ethanporcaro/eric-fulltext-meta huggingface dataset:
Cloud Computing: A Free Technology Option to Promote Collaborative Learning
Author: Siegle, Del
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Software,Computers,Educational Technology,Internet,Computer Uses in Education,Computer Networks,Cooperation,Cooperative Learning,Photography

In a time of budget cuts and limited funding, purchasing and installing the latest software on classroom computers can be prohibitive for schools. Many educators are unaware that a variety of free software options exist, and some of them do not actually require installing software on the user's computer. One such option is cloud computing. This popular technology trend has been gaining momentum over the last 4 years. Cloud computing is a computing technology that uses the Internet and central remote servers to maintain data and applications. Cloud computing allows students and teachers to use applications without installing them on their computers and also allows access to saved files from any computer with an Internet connection. This technology involves much more efficient computing by centralizing storage, memory, processing, and bandwidth. It also enables a number of individuals to simultaneously work on a project--regardless of their location. The term cloud computing is used because the services and storage are provided over the Internet (or cloud). This article discusses examples of cloud computing offerings and the four major advantages to cloud computing. (Contains 5 figures.)
Science in the City: Meeting the Needs of Urban Gifted Students with Project Clarion
Author: Bland, Lori C.
Date: 2010-00-00
Type: Journal Articles
Subjects: Urban Schools,Academically Gifted,Science Interests,Academic Achievement,Urban Youth,Student Needs,High Achievement,At Risk Students,Student Motivation,Student Interests,Science Education,Low Income Groups,Scientific Concepts,Elementary School Students,Program Effectiveness,Thinking Skills

Urban gifted children encounter many forces that derail the development of their full potential. A report by the Jack Kent Cooke Foundation and Civic Enterprises found that more than a million children in poverty rank in the top quartile academically, but few of these children will find adequate opportunities to fulfill such potential in urban schools. The same report found that only about half of these students will remain high achievers by fifth grade and that they are twice as likely to drop out of school as their middle class, same-ability peers. This is the result of multiple debilitating factors that impinge upon urban gifted children's abilities to develop to their full potential. Although much research suggests that focusing on students' strengths yields higher academic achievement, most models focus on the academic deficits that urban children face and completely ignore their strengths. The focus of this article is on how educators can help to ignite a fire of interest in science in urban gifted children and nurture scientific habits of mind beginning in the primary grades while providing specific strategies to mediate gaps in understanding and skills. This article illustrates how the Project Clarion meets the needs of urban gifted students. (Contains 6 figures and 2 tables.)
Gifted Programming for Poor or Minority Urban Students: Issues and Lessons Learned
Author: Olszewski-Kubilius, Paula
Date: 2010-00-00
Type: Journal Articles
Subjects: Urban Schools,Academically Gifted,Economically Disadvantaged,Academic Achievement,Minority Group Children,Poverty,Socioeconomic Influences,Disproportionate Representation,Achievement Gap,Psychological Patterns,Social Problems,Family Influence

Gaps in the achievement between poor and more advantaged children and minority and nonminority students of all ages continue to be the most central problem in the field of education. Achievement differences by racial/ethnic group and socioeconomic status (SES) level are especially pronounced and pervasive within the major urban school districts in the United States, although such disparities are not limited to these settings and are found in large suburban districts located close to major cities as well. In addition, poor children, minority children, and poor minority children are underrepresented in gifted programs. This article presents an overview of many of the issues that confront poor or minority gifted urban students. It offers suggestions for those who develop interventions for gifted urban students based on the authors' experiences with a number of projects that serve these students.
What's Average?
Author: Stack, Sue
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Curriculum,Units of Study,Action Research,Critical Thinking,Mathematical Concepts,Numeracy,Research Projects,Middle School Students,Mathematics Teachers

This paper reports on the experiences of a group of teachers engaged in an action research project to develop critical numeracy classrooms. The teachers initially explored how contexts in the media could be used as bases for activities to encourage student discernment and critical thinking about the appropriate use of the underlying mathematical concepts. As a result they found it is better to embed critical thinking in the design of whole units of study rather than just to treat it as an add-on to the mathematics curriculum. The following suggests a possible unit of study around the topic of average that aims to build students' capacities for critical thinking. (Contains 8 figures.)
Concretising Factorisation of Quadratic Expressions
Author: Hoong, Leong Yew
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Secondary School Mathematics,Algebra,Mathematics Education,Mathematics Instruction,Pretests Posttests,Foreign Countries

The way quadratic factorisation was usually taught to students in Bukit View Secondary was through the familiar &quot;cross-method.&quot; However, some teachers felt that a significant number of students could not use the method effectively even after careful demonstration through repeated examples. In addition, many secondary mathematics teachers find it a challenge to teach factorisation of quadratic expressions to students who have weak foundations in algebra. As such, a &quot;Lesson Study&quot; team was formed comprising the authors in this paper with the aims of identifying students' difficulties and devising ways to help them improve in their proficiency. This paper describes the project the authors embarked on to help students who have been generally unsuccessful in the topic to gain greater proficiency in the concepts and skills involved with quadratic factorisation. (Contains 9 figures and 4 footnotes.)
Modelling the Growth of Swine Flu
Author: Thomson, Ian
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematical Models,Mathematics Instruction,Communicable Diseases,Relevance (Education),Teaching Methods,Simulation,Algebra,Computer Assisted Instruction

The spread of swine flu has been a cause of great concern globally. With no vaccine developed as yet, (at time of writing in July 2009) and given the fact that modern-day humans can travel speedily across the world, there are fears that this disease may spread out of control. The worst-case scenario would be one of unfettered exponential growth. Medical scientists and politicians, however, are making every effort to make this exponential growth "change its mind" and come under control. The purpose of this article is not to lay claim to a definitive mathematical model for swine flu, but rather to illustrate some activities that will help students engage with this real world phenomenon in a spirit of curiosity and exploration. (Contains 9 figures.)
Why Are Mathematical Investigations Important?
Author: Quinnell, Lorna
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Curriculum,Investigations,Problem Solving,Mathematics Instruction,Research Reports,Mathematics Education,Foreign Countries

&quot;Research studies show that when students discover mathematical ideas and invent mathematical procedures, they have a stronger conceptual understanding of connections between mathematical ideas.&quot; Flewelling and Higginson state that inquiry, investigations,  and problem solving &quot;give students the opportunity to use their imagination and to get into the habit of doing so. In contrast, traditional text-based tasks provide the student with little or no such opportunity.&quot; Much research points to the need for mathematical inquiry, investigation and problem solving in mathematics lessons. Thus, &quot;Investigations are  central to the reforms advocated internationally to improve mathematical learning and develop children's mathematical power.&quot; This article discusses the investigative approach to mathematics, examples of mathematical investigations, the proposed national Australian mathematics curriculum, and the benefits of using investigations in mathematics classrooms. (Contains 1 figure.)
Analogical Reasoning in the Engineering Design Process and Technology Education Applications
Author: Daugherty, Jenny
Date: 2008-00-00
Type: Journal Articles
Subjects: Problem Solving,Logical Thinking,Engineering,Technology Education,Thinking Skills,Design,Synthesis,Educational Research,Educational Strategies,Skill Development,Expertise,Figurative Language,Literature Reviews,Theory Practice Relationship,Cognitive Structures

This synthesis paper discusses the research exploring analogical reasoning, the role of analogies in the engineering design process, and educational applications for analogical reasoning. Researchers have discovered that analogical reasoning is often a fundamental cognitive tool in design problem solving. Regarding the possible role of analogical reasoning in the context of technology education; analogies may be a useful tool to develop student's design skills, teach abstract or complex concepts, and build students' analogical reasoning skills for general problem solving. The positive and negative educational implications of analogical reasoning being explored by researchers are also discussed. (Contains 3 figures.)
Engagement and Achievements: A Case Study of Design-Based Learning in a Science Context
Author: Doppelt, Yaron
Date: 2008-00-00
Type: Journal Articles
Subjects: Science Achievement,Science Interests,Science Education,Teaching Methods,Science Instruction,Design,Middle School Students,Learner Engagement,Achievement Gap,Urban Schools,Electronics,Technology Education,Racial Differences,Gender Differences,Socioeconomic Status,Curriculum Implementation,African American Students,Instructional Effectiveness,Case Studies,High Achievement,Low Achievement

A major goal of science education reform is to produce curricula that improve the learning of all students. In this study, the authors explore the use of design-based learning (DBL) to achieve this end. They examined two middle school science classes taught by a teacher who switched for the first time from a standard, scripted inquiry approach to a DBL approach. The researchers were particularly interested in two questions. First, will students previously labeled high and low-achievers become equally engaged by DBL? Second, will the traditional gaps in science achievement associated with race/ethnicity, gender, and socio-economic status be increased or reduced? The findings presented two aspects of learning: engagement and achievement. Engagement has the potential to highlight students' performance in a way that standardized assessment methods do not reveal. The findings of this study suggest that DBL has the potential to increase students' desire to learn, enhance students' success in science class, and increase students' interest in science topics. (Contains 2 tables and 3 figures.)
A Comparison of Traditional and Hybrid Online Instructional Presentation in Communication Technology
Author: Ernst, Jeremy V.
Date: 2008-00-00
Type: Journal Articles
Subjects: Technology Education,Course Evaluation,Student Evaluation,Educational Assessment,Conventional Instruction,Preservice Teacher Education,Teacher Education Curriculum,Blended Learning,Student Surveys,Student Attitudes,Graphic Arts,Comparative Analysis,Quasiexperimental Design,Electronic Learning,Web Based Instruction,Computer Assisted Design

Online education has become a central element of the discourse on higher education. There seems to be an overall drive toward online learning given the mounting need for flexibility in scheduling and the daily emergence of communication technologies and capabilities. Online education is presented as a means of conveying instruction to an extensive learning community any place at any time. Cox indicates that advocates designate online learning as the driving force and model for transformation in teaching, learning, and formal schooling. While there has been a vast amount of research conducted on the advantages and disadvantages of online instruction, little is known on how assessment is used in online classrooms to monitor performance and progress. This study focuses primarily on the micro-level of online education evaluation in a technology education imaging technology course with cross group comparisons with the same course in a traditional face-to-face learning environment. (Contains 2 tables.)
Cognitive Processes of Students Participating in Engineering-Focused Design Instruction
Author: Kelley, Todd R.
Date: 2008-00-00
Type: Journal Articles
Subjects: Cognitive Processes,Technological Literacy,Technology Education,Problem Solving,Engineering Education,Design,Teaching Methods,Intermode Differences,Problem Based Learning,Learning Strategies,Cognitive Style,Science Course Improvement Projects,Protocol Analysis,Video Technology

Since the publication of the Standards for Technological Literacy in 2000 (ITEA), there have been a number of new programs developed that are designed to teach pre-engineering. Project Lead the Way (PLTW) is one such program. Project Lead the Way boasts serving over 1250 schools in 44 states and teaching over 160,000 students. Another program is the National Center for Engineering and Technology Education (NCETE) which seeks to develop activities to infuse engineering design into technology education. Moreover, although both PLTW and the NCETE seek to develop engineering-focused design, the purposes of these programs are different. The purpose of this research was to determine if these two different approaches to engineering-focused design instruction will affect how students solve ill-defined problems. The research study examined the cognitive processes employed by students participating in two different engineering-focused curricular approaches to design and problem solving. (Contains 5 tables and 1 figure.)
Moving beyond Cultural Barriers: Successful Strategies of Female Technology Education Teachers
Author: McCarthy, Raymond R.
Date: 2008-00-00
Type: Journal Articles
Subjects: Females,Technology Education,Change Strategies,Educational Strategies,Barriers,Womens Education,Womens Studies,Educational Experience,Gender Discrimination,Gender Bias,Interviews,Teacher Attitudes,Women Faculty,Information Technology

Women are underrepresented in Science, Technology, Engineering, and Math (STEM) fields of study and careers with a subset of STEM--Technology Education--possibly one of the least integrated fields for women as students and as professionals. What accounts for this situation and what are potential remedies? The purpose of this study was to learn about the ways in which female technology education teachers understand sources of influence on their career choices. The findings from this study are intended to provide insights into the participants' perspectives that might shed light on how to better encourage females to aspire to and enter technology education as a profession. The conclusions derived from this study may help to create a deeper understanding of how women move beyond cultural barriers and make &quot;unexpected transitions&quot; to become female technology education teachers. This qualitative study is based on interviews with 10 female technology education teachers. This study is significant because little change has been made towards increasing female participation in STEM fields despite millions of dollars spent to overcome the shortage of women in STEM studies and careers. (Contains 1 figure.)
Gender Preferences in Technology Student Association Competitions
Author: Mitts, Charles R.
Date: 2008-00-00
Type: Journal Articles
Subjects: Social Status,Sex Fairness,Technology Education,Gender Bias,Equal Education,Outreach Programs,Student Recruitment,Women Scientists,Womens Education,Student Interests,Student Records,Competition,Science Activities,Interest Inventories

Society is increasingly dominated by rapidly evolving systems of technology. The goal of technology education, as an academic component of public education, is to ensure that students become &quot;technologically literate&quot; members of society who are able to understand, access, use, manage, and control these technological systems. Significantly fewer female students are enrolling in technology education courses compared with males. According to Sanders, female enrollment in the U.S. was determined to be almost half (46.2%) technology education enrollment in middle school, but fell dramatically in high school to less than one-fifth (17.7%). Data from the North Carolina Department of Public Instruction (2004-2005) showed that only 8.6% of females who enrolled in Exploring Technology Systems in Middle School elected to take the freshmen level technology education course, Fundamentals of Technology. This study focuses on the impact of male bias in the classrooms of North Carolina on female social status and on technology education, and offers suggestions on how to achieve gender equity in technology education. (Contains 6 tables.)
The Roots of Technical Learning and Thinking: Situating TLT in Schools
Author: Hansen, Ron
Date: 2008-00-00
Type: Journal Articles
Subjects: Human Capital,Experiential Learning,Learning Processes,Role of Education,Educational Philosophy,Educational Principles,Educational Strategies,Thinking Skills,Skill Development,Student Development,Educational Research,Educational History,Technology Education,Teaching Methods,Apprenticeships

