ethanporcaro/eric-fulltext-meta huggingface dataset:
Personalizing Learning with Mobile Technology in Secondary Education
Author: Admiraal, Wilfried
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Individualized Instruction,Handheld Devices,Technology Uses in Education,Secondary Education,Foreign Countries,Secondary School Teachers,Secondary School Students,Instructional Effectiveness,Academic Achievement,Student Motivation,Self Management

Personalizing learning with technology in secondary schools might be a way to diffuse innovations in both technology and education at the same time. In the current study, personalizing learning with technology is studied from three perspectives: teacher, learner and technology. Data about the implementation and evaluation of the interventions in school were gathered by interviews with teachers and students, teacher logbooks and teacher and student questionnaires. Moreover, test and questionnaire data were collected on achievement, school motivation and self-regulation of more than 4800 students. Effects of 35 personalizing learning interventions with mobile technology in 27 secondary schools in the Netherlands were examined. Generally, three types of personalizing learning interventions seem to increase student achievement: 1) a comprehensive approach across the school organization and programs; 2) personalizing learning with teachers differentiating either convergently or divergently, and 3) learner-control interventions in which students have control of surface aspects such as pacing, sequencing and practicing within limits set by teachers or programs. Too much emphasis on learner control instead of teacher control does not seem to benefit cognitive outcomes. The conclusions with respect to students' motivation and self-regulation are less clear-cut. [For the complete proceedings, see ED590271.]
Assessing Mobile Instant Messaging in a Foreign Language Classroom
Author: Andújar, Alberto
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Second Language Learning,Teaching Methods,Pronunciation,Grammar,Vocabulary,Language Fluency,Comprehension,Computer Oriented Programs,Language Skills,College Students

The present research represents a longitudinal investigation into Mobile Instant Messaging to develop second language skills. WhatsApp application was selected as the chat-based communication tool to carry out this study, which focuses on writing and speaking skills' development. Quantitative and qualitative analyses were used to tackle students writing ability in terms of grammatical, lexical and mechanical accuracy as well as syntactic complexity together with lexical diversity. Similarly, this mobile chat-based application was also used for the creation of a speaking group where the language-related episodes were analyzed as well as students overall performance in terms of pronunciation, grammar, vocabulary, fluency and comprehension. In order to observe the differences among the participants, a control and experimental group were set at the start of the study in each of the groups. Pre-post tests were given to the students and participation was tracked throughout the interaction. Screenshots in the application were also taken at different times in order to observe students' use of the language. Positive results were found in terms of accuracy in the experimental group whereas syntactic complexity yielded no significant differences. Regarding the speaking ability, students in the experimental group outperformed those in the control in each of the aspects analyzed, becoming a constant source of language-related episodes. Overall, the application was found to be a rich environment for language acquisition and learning thanks to the social interaction taking place in the application. [For the complete proceedings, see ED590271.]
Effectiveness of Cooperative Learning Approaches Used in the Course of Social Studies in Turkey: A Meta-Analysis Study
Author: Gürdogan-Bayir, Ömür
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Cooperative Learning,Instructional Effectiveness,Academic Achievement,Educational Research,Meta Analysis,Effect Size,Sample Size

In Turkey, it is seen that there are a number of experimental studies conducted in relation to the course of Social Studies to reveal the influence of cooperative teaching approaches on achievement. However, in literature, there is no research combining the findings obtained in these studies. In this respect, with the help of the meta-analysis method, the present study aimed at revealing the influence of cooperative teaching approaches used in the course of Social Studies in Turkey on academic achievement. For this purpose, a total of 22 studies, 32 comparison were examined in line with the inclusion and exclusion criteria determined within the scope of the study. For the analysis of the research data, the software of Comprehensive Meta-Analysis (CMA) was used. In addition, regarding the analysis of the data, the treatment effectiveness meta-analysis was applied. In the study, in order to calculate the effect size, &quot;Hedge's g&quot; was used. According to Thalheimer and Cook (2002), seven studies were found to have a large effect size. Six of the studies had a medium and perfect levels of effect size, while four of them had a very large effect size; three had a trivial effect size; and one had a low level of effect size. As a result of the research, the overall effect size was 0.959 according to the random effects model. The study was carried out by taking into account the study year, type of study, class level and sample size. Accordingly, only a significant difference in sample size has emerged. Consequently, when the meta-analysis results were examined in accordance with the random effects model, it could be stated that use of cooperative approaches in the course of Social Studies increased students' academic achievement. Accordingly, in the study, related suggestions were put forward.
The Effect of Teachers&apos; Organizational Citizenship Behaviors and Stress Levels on School Effectiveness
Author: Karabatak, Songül
Date: 2018-00-00
Type: Journal Articles
Subjects: School Effectiveness,Stress Variables,Predictor Variables,Correlation,Teacher Characteristics,Teacher Attitudes,Foreign Countries,Teacher Behavior,Altruism,Ethics,Civics,Personality Traits,Gender Differences,Marital Status,Teaching Experience,Organizational Culture

