ethanporcaro/eric-fulltext-meta huggingface dataset:
From Theory to Practice: Building Leadership Opportunities through Virtual Reality Science Expeditions
Author: Peterson, Kaitlin
Date: 2019-00-00
Type: Journal Articles
Subjects: Theory Practice Relationship,Leadership Training,Computer Simulation,Science Education,Teaching Methods,Technology Integration,Scientific Methodology,Practicums,Student Teaching,Student Teachers,Student Teacher Attitudes,Faculty Development,Teacher Education Programs,Technology Uses in Education

The authors of this paper discuss the use of Virtual Reality (VR) as a tool for building meaningful connections in science education across different grade levels. The authors elaborate on their experiences with using VR in teacher training programs, in practicum and student teaching experiences, and in providing a professional development workshop on how to use VR in science classrooms. With adequate preparation and training, teacher candidates can become leaders in their schools with regard for building more interactive STEAM-based programs that utilize cutting-edge technologies like VR and AR (Augmented Reality). Furthermore, the benefits of using VR in the classroom are discussed. These include whole-child benefits such as opportunities for meaningful social interaction, student-led inquiry, intrinsically motivated exploration and investigation, meaningful integration with other subjects, and substantial student engagement. VR expeditions provide a high level of cognitive, social, and physical activity that can supplement any form of instruction, and help students make lasting connections to the material.
Conversations in an 8th-Grade ELA Classroom: Spaces Where Young Adolescents Can Construct Identities
Author: Reeb-Reascos, Kathleen
Date: 2016-00-00
Type: Journal Articles
Subjects: Grade 8,Early Adolescents,English Instruction,Language Arts,Literacy,Classroom Communication,Self Concept

The public discourse surrounding English Language Arts (ELA) education in the United States imitates the ongoing debate over state standards and high-stakes testing (Anagnostopoulos, 2003). Since the inception of No Child Left Behind and the subsequent integration of the Common Core State Standards, a paradigm shift toward accountability and the &quot;quantifying of ability&quot; (Beach, Campano, Edmiston &amp; Borgmann, 2010, p. 8) has fostered &quot;a remedial and deficit-based approach to teaching&quot; (Beach, et. al., 2010, p. 8). This prescriptive approach prioritizes the &quot;basic skills&quot; of reading comprehension and technical writing composition and dissuades the integration of logical reasoning, critical thinking, creative expression, text synthesis, information analysis, posing and solving problems, communication, collaboration and reflection (Beach, et. al., 2010; Calkins, Ehrenworth, &amp; Lehman, 2012). Lacking the opportunities to utilize these skills or explore in the ELA classroom, students experience teaching and learning devoid of meaning, empowerment and creativity, which has become associated with widespread student disengagement and superficial instructional practices (Alsup, 2010; Beach, et. al., 2010; Cunningham, 2001; Ivey &amp; Johnston, 2013). Considering the push to take constructive exploration out of ELA curricula in favor of technical skill building, it is necessary to question of what students are being deprived when they are denied the opportunity to engage in, and make meaning from, discursive literary work. The current study looks to an ELA classroom that has remained committed to authentic discourse and literary exploration for their potential benefits to young adolescents. Specifically, this study investigates the following research questions: (1) How do young adolescents talk about identity in conversations about literary texts in an 8th-grade ELA classroom? and (2) What discussion mechanisms do young adolescents use in conversations about identity in classroom conversations?
Examining the Precepts of Early Childhood Education: The Basics or the Essence?
Author: Sharp, L. Kathryn
Date: 2016-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Early Childhood Teachers,Young Children,Learning,Academic Achievement

The purpose of this article is to encourage early childhood educators and the related professional development and research communities to become the leading voices in determining the direction of early childhood education. To support this vital, and complicated transition, this discussion revisits fundamental aspects of what is meant by &quot;early childhood education&quot; and intends to spark discussion and the direction needed to guide thought and action as nations begin a shift towards more affordable, universal and, most importantly, high-quality early childhood education.
But What Do the Students Think: Results of the CUNY Cross-Campus Zero-Textbook Cost Student Survey
Author: Brandle, Shawna
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbooks,Student Surveys,Undergraduate Students,Student Costs,Student Attitudes,Open Educational Resources,Opinions

The results of the first cross-campus survey of student opinions on Zero Textbook Cost (ZTC) courses are in: City University of New York (CUNY) students like their ZTC courses, primarily for the cost savings and ease of access. The survey results yield rich data about how positively students feel about their Zero Textbook Cost (ZTC) courses as well as ways to improve the design and delivery of Zero Textbook Cost courses to make them more beneficial for student learning.
A Comparative Study on Social Media Addiction of High School and University Students
Author: Simsek, Ali
Date: 2019-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Social Media,High School Students,College Students,Foreign Countries,Age Differences,Gender Differences,Time,Intellectual Disciplines,Institutional Characteristics

Considering that social media addiction is probably the most recent type of technology addiction, the present study was designed based on the six components suggested by Griffiths (2013). Toward the main purpose of the study, the &quot;Bergen Facebook Addiction Scale&quot; was adapted to social media addiction and translated into Turkish. After the validation process, it was administered to a total of 700 students; of them 397 were high school students and 303 were university students. The data collection instrument included 18 five-point Likert-type items in six categories, along with 5 structured items regarding demographics of the respondents. In addition to the original findings of the present study, similar research on social media addiction in some other countries were examined for comparisons. The results showed that both university students and high school students have a moderate level of addiction to social media. Being a university or high school student does not make any difference on the level of social media addiction. However, significant differences were found regarding gender, duration of use, department at the university, and type of high school. Finally, the results of the study show certain similarities and a few differences with the results of the studies conducted in other countries.
Computational Thinking, Programming Self-Efficacy, Problem Solving and Experiences in the Programming Process Conducted with Robotic Activities
Author: Durak, Hatice Yildiz
Date: 2019-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Programming,Computer Science Education,Self Efficacy,Problem Solving,Robotics,Secondary School Students,Foreign Countries,Grade 6,Grade 7,Reflection

The purpose of this study was to determine the skill levels of secondary school students regarding computational thinking, programming self-efficacy and reflective thinking aimed at problem solving and examine their experiences in the programming training process on robotic activities. Toward this purpose, a 10-week application was conducted with 55 students from 6th and 7th grades who received education at a secondary school in Western Black Sea region of Turkey during the school year of 2017-2018. The study was conducted using the mixed model and various scales in the quantitative dimension. On the other hand, a semi-structured interview form developed by the researchers was applied in the qualitative dimension. As a result, it was found out that students' computational thinking skills, programming self-efficacy and reflective thinking aimed at problem solving were moderate. Students' levels of computational thinking and programming self-efficacy were observed to differ depending on their grade levels. In addition, a positive and moderate relationship was found among the levels of computational thinking, programming self-efficacy and reflective thinking aimed at problem solving.
Effects of Augmented Reality in Teaching Old Turkish Language Mementoes on Student Achievement and Motivation
Author: Sahin, Nurullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Turkish,Teaching Methods,Academic Achievement,Learning Motivation,Diachronic Linguistics,Authors,Telecommunications,Handheld Devices,Pretests Posttests,College Students,Student Motivation,Language Tests,Native Language Instruction,Instructional Materials,Foreign Countries

The Turkish history has a very rich content in literary context as well as political and administrative achievements. The Turkish language, which dates back to B.C., has become one of the great languages that continues its existence until modern day, leaving priceless reference guide behind. The purpose of this research is to investigate the effects of lessons taught using activities designed with Augmented Reality Technology on the academic achievement and motivation of students in the teaching of the subjects of Yusuf Has Hacib, Kasgarli Mahmud, Kutadgu Bilig and Divanu Lugati't-Turk which are among the cultural heritages called &quot;Old Turkish Language Mementoes.&quot; In this context, Augmented Reality environments were designed in relation to the mentioned works and authors and these designs were uploaded to AURASMA 3D application and made available for smart phones. Quantitative research model was adapted in the study and the quasi-experimental method with pre-test-post-test control group was used. At the end of the study whose procedures took 6 weeks in total with the involvement of 50 college students, it was determined that AR activities has a positive effect on the academic success of the students and increases the academic success of the students, and it creates a positive environment which motivates the students towards the lesson and learning.
Pre-Service Information Technology Teachers&apos; Self-Efficacy, Self-Esteem and Attitudes towards Teaching: A Four-Year Longitudinal Study
Author: Dursun, Ozcan Ozgur
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Information Technology,Self Efficacy,Self Esteem,Student Attitudes,Longitudinal Studies,Foreign Countries,Teaching (Occupation),Academic Achievement,Career Choice,Preservice Teacher Education,Computer Science Education,Educational Technology

This study investigates the changes in self-efficacy perceptions, professional self-esteem, and attitudes towards the teaching profession of pre-service information technology teachers in accordance with their academic achievement and career choices. A longitudinal research was conducted over a four-year time period with participation of 40 pre-service teachers. The data were collected through three separate scales at five different data collection points (entrance, freshman, sophomore, junior and senior years) corresponding to their initial states and their states at the end of each academic year. Findings indicated an improvement in terms of attitude towards the teaching profession and teaching selfefficacy through the time period. However, change in professional self-esteem did not follow such a clear pattern. While grade point averages (GPA) did not show significant relationships with attitude, self-efficacy or self-esteem in earlier states, as the participants gained experience, significant relationships arose among GPA, attitude and self-efficacy. Career choices of pre-service teachers were examined under three categories: teaching, coding and design. Preference for teaching was relatively high at the initial state and continuously increased over time. As the participants progressed in the program, their preference for coding and design increased as well. The increase in career choices of preservice teachers accords with the courses in the program.
Exploring the Loneliness and Internet Addiction Level of College Students Based on Demographic Variables
Author: Erol, Osman
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Internet,Addictive Behavior,Demography,Predictor Variables,Foreign Countries,Affective Measures,Depression (Psychology),Correlation,Social Media,Handheld Devices,Telecommunications,Grade Point Average,Undergraduate Students,Computer Uses in Education

The aim of this study is to examine the loneliness and Internet addiction levels of college students in terms of demographic variables and to determine the variables that predict their Internet addiction level. Data were collected from college students studying at a public university in Turkey. The UCLA Loneliness Scale Version3 and Internet Addiction Test (IAT) were used as the data collection tools. College students were delivered an online survey and at the end 489 college students were voluntarily participated in the study. This survey study employed independent sample t-tests, ANOVA tests, correlation and multiple regression tests for data analysis. The results show that younger participants felt significantly more loneliness than older participants; similarly, students in lower classes felt more alone than those in upper classes. In terms of addiction, it is seen that the frequent use of computers, smartphones and social media increases the Internet addiction level of students. The study suggests a significant correlation between loneliness, Internet addiction, age, and Cumulative Grade Point Average (CGPA). Additionally, loneliness and CGPA significantly predict Internet addiction. This study may be important in terms of determining the psychological variables affecting today's increasing technology addiction (internet, smart phone, etc.). Thus, determining the effect of the level of loneliness of young people on internet addiction may be effective in terms of preventing this addiction.
The Role of Serious Games, Gamification and Industry 4.0 Tools in the Education 4.0 Paradigm
Author: Almeida, Fernando
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Games,Industry,Educational Change,Higher Education,College Students,Foreign Countries,Educational Benefits,Learner Engagