ED601100.]
Educational Mobile Augmented Reality EduPARK Game: Does It Improve Students Learning?
Author: Pombo, Lúcia
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Student Attitudes,Computer Oriented Programs,Educational Games,Ownership,Technological Literacy,Internet,School Policy,Computer Simulation,Outdoor Education,Elementary Secondary Education,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9

Mobile devices are being intensively used by the Portuguese youth in their daily life, but not in school activities. Despite this gap, research shows that technology can promote student learning in non-high education contexts. This paper comprises a survey study where mobile learning is analyzed through the eyes of 244 students attending the 2nd or 3rd Cycles of Basic Education (CBE). The acknowledged advantages and difficulties of the use of mobile devices for learning, as well as the educational value and usability of a specific mobile learning strategy, using the EduPARK app and game, were analyzed. Results revealed that most students owned a mobile device and were able to use them to learn. They had a positive perspective regarding mobile learning and valued the advantages of being easy to find up-to-date information, motivating for learning and easy to carry along. Nevertheless, students acknowledged difficulties in the use of mobile devices to learn, such as requiring an internet connection, its slowness, not being allowed to use mobile devices in schools as they facilitate access to distractions. The EduPARK game achieved an average Educational Value Scale of 83.8 and an average System Usability Scale of 80.2, indicating its high educational value and usability for students. This paper presents empirical evidence regarding the effectiveness of the integration of mobile game-based AR approaches in 2nd and 3rd CBE to promote students learning. It also includes an example of excellent interdisciplinary educational materials that comprises a very useful tool for teachers and students to explore scientific knowledge by accessing appealing information on biological and historical references of a local urban park. [For the complete proceedings, see ED601100.]
The Expansion of the Classroom through Mobile Immersive Learning
Author: Buchner, Josef
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Telecommunications,Educational Technology,Technology Uses in Education,Teaching Methods,Computer Simulation,Simulated Environment,Elementary Secondary Education,Higher Education

In this article we describe how mobile devices enable immersive learning experiences. Expensive Head Mounted Displays (HMDs) are a thing of the past, as even inexpensive alternatives in combination with a smartphone make it possible to immerse oneself in virtual worlds. Learners then take these worlds as realistic, which can lead to cognitively and physically behaving as in real life. Immersive learning then may contribute to the dissolution of space and time and to more authentic learning experiences. The limitations of spatial classrooms can thus be broken down and expanded more and more, in the K-12 classroom as well as in higher education. [For the complete proceedings, see ED601100.]
Exploring the Social Learning Value Enabled by Affordances of the Food for Us Mobile Application: The Story of a South African Food Redistribution App
Author: Durr, Sarah Jane
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Food,Computer Oriented Programs,Hunger,Agricultural Occupations,Community Programs,Marketing

This paper reviews the research undertaken in a social learning and innovation project focusing on food surplus redistribution, via a mobile application project called 'Food for Us'. This initiative was pilot tested in two study sites, namely Worcester, Western Cape and the Raymond Mhlaba municipality, Eastern Cape in South Africa. In South Africa, one-third of the food produced for consumption is wasted, whilst 26% of all households' experience hunger. Food surplus occurs in many contexts, including communities of emerging small-scale farmers, many of which are not able to find markets for their products resulting in wastage. In a time of mobile technology expansion, the wide infiltration of internet-enabled smartphones into diverse communities has increased dramatically with the uptake of mobile applications being a key area of interest amongst environmental educators. The Food for Us application project aims to address the challenges of food insecurity and market access for small-scale farmers by creating an innovative technological solution in the form of a mobile application. The Food for Us mobile application and social learning research project aimed to investigate the social learning that was enabled within the communities of practice that utilized and interacted with the Food for Us mobile application. The Food for Us mobile application aimed to reduce on-farm food surplus by providing a tool on which small-scale farmer could find alternative markets for their unsold produce. This paper will look at the key findings that emerged out of the first phase of the project including the important social learning findings; instances of boundary crossing and intergenerational learning and network building, as well as the recommendations that have emerged that surround the need to develop strong social networked systems around technological innovative solutions to promote the realization of transformative value. [For the complete proceedings, see ED601100.]
Mobile Learning and Health Education: How Students of Biomedical Laboratory Sciences Use Their Mobile Devices?
Author: Cardoso, Teresa
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Distance Education,Educational Technology,Technology Uses in Education,Teaching Methods,College Students,Student Attitudes,Foreign Countries,Biomedicine,Computer Use