The current study examined the relationship between school effectiveness and teachers' demographic characteristics, organizational citizenship behaviors and stress, and the effects of teachers' demographic characteristics, organizational citizenship behaviors and stress levels on school effectiveness. Within the scope of the research, a causal comparison model was used and the opinions of 222 Turkish teachers who were working in the schools were evaluated. According to the results, school effectiveness was significantly and positively correlated with all dimensions of teachers organizational citizenship behaviors, and significantly and negatively correlated with stress. In addition, it was found that the demographic characteristics were not a significant predictor of school effectiveness but only the seniority variable was a significant predictor of school effectiveness and it was found that the stress and dimensions of organizational citizenship behavior were significant predictors of school effectiveness.
A SWOT Analysis of Bring Your Own Devices in Mobile Learning
Author: Criollo-C., Santiago
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Handheld Devices,Technology Uses in Education,Educational Trends,Student Centered Learning,Educational Benefits,Barriers,Higher Education,Access to Information,Cooperative Learning,Costs,Feedback (Response),Student Participation,Student Satisfaction,Training,Learning Motivation,Adoption (Ideas),Usability,Information Security

In current education there is a trend called bring your own devices (BYOD), this refers to the policy of use of resources that allows students to bring their own mobile device to use in the classroom. BYOD allows students and educators to take advantage of technological tools to improve learning and instruction. Mobile devices in a BYOD environment provide educational experiences beyond the boundaries of a classroom. This trend was born in companies, where their employees are allowed to take to their workplaces personal property devices such as: laptops, tablets and smartphones. This generated several disadvantages and problems related to the security of the information. In education, many teachers and parents consider that mobile devices are a tool only for communication and entertainment and would become a distraction in the classroom. As noted, although technology and especially mobile devices have enormous potential to be used in education, there are also several factors that could limit their adoption. This article makes use of the literature review to perform a SWOT analysis of the use of BYOD in m-learning. [For the complete proceedings, see ED590271.]
A Study on Classroom Teacher Candidates&apos; Concern for Non-Appointment and Their Teaching Motivation
Author: Hamurcu, Hülya
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Placement,Teacher Motivation,Student Teachers,Student Teacher Attitudes,Anxiety,Gender Differences

One of the important elements of the education system is teacher and success of the education system is mainly based on the fact that teachers who will run the system have expected competencies. While the process of bringing teachers in competencies expected from them is seen important in the 21st century world, it is also important to run the appointment process of teachers in a healthy way. It is thought that current teacher appointment system of Turkey causes teachers to get concerned and this affects their motivation for teaching adversely. The purpose of this study is to evaluate the concern of teachers for non-appointment and their motivation for teaching. This study was designed in the screening model. Target population of the study is fourth-grade teacher candidates studying Classroom Teaching Department of five different Faculties of Education in Aegean, Black Sea and Marmara Region of Turkey in 2017-2018 academic year. The sample of the study consists of 370 teacher candidates selected by simple random sampling method. In the study, the &quot;Non-Appointment Concern of Classroom Teacher Candidates'&quot; was measured by &quot;Teacher Candidates Non-Appointment Concern scale&quot; developed by Eskici (2016) and the teaching motivation was measured by &quot;Teaching Motivation Scale&quot; adapted to Turkish by Candan and Evin Gencel (2015). Analysis of the research data was done by SPSS v.22 packaged software, and ANOVA and t-test techniques were used. According to the results of the study, non-appointment concern of classroom teacher candidates has been found to be at a moderate level and significant differences have been determined by universities. Although the concern is above moderate level, it has been determined that teacher candidates do not lose their teaching motivation and their teaching motivation points are still above moderate level. In addition, it has been determined that the motivation of teacher candidates varies significantly by universities. There has been no significant difference between genders in both variables. It is believed that this study will contribute to improvement of the 21st century teachers' competencies and will create an environment of data driven thinking and discussion based on the related variables.
The Categorisation of the Pupils&apos; Work with iPad in a Special Elementary School
Author: Gybas, Vojtech
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Handheld Devices,Telecommunications,Elementary School Teachers,Special Schools,Special Education Teachers,Elementary School Students,Intellectual Disability,Technology Uses in Education,Educational Technology,Special Education

