ethanporcaro/eric-fulltext-meta huggingface dataset:
Task-Based Language Teaching with Smartphones: A Case Study in Pakistan
Author: Rashid, Shaista
Date: 2017-00-00
Type: Journal Articles
Subjects: Case Studies,Telecommunications,Handheld Devices,Self Esteem,Task Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Language Teachers,Mixed Methods Research,Feedback (Response),Teacher Student Relationship,Teaching Methods,Teacher Education,Writing Skills,Writing Improvement,Electronic Publishing,Writing Instruction,Questionnaires,Interviews,Teacher Attitudes,Student Attitudes,College Faculty,College Students

Integration of technology in task-based language teaching (TBLT) has long been a source of attraction for language teachers (Pierson, 2015). In the case of developing countries, such as Pakistan, mobile phones are the modern form of technology commonly available at low cost to individuals as well as institutions. The present descriptive case study explores the impact of ubiquitous smartphones and a TBLT approach on students' and teachers' perception and motivation in improving English writing skills. A mixed method approach was used to explore the qualitative and quantitative data. Smartphones were used to complete writing tasks on blogs. The results of the study reveal that using smartphones, combined with a TBLT approach, created learning environments which promote self-confidence and interaction with the teacher and peers. It also helped the teacher in providing individual feedback to the students, improving students' engagement in learning tasks as well as self-expression in English.
Caka E-Learning Model
Author: Gorsev, Gonca
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Musical Instruments,Music Education,Teacher Attitudes,Program Effectiveness,Electronic Learning,Teaching Methods,Surveys,Questionnaires,Likert Scales

In today's world, in order to obtain the information in education, various approaches, methods and devices have been developed. Like many developing countries, e-learning and distance learning (internet based learning) are used today in many areas of education in Turkey. This research aims to contribute to education systems and develop a &quot;Cihat Askin and Little Friends&quot; e-learning model in order to improve the project. &quot;Cihat Askin and Little Friends&quot; is an education system project by worldwide by Turkish violin virtuoso Cihat Askin. The aim of this system is to encourage people to play violin and disseminate playing violin as an instrument. In this project, individuals are accepted into the &quot;Cihat Askin and Little Friends&quot; program regardless of their age and talent. In 2001, Cihat Askin's project has started in Bursa and today it proceeds in twelve different cities of Turkey. Thanks to this education system of &quot;Cihat Askin and Little Friends&quot;, hundreds of children without musical foreknowledge have started to play violin in Turkey. This paper aims to evaluate teachers' thoughts and opinions about e-learning technology use for &quot;Cihat Askin and Little Friends&quot; Project. Survey method was used and educators' attitude towards &quot;Cihat Askin and Little Friends&quot; e-learning model was analyzed. The results reveal that teachers in the project have positive feelings and opinions about the e-learning model. It is believed that by teachers of the project, e-learning technology use will improve in violin education thanks to the project to a great extent.
Attitudes and Opinions of Special Education Candidate Teachers Regarding Digital Technology
Author: Ozdamli, Fezile
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Teacher Attitudes,Opinions,Special Education,Special Education Teachers,Educational Technology,Mixed Methods Research,Attitude Measures,Computer Attitudes,Likert Scales,Semi Structured Interviews

Parallel to the rapid development of information and communication technology, the demand for its use in schools and classroom is increasing. So, the purpose of this study is to determine the attitudes and views of students who will be special education teachers in the future regarding digital technology on the use in education. A mixed method, qualitative and quantitative, was used to collect data. Attitude Scale for Digital Technology was used as a quantitative data collection tool and a semi-structured interview form was used to collect qualitative data. A total of 275 students studying at Special Education teaching department of Near East University participated in this study. The findings indicated that the candidate teachers had a positive attitude towards the use of technologies. The findings obtained from the qualitative dimensions of the study showed that the candidate teachers had positive views about the use of technology by the special education students in their learning process.
Can We Use Facebook Groups to Establish Social Presence in Online Courses?
Author: Izmirli, Serkan
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Media,Computer Mediated Communication,Online Courses,Humor,Qualitative Research,Group Dynamics,Undergraduate Students,Self Disclosure (Individuals),Interviews,Statistical Analysis,Measures (Individuals),Foreign Countries,Validity,Reliability,Student Attitudes