Mobile Learning (M-learning) is an emerging area of distance education that takes advantage of the ubiquitous power of mobile devices, enabling the teaching and learning process by increasing access to information and supporting different types of learning. This article is part of a larger study, exploratory and descriptive, in which the use of mobile devices as a mediation tool in the teaching and learning process in a Portuguese higher school of health was analyzed. The instrument of data collection was a survey, which, in this case, 634 students responded to, with the aim of describing their use of mobile devices in learning contexts. From the data analysis, we perceive that the students mostly acquired their first mobile device at the age of 10 years old. Of these 98% use the Smartphone, mobile phone and tablet every day, and these mobile devices are of the following brands: Samsung (33%), Apple (15%), and Nokia (10%). The Android operating system prevails (70%) over iOS (15%). The features of the mobile devices most used by the students were SMS, alarm clock, and Internet access, with percentages of use greater than or equal to 90%. The importance attributed to the Apps for study and learning is indifferent or rejected for 72% of students. We can conclude, on account of our results, that the participants have, according to our perspective, the two conditions necessary to engage in mobile learning, namely: (i) positive perceptions about mobile devices, essentially in their ability to provide pedagogical advantages; (ii) owning a mobile device, meaning it is possible to implement a Bring your OWN device (BYOD) strategy. [For the complete proceedings, see ED601100.]
Findings from a Mobile Tablet Project Implementation in Rural South Africa
Author: Herselman, Marlien
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Rural Areas,Telecommunications,Handheld Devices,Program Effectiveness,Teacher Attitudes,Training,Self Efficacy,Technology Integration,Technology Uses in Education,Educational Technology,Faculty Development,Technological Literacy,Social Media

The purpose of this paper is provide evidence of how the selected teachers at 24 schools in 7 provinces in South Africa reacted to questions pertaining to the extent of their prior training, attitudes towards technology, perceived self-confidence in integrating ICTs and finally using ICTs on a daily basis. The project is known as the Information Communications Technology for Education (ICT4E) project, funded by the Department of Rural Development and Land Reform (DRDLR) in South Africa, where teachers were trained in seven of the nine provinces in South Africa over a period of a year and a half to integrate mobile technology to support their teaching and learning at 24 schools. This project involved 197 teachers and 6895 learners. The methodology that was applied is a sequential explanatory mixed method approach where data was collected using firstly a survey (baseline survey), followed by one-to-one interviews. Data was analyzed using descriptive statistics (quantitative data) as well as coding through Nvivo (quantitative data). The main results indicated that more females (65.5%) than males were involved. Teachers mostly received training on the basics of computers in Education and are mainly using word processors for their work purposes. The average age of the teachers are 43 years and their mother tongue is mostly Setswana (21%). In general, they indicated a positive attitude towards getting training to use the mobile tablets but they did worry about their competence and knowledge in resolving technical issues if these may occur with the tablets. A high percentage indicated they use social media (96%) and 92% indicated that their schools have banned the use of a mobile phone. 95.4% of teachers felt comfortable to use a tablet to enhance their teaching and learning and they can teach in more effective ways (98%). The teachers were convinced (2%) that the mobile device will assist the learners to learn more. [For the complete proceedings, see ED601100.]
What Factors Matter Most for Mobile Learning Adoption?
Author: Moya, Sofia
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Technology Integration,Teaching Methods,Technological Literacy,Access to Computers,Ethics,Leadership,Teacher Attitudes,Resistance to Change