The contribution introduces the detailed categorization of pupils with iPads at special primary schools in the Czech Republic. The first half of the contribution deals with a part of the survey. It refers to the methodology and selection of the informants who were used to create the final categorization. Based on this categorization, special teachers in the Czech Republic should be able to classify their pupils in order to find out what expected outputs they can expect from their pupils when working with iPads. Then a comprehensive verification across specialized primary schools will be in the second part of the survey. The aim is to verify whether the proposed categorization is applicable to a comprehensive sample, and whether any pupil with special educational needs can really be included in the category. [For the complete proceedings, see ED590271.]
How Mobile Are Top-Rated Mobile Language Learning Apps?
Author: Lotherington, Heather
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Computer Oriented Programs,Educational Technology,Technology Uses in Education,Second Language Learning,Teaching Methods,Program Effectiveness

A recent survey of top-rated mobile(-assisted) language learning (MALL) apps revealed four front-runners on the digital marketplace: three proprietary language course apps: duolingo, Babbel, busuu, and one flashcard/spaced repetition system (SRS): Memrise (Lotherington, 2017). The survey was followed by empirical studies of the embedded epistemological and pedagogical approaches to language in these MALL apps. Case study findings indicated that all four apps taught language through drills, and relied heavily on dated pedagogies and structural conceptions of both language and learning. This paper overviews the potential of mobility in MALL pedagogy, and examines whether and how these four top-rated MALL apps capitalized on the affordances of mobility in their pedagogical approaches and content presentation, concluding that mobility was used primarily for marketing and distribution rather than for innovative instructional design. [For the complete proceedings, see ED590271.]
Moving On: The Mobility of Former Post-Secondary Students. Fact Sheet
Author: BC Student Outcomes (Canada)
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,College Graduates,Geographic Location,Migration,Bachelors Degrees,Educational Certificates,Associate Degrees,Apprenticeships

The 2014 BC Student Outcomes surveys, which included the Baccalaureate Graduates Survey (BGS), the Diploma, Associate Degree, and Certificate Student Outcomes (DACSO) Survey, and the Apprenticeship Student Outcomes (APPSO) Survey, asked respondents to confirm their postal code. In all, over 26,000 former students responded to the three surveys, and 89 percent provided usable postal or zip code information. The postal information was used to assign each respondent to a B.C. region, another province, or the USA. Respondents' regions--current at the time of the survey--were compared with the region where each respondent studied, to determine if they moved after completing their studies. The annual surveys collect information by credential: baccalaureate, diploma, certificate, associate degree, and apprenticeship. Depending on their credential type, from 6 to 26 percent of the 2014 respondents who graduated or completed their studies moved from their study region to a new region. [The BC Student Outcomes surveys are conducted with funding from the Ministry of Advanced Education, the participating British Columbia postsecondary institutions, and the Industry Training Authority.]
WhatsApp as a Site for Meaningful Dialogue
Author: Keogh, Conor
Date: 2018-04-00
Type: Reports - Research
Subjects: Computer Software,Telecommunications,Handheld Devices,Foreign Countries,Asynchronous Communication,Second Language Learning,Second Language Instruction,International Relations,Intercultural Communication,Student Attitudes,Educational Benefits,English (Second Language),Private Colleges,Undergraduate Students,Dialogs (Language)

Smart-phone technology is pervasive across Colombia, even among those of lower economic means. This has greatly changed the face of society and the world of education is no different. Instant messaging services like WhatsApp allow for an extension of the traditional classroom. This study is concerned with how such technology allows learners of a second language a space where true dialogue and meaningful interaction may occur. This report presents progress of an ongoing investigation into how a shared WhatsApp group may be used as a site for dialogue for students of International Relations. The study consists of analysis of the interaction which occurs in the group as well as learner reflection on the benefits of the space. The data generated thus far have demonstrated examples of interaction between participants in their second language on complex themes related to their country and the international community. Participant responses have been positive on the benefits of the space. The study adds further credence to a growing body of work on the benefits of such a space for encouraging discussion, participation and enhancement of learner identity. [For the complete proceedings, see ED590271.]
Counterfactuals, Possible Worlds and Smartphones
Author: De Simone, Giuseppe Cosimo
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Handheld Devices,Teaching Methods,Logical Thinking,History Instruction,Computer Simulation,Videoconferencing