In this research, the potential of Facebook groups used in an online course in order to establish social presence was examined. Qualitative research methodology was used in this study. The participants of the study were 12 senior undergraduate students taking the School Experience course online over a period of 12 weeks. A Facebook group where announcements and deep discussions were made and files were shared was used. Facebook group posts as document data; and student interviews as interview data were collected. According to the results, it was found that Facebook groups established social presence. Social presence involves three categories; affective expression, open communication and group cohesion. Paralanguage, emotion, humor and self-disclosure emerged as indicators in the affective expression category. Acknowledgement, agreement, invitation and continuing a thread were found as indicators in the open communication category. Greetings and salutations, vocatives, group reference, social sharing and collaboration were found as indicators in the group cohesion category. A similar study can be conducted by collecting quantitative data from a large number of participants using the social presence scale. Other social networks' potentials to establish social presence can be examined. Since Facebook groups establish social presence, they can be used to support online or face-to-face courses.
Will Education in the Mother Tongue Contribute to the Increase of Digital Literacies?
Author: Joaquim, Guerra
Date: 2017-00-00
Type: Journal Articles
Subjects: Language of Instruction,Native Language,Technological Literacy,Portuguese,Foreign Countries,Information Technology,Course Descriptions,Native Language Instruction,Computer Assisted Instruction,Middle Schools,Secondary Schools

We live undoubtedly in a digital era in which younger people have more technological knowledge and use technology more than older people who mostly must adapt their lives and practices, learning how, why, and when to use digital tools. In schools, this gap is visible if we compare the curricula for teaching the Portuguese mother tongue and teachers' practices. As we demonstrate, the references in syllabi are residual, and teachers use digital tools as they used other tools before. This paper aims to summarize and to intersect the results from previous studies on information and communication technologies (ICT), Portuguese mother tongue syllabi, and teachers' practices with ICT. It also points out some causes of the lack of aims for the increase of digital literacy in mother tongue education.
O-Tu-Kapua (&apos;What Clouds See&apos;): A Mixed Reality Experience Bridging Art, Science and Technology in Meaningful Ways
Author: Jowsey, Susan
Date: 2017-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Sensory Experience,Interdisciplinary Approach,Teaching Methods,Program Descriptions,Environmental Education,Climate,Change,Foreign Countries,Active Learning,Web Sites,Art Education,Outcomes of Education,Elementary School Students,Art Products,Educational Technology

Mixed Reality learning environments can provide opportunities to educationally enhance previously isolated scientific concepts by using art and technology as mediums for understanding the world. Participatory experiences provide a kinetic means of comprehending often-abstract knowledge, creating the conditions for sensory learning that is inclusive and accessible. The O-Tu-Kapua (what clouds see) Mixed Reality experience provides an inverted view of the environment. Rather than us looking up towards the sky, the clouds look down upon us. Atmospheric science is personified through an intertwined narrative that begins with creative action. Participatory learning embedded within technology-enhanced education creates opportunities to question how as educators we can create opportunities for integrating art, science and technology, enhancing our ability to capture young people in conversations about the socio-ecological Anthropocene.
Mobile Technologies in Schools: The Student Voice
Author: Hodge, Emma-Leigh
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Technology Integration,Middle School Students,High School Students,Focus Groups,Early Adolescents,Use Studies,Social Media,Student Attitudes,Technology Uses in Education

Intermediate and high school students spend a large amount of time using mobile devices (Lauricella, Cingel, Blackwell, Wartella, &amp; Conway, 2014), and such devices are increasingly being integrated into our school system. We conducted a series of student-led focus groups, with this early adolescent cohort, in order to better understand their experiences of the recent technological shift. Four main ideas emerged from a thematic analysis of three focus group discussions: restrictions, student-led technology use, bypassing the restrictions, and connectivity as a need. Direct quotes from students and our analysis of these themes suggest that young people should be included, to a much greater extent, in discussions about the evolution of teaching practices in today's digital age. Clear benefits and risks linked to greater use of mobile technologies were evident in our discussions, the implications of which are discussed along with limitations of the current study and proposed future research.
The Role of Mobile Technologies in Pre-Service Foreign Language Teacher Education
Author: Tolosa, Constanza
Date: 2017-00-00
Type: Journal Articles
Subjects: Handheld Devices,Educational Technology,Technology Integration,Preservice Teacher Education,Second Language Instruction,Case Studies,Experiential Learning,Foreign Countries

Pre-service teacher education plays a pivotal role in ensuring that future teachers are prepared to integrate technology effectively to their teaching. One way of improving readiness in future teachers is integrating mobile technologies to discipline-specific teacher education courses. This article presents three case studies drawn from exploratory research carried out in a year-long course that used an &quot;experiential approach&quot; to teacher education. Accordingly, pre-service teachers of foreign languages used iPads to support both learning to teach languages and learning to integrate technology to their teaching. The cases illustrate the complexities of integrating technology to learning to teach. Although situated on a foreign language teacher education context, findings of this article have implications for other sectors as mobile technologies become ubiquitous in classrooms everywhere.
Te Reo Maori Ka Rere: &quot;Talknology&quot; and Maori Language as a Language of Choice
Author: Lemon, Ruth
Date: 2017-00-00
Type: Journal Articles
Subjects: Malayo Polynesian Languages,Language Maintenance,Foreign Countries,Video Games,Teaching Methods,Native Language Instruction,Computer Software,Educational Technology,Elementary Secondary Education,Indigenous Populations,Social Media,Ethnic Groups,Pacific Islanders