This study investigates the interaction among factors affecting the effectiveness and consistency of frameworks for adoption and sustainable use of mobile learning. The research was designed according to a mixed-methods paradigm, including a literature review and a systematic review. A total of 362 factors were identified in the literature review of 75 studies. Twenty-five studies were included in the systematic review. The findings derive a five-discrete-dimension cluster that matter the most in isolation and as an orchestrate scenario: technological resources; digital literacy; pedagogical, behaviour, attitudes and ethics; and leadership. The findings could be useful to any schools which are thinking about introducing or amplifying mobile learning in their curriculum in order to prioritize and manage strategic initiatives. [For the complete proceedings, see ED601100.]
Mobile Learning and the Formation of Digital Literacy in a Knowledge Society
Author: Milenkova, Valentina
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,Higher Education,Telecommunications,Handheld Devices,Distance Education,Teaching Methods,Internet,Information Security,Foreign Countries,College Students,College Faculty,Student Attitudes,Teacher Attitudes

The present article aims to show the emergence of digital technologies in university education as a way for the formation of digital literacy in the contemporary knowledge society. The article analyzes the changes, which occur in university education creating prerequisites for mobile learning. Special attention paid to distance learning, where teachers and learners use digital communication technologies and interactive learning tools. Methodology is based on qualitative methods, under the national project &quot;Digital Media Literacy in the context of &quot;Knowledge Society&quot;: state and challenges&quot;, No [Ka][Pe]--06--?25/4, 2018, funded by National Science Fund -- Bulgaria. The respondents-lecturers and students assessed digital skills and environment in university education. The main conclusions are that more efforts needed to improve the approaches to mobile learning, to create Internet security and to take into account the interests of learners. [For the complete proceedings, see ED601100.]
Students&apos; Perception towards Program Visualization on Smartphone - Case of SunLab Initial Investigation
Author: Kumalija, Elhard James
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Visualization,Handheld Devices,Electronic Learning,Computation,Programming,Learner Engagement,Secondary School Students,Foreign Countries,Usability,Preferences

Effectiveness of program visualization tools in teaching and learning programming is well documented. However most of program visualization tools are desktop applications, this study aims at investigating students' perception of program visualization on Android smartphones. Study result shows that program visualization using smartphones can arouse students' enthusiasm in learning programming especially when they can write program to interact with their environment. Students were interested in writing small programs to interact with smartphone sensors and perform trivial functions like sounding an alarm whenever a phone enters a school football pitch. [For the complete proceedings, see ED601100.]
iLeap: A Human-Ai Teaming Based Mobile Language Learning Solution for Dual Language Learners in Early and Special Educations
Author: Shukla, Saurabh
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Bilingualism,Special Education,Pronunciation Instruction,Feedback (Response),Telecommunications,Handheld Devices,Coaching (Performance),Evidence Based Practice,Teaching Methods,Computer Simulation,Reading Instruction,Artificial Intelligence,English (Second Language),Second Language Learning,Learning Processes,Second Language Instruction,Intelligent Tutoring Systems,Retention (Psychology),Young Children