Technical thinking is defined as an aptitude, ingenuity, and affliction for solving practical problems through experience. From the beginning of civilization such thinking has been a significant part of human existence. Learning associated with it is a natural instinct for most people, young and old, who work in a technical field, pursue a practical hobby, or teach practical subjects. Historically the learning process, when formalized, involves apprenticing with a master who passes along the knowledge and competence by showing, doing, and discussing. Today such formal apprenticing is considered by many to be misplaced and inefficient. Why can't the knowledge and competencies associated with technical thinking be taught using computers and books? A closer examination of the basic nature and form of technical thinking and the pedagogy that drives human thought about it helps address the question and underscores why the question, rather than apprenticeship or experiential learning itself, is misplaced. It is generally accepted in the education literature, classic and more recent, that technical programs in schools are rooted in economic rather than social soil. Adolescents and young adults are "trained" with workplace skill, enculturation, and human capital in mind. Willis initially, and Lehmann more recently, refer to this pedagogy as "learning or choosing to labour." (Contains 1 footnote.)
Quality and Characteristics of Recent Research in Technology Education
Author: Johnson, Scott D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Research,Research Methodology,Technology Education,Educational Quality,Scientific Methodology,Scientific Principles,Literature Reviews,Bibliometrics,Educational Development,Statistical Distributions,Information Technology,Primary Sources

The focus of research in technology education has evolved throughout its history as the field changed from industrial arts to technology education (Spencer & Rogers, 2006). With the move to technology education, the field has begun to broaden its focus to better understand the teaching, learning, curriculum, and policy implications of preparing the next generation of technological thinkers. Although a complete "paradigm shift" may not have occurred completely within all technology-oriented programs (Sanders, 2001), the current emphasis on engineering within technology education indicates a need to examine and assess the status of technology education research over the past 10 years to identify strengths and areas that need to be addressed in order to guide the field into the future. The purpose of this study was to assess the quality and characteristics of the research that has been published within the field of technology education between 1997 and 2007. More specifically, this study was designed to determine the types of research conducted within the technology education field, including the research focus, methods, primary data sources, and data types. The following questions were explored to accomplish this purpose: (1) What types of research have been conducted in technology education over the past 10 years?; (2) What research methods have been most commonly used in technology education research over the past 10 years?; and (3) What types of people and data have been the focus of research in technology education over the past 10 years? A driving motivation for this study was to explore the extent to which technology education research conforms to Shavelson and Towne's (2002) "guiding principles" of scientific inquiry, and to gauge the alignment of technology education research with the current national trend toward a "gold standard" for educational research methods. Answers to these questions provide insight into the degree to which recent technology education research aligns with the "gold standard" for educational research. (Contains 6 tables.)
The Effects of 3-Dimensional CADD Modeling on the Development of the Spatial Ability of Technology Education Students
Author: Basham, K. Lynn
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Assisted Design,Educational Technology,Spatial Ability,Grade 9,Technology Education,Teaching Methods,Student Characteristics,Units of Study,Instructional Design,Computer Assisted Instruction,Instructional Effectiveness,Pretests Posttests,Predictor Variables,Comparative Analysis,Quasiexperimental Design,Program Descriptions,Program Effectiveness,Perception Tests,Perceptual Development,Computer Simulation,Models,Correlation,Computer Software,Manipulative Materials,Block Scheduling

Spatial abilities are fundamental to human functioning in the physical world. Spatial reasoning allows people to use concepts of shape, features, and relationships in both concrete and abstract ways, to make and use things in the world, to navigate, and to communicate. Surgeons, pilots, architects, engineers, mechanics, builders, farmers, trades people, and computer programmers all rely on spatial intelligence. Several studies indicate that spatial ability can be improved if training with appropriate materials is provided. Most ninth grade students in Mississippi take a modular Technology Discovery course that includes a computer-aided design and drafting (CADD) shapes using spatial ability. In order to implement 3-dimensional software in curricula statewide, &quot;Pro/Desktop[R] was made available through the &quot;Design and Technology in Schools Programs&quot; sponsored by the Parametric Technology Corporation. Evidence did not exist about the effectiveness of using 3-dimensional CADD programs to develop spatial ability. This study investigated whether selected instructional methods using 3-dimensional CADD software had an effect on the development of spatial abilities of ninth grade Technology Discovery students. (Contains 7 tables.)