This opinion piece aims to grow awareness of a range of technological initiatives that are supporting Maori language regeneration. These initiatives have been chosen because they have communities of users. This piece could be useful to educators who want to learn about the options that are available in this area, or students of Maori language for similar reasons.
Social Studies Teachers&apos; In-Service Training Needs towards Project Tasks: A Comparative Case Study
Author: Uyar, Melis Yesilpinar
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Studies,Inservice Teacher Education,Educational Needs,Comparative Analysis,Case Studies,Qualitative Research,Interviews,Needs Assessment,Semi Structured Interviews,Program Implementation,Active Learning,Student Projects,Knowledge Base for Teaching,Teaching Skills,Teacher Surveys,Teacher Attitudes,Foreign Countries

This study aims to determine in-service training needs of novice and professionally experienced social studies teachers regarding the planning, implementation and assessment processes of project tasks. The study was carried out using comparative case study from qualitative research patterns as base. Eight social studies teachers who were determined by means of extreme and deviant case sampling constitute the participants of the study. Interview method was used in data collection and collected data were analyzed with inductive content analysis approach. As a result of analysis, it was determined that social studies teachers need an in-service training that includes basic features of project based learning approach and context-based practices. In addition, it was found that teachers need to improve their knowledge and skills especially concerning &quot;taking student and curriculum characteristics into consideration in project processes,&quot; &quot;adaptation of project processes into different education environments&quot; and &quot;development and usage of objective assessment tools.&quot;
College Students with Intellectual Disabilities: How Are They Faring?
Author: Hendrickson, Jo M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Intellectual Disability,Educational Legislation,Higher Education,Federal Legislation,Undergraduate Students,Resident Advisers,Mentors,Comparative Analysis,College Freshmen,Measures (Individuals),Transitional Programs,Disabilities,Equal Education,Dormitories,Living Learning Centers,College Housing

Propelled by the reauthorization of the Higher Education Opportunity Act of 2008 (HEOA) and evidence that postsecondary education positively impacts employment and adult outcomes of individuals with intellectual disabilities (iD), inclusive living-learning opportunities for students with ID are emerging. accompanying the recent shift in conventional wisdom about &quot;who&quot; should go to college is a relative dearth of information on how students with ID who live in residence halls with traditional undergraduates are faring. We describe the University of Iowa (UI) REACH (Realizing Educational and Career Hopes) program, its students, and the living-learning community they experience at the University of Iowa. We describe strategies employed to support their transition to college, to build family partnerships, and to help them overcome the challenges and complexities of the social environment. Campus opportunities and the central role of student staff--RAs and mentors--to the integration of REACH students into the campus community are described. a comparison of UI-REACH and first-year college students on the Ryff scales of Psychological Well-Being and the openness to Diversity/Challenge scale revealed no significant differences between the student groups. These results suggest that UI-REACH and first-year college students are adjusting to college similarly on such dimensions as self-acceptance, personal growth, purpose in life, positive relations with others, environmental mastery, and autonomy. We strongly encourage colleges and universities to forge ahead in the development of inclusive postsecondary education options for students with ID.
Major Re-Selection Advising and Academic Performance
Author: McKenzie, Deborah
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,Academic Advising,Undergraduate Students,Grade Point Average,Quasiexperimental Design,Control Groups,Experimental Groups,Majors (Students),Course Selection (Students),Demography,Pretests Posttests,Multiple Regression Analysis,Predictor Variables

We sought to determine whether receiving major re-selection (MRS) advising benefits undergraduate students' grade-point averages (GPAs). We used a quasi-experimental nonequivalent control group design to compare a treatment group (n = 219) of undergraduates who changed their majors after receiving MRS advising with a control group (n = 206) who changed majors without advising during the same semester as the treatment group. Findings showed that, on average, students who received MRS experienced no change in their program GPA but an increase in their semester GPA; however, the control group experienced a decrease in program and semester GPAs. Multiple regression analysis confirmed that MRS advising had a positive effect on posttest semester GPAs (ß = 0.33, p &lt; 0.001) and program GPAs (ß = 0.28, p &lt; 0.001). Implications for student advising are discussed.
Experiences of Male Undergraduates That Lead to Academic Failure
Author: Musser, Terry
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Academic Failure,Males,Research Universities,Interviews,Phenomenology,Expectation,Self Management,Mental Health,Interpersonal Competence,Student Attitudes,Observation,Qualitative Research