In this research paper, we present an AR- and AI-based mobile learning tool that provides: 1.) automatic and accurate intelligibility analysis at various levels: letter, word, phrase and sentences, 2.) immediate feedback and multimodal coaching on how to correct pronunciation, and 3.) evidence-based dynamic training curriculum tailored to each individual's learning patterns and needs, e.g., retention of corrected pronunciation and typical pronunciation errors. The use of visible and interactive virtual expert technology capable of intuitive AR-based interactions will greatly increase student's acceptance and retention of a virtual coach. In school or at home, it will readily resemble an expert reading specialist to effectively guide and assist a student in practicing reading and speaking by him-/herself independently, which is particularly important for dual language learners (DLL) whose first language (L1) is not English as many of their parents don't speak English fluently and cannot offer the necessary help. Our human-AI teaming based solution overcomes the shortfall of conventional computer-based language learning tools and serve as a supportive and team-based learning platform that is critical for optimizing the learning outcomes. [For the complete proceedings, see ED601100.]
Exploring a Leaderboard Alternative in a Gamified Mobile App for Music Learning
Author: Birch, Heather J. S.
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Music Education,Educational Technology,Technology Uses in Education,Teaching Methods,Musical Instruments,Drills (Practice),Educational Games,Preadolescents,Adolescents,Program Effectiveness,Interaction

This paper describes the use of an Android app, PracticeCactus, to support independent piano practice in the context of one music teacher's private studio through a feature known as &quot;Daily Practice Goal&quot; (DPG) notifications. DPG notifications are positioned here as a type of alternative to a traditional leaderboard within a gamified learning environment. The DPG notifications were a means of gamifying independent practice, thereby facilitating social community support that is in contrast to the isolation and individualistic learning that is sometimes characteristic of independent musical instrument practice. Piano student participants, ages 10 through 15, made use of the mobile app for 20 weeks, and their usage patterns and experiences of the DPG notifications are explored here as a way of illuminating how social interactions may be supported and encouraged during independent practice between weekly lessons. [For the complete proceedings, see ED601100.]
A Better Resolution: Reaching Child Support Agreements between Parents in Vermont
Author: Kusayeva, Yana
Date: 2019-09-00
Type: Reports - Research
Subjects: Children,Financial Support,Parents,Intervention,Meetings,Parent Participation,Program Effectiveness,Program Implementation

In the state of Vermont, the child support program is judicial, which means that the court holds the authority to establish and modify child support orders. When the program needs to establish legal parentage, establish a new child support order, or modify an existing order, it invites parents to attend a Case Manager Conference, held at the courthouse and facilitated by a court staff member. A staff member from the Vermont Office of Child Support (OCS) also attends to provide background information on the case, but does not facilitate the conference. The Behavioral Interventions for Child Support Services (BICS) team worked with OCS to design an intervention that would achieve two goals: (1) to increase parent participation in the establishment process (for both parentage and new orders) and the order modification process; and (2) to increase the number of cases where the parents reach agreement on at least one important issue outside of court. To test the effectiveness of the intervention, 947 cases were randomly assigned either to a group that received the intervention or to a control group whose cases were handled according to the business-as-usual practices. The study found that parents in the intervention group were more likely to attend and had better meeting outcomes than parents in the control group. In addition, the average length of time between the initiating action (a case opening or a modification request) and stipulation at the targeted meeting was 70 days shorter for parents who reached stipulation in the intervention group than for similar parents in the control group, which represents a 72.9 percent decrease. This document provides the background on the existing process, the intervention's design, the results of the test, the implementation of the intervention, and the lessons this study offers for the child support community. [This report was written with Samuel Diaz.]
Individualization with Tablets in the Czech Republic - Special Primary Schools
Author: Gybas, Vojtech
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Handheld Devices,Telecommunications,Educational Technology,Technology Uses in Education,Elementary School Students,Special Needs Students,Special Schools,Difficulty Level,Ability,Students with Disabilities,Special Education Teachers,Individualized Instruction,Severity (of Disability),Teaching Methods

This paper summarizes the results of the completed and defended dissertation on the topic of Categorization of pupil work with tablets in a special elementary school in the Czech Republic. This work was a two-phase research. Qualitative research - a four-year structured observation of pupils at a special elementary school, where categorization was subsequently proposed. Quantitative research - this categorization was verified in 361 special pupils throughout the Czech Republic. The process of personalizing pupils with pupils in selected pupils categories was described. We present the most important findings from this dissertation. [For the complete proceedings, see ED601100.]