This paper outlines a proposal to use smartphones and counterfactual reasoning to overcome rote and passive learning. Some historians and history teachers have highlighted the usefulness of counterfactual reasoning for a deeper understanding of the past. In a classroom history simulation, it is proposed here that counterfactuals can be developed by a discussion between two groups of students via video call. Counterfactuals and smartphones can be linked by the concept of &quot;possible worlds&quot; conceived within the context of modal logic. Though smartphones are not the only possible technology, they make the experience technically simple and engaging. To conclude, a few critical points in implementing this activity are mentioned.[For the complete proceedings, see ED590271.]
Software Platform for Gamification in the Unified State Examination Preparation Activities
Author: Khasianov, Airat
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Computer Software,Exit Examinations,College Entrance Examinations,Test Coaching,Electronic Learning,Games,Handheld Devices

In the paper we present a software platform for applying gamification to the Unified State Examination (USE) preparation activities in the Russian Federation. The USE is a final examination at school as well as a university entrance examination. Students' preparing for the examination takes a long time and is accompanied by solving a large number of similar tasks. Over time students' interest in these activities is reducing, which leads to unsatisfactory results. We developed a mobile learning tool for the USE preparation which uses game mechanics to increase the involvement of students in the process of preparing for the USE. These mechanics are based on our model of implementing the gamification in the educational process and include the particular properties of the Unified State Examination. We've implemented the model in a platform consisting of mobile applications (iOS, Android) for students and a web-application for a teacher. The platform provides a support for the USE preparation activities at school and outside it. It lets students execute different types of the USE tasks as a training and simulate the examination with a complete set of tasks and a time limit. The processes are accompanied by visualization of user's progress, competition in a form of other students' success rating, receiving badges for special sets of actions, etc. Detail description of the game mechanics and capabilities of the platform are presented in the paper. This is a follow up paper to the preliminary report (Khasianov and Shakhova, 2017). [For the complete proceedings, see ED590271.]
Improving Music Practice with a Mobile Learning Smartphone Application
Author: Chen, Yuanzhu
Date: 2018-04-00
Type: Speeches/Meeting Papers
Subjects: Musical Instruments,Music Education,Teaching Methods,College Students,Teacher Role,Interference (Learning),Telecommunications,Handheld Devices,Computer Software,Recordkeeping,Retention (Psychology),Drills (Practice)

Learning musical instruments requires a significant amount of independent, unsupervised effort by students in the current post-secondary pedagogical context. A vital role of the teacher is therefore to help a student improve at the art of independent practice. The theory of contextual interference in skills learning has demonstrated better retention, but its essence of interleaved practices demands even more discipline in its execution. To respond to such a challenge, we developed an iPhone application for music students of our university to assist them with the planning, execution, and tracking of interleaved practice. The app allows users to create templates, log/record practices, and review practice outcome, and has a potential for social interaction and big-data analysis; it can also be used in many other areas of skill learning. [For the complete proceedings, see ED590271.]
Examining Perceived Self-Regulation Beliefs of Pre-Service Music Teachers in Musical Instrument Practice
Author: Topoglu, Onur
Date: 2018-00-00
Type: Journal Articles
Subjects: Music Education,Metacognition,Preservice Teachers,Music Teachers,Student Attitudes,Gender Differences,Age Differences,Career Choice,Musical Instruments,Drills (Practice),Academic Achievement,Scores,Measures (Individuals),Self Management,Foreign Countries

The aim of this study is to investigate whether there are significant differences between perceived self-regulation beliefs of pre-service music teachers in their instrument practice and their genders, ages, universities, hours of daily practice, instruments and their career goals. Also under investigation is the correlation between perceived self-regulation beliefs of pre-service music teachers and their academic achievement scores of their principal instrument lessons. The study is a quantitative descriptive study. Participants of the study consisted of 249 pre-service music teachers (F=131; M=118). The participants were receiving education from the universities that are found in the western part of Turkey. Criterion sampling was used for the study. The Self-Regulation in Instrumental Practice Scale (Özmentes, 2007) and a personal information form were used as data collection tools. The results showed that there are significant differences between levels of perceived self-regulation beliefs of participants and their career goals and the time they spent on instrument practice. Also discovered was a small positive significant correlation between perceived self-regulation beliefs of participants and their academic achievement scores on instrument practice/performance. The results were discussed in the light of the literature.