We examined the lived experiences of male undergraduates on the campus of a high-research-activity university in the northeastern United States. Interviews with 8 male undergraduates with a grade-point average lower than 2.0 revealed that their poor academic performances resulted from a combination of the following experiences: a disconnect between high school and university academic expectations, adherence to rigid male gender roles, an inability to set priorities and engage with faculty and staff, and the manifestation of mental health issues. We implemented the study as a front-end analysis to understand better these learners and their learning contexts. Recommendations for advising intervention are offered.
Comparing Two Groups of Student-Athletes: Implications for Academic and Career Advising
Author: Buzzetta, Mary E.
Date: 2017-00-00
Type: Journal Articles
Subjects: Career Counseling,Predictor Variables,Athletes,College Athletics,Summer Programs,At Risk Students,Vocational Education,Professional Identity,Academic Advising,Goal Orientation,Career Choice,Comparative Analysis,Cohort Analysis

In this study, we explored the career variables of goal instability, vocational identity, and career decidedness levels in two groups of student-athletes. We compared scholarship student-athletes who had been selected to participate in a summer academic-support program designed for at-risk students to scholarship athletes who were not included in the summer-support program. Both groups consisted of student-athletes from various sports with football and basketball the primary sports for the summer program participants and swimming and cross country the primary sports for student-athletes not included in the summer-support program. Results of the study indicated that no significant differences were found between the two groups of college student-athletes with regard to their goal instability, vocational identity, or career decidedness. Implications for academic and career advising as well as future research are discussed.
The Advising Palaver Hut: Case Study in West African Higher Education
Author: Sy, Jobila Williams
Date: 2017-00-00
Type: Journal Articles
Subjects: Higher Education,Academic Advising,Ethnography,Case Studies,Organizational Culture,Career Counseling,Student Surveys,Teacher Surveys,Guidance Centers,Interviews,Educational Environment,Institutional Mission,Socialization,Information Management,Leadership,Educational Practices,Foreign Countries,Content Analysis

Although international research regarding advising is burgeoning, most of the research on the role of and advantages related to academic advising has been limited to U.S. colleges and universities. This ethnographic case study conducted at a Liberian university examined the organizational culture of advising from student, faculty, and staff perspectives after the establishment of the Student Academic Advisement and Career Counseling Center. The findings suggest two primary elements that shape the role of advising and college student experience: postwar challenges in Liberian higher education and the shifting perspective on student centeredness. As a result, these elements have redefined the preliminary role of the advising center into a concept referred to as the &quot;advising palaver hut.&quot;
Impact of Media on Major Choice: Survey of Communication Undergraduates
Author: Hoag, Anne
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Surveys,News Media,Majors (Students),Access to Information,Mass Media Use,Mass Media Role,Mass Media Effects,Journalism Education,Course Selection (Students),Internet,Information Technology,Predictor Variables,Focus Groups,Questionnaires,Correlation,Student Attitudes

Popular and news media sources may play a key role in influencing undergraduate choice of major, yet their unique impact has not been investigated. Most research has focused on the influence of unmediated salient referents, such as parents, on students' major choices. Therefore, we developed a scale to examine the role of media professionals and celebrities (mediated salient referents) and unmediated salient referents on career selection. Overall, we investigated the ways media exposure, technology use, mediated salient referents, and unmediated salient referents influenced variations in the likelihood students choose the media-related major of journalism through a survey of communication undergraduates (N = 2,401). Results showed mediated referents and news consumption positively predicted the choice of journalism as a major, while unmediated referents influenced students' selection of other communication-related majors.
Who Are Athletic Advisors? State of the Profession
Author: Rubin, Lisa M.
Date: 2017-00-00
Type: Journal Articles
Subjects: College Athletics,Academic Advising,Intercollegiate Cooperation,Athletes,Team Sports,Self Concept,Self Evaluation (Individuals),Teamwork,Surveys

The field of athletic advising has existed since the 1970s. In the early 1990s, the National Collegiate Athletic Association mandated that higher education institutions provide academic support for student-athletes. Few researchers have identified those serving as athletic advisors, so the literature features little data on advisor demographics, training, education, and work responsibilities. Therefore, the background and experiences of 277 members of the National Association of Academic Advisors for Athletics, who responded to a survey, were explored. Specifically, athletic advisor educational and training background, burnout levels, meaning of the profession as participants describe it, advice for prospective advisors, and the knowledge they wish they had gained before entering the field are addressed. Dramaturgy was utilized as a framework for analyzing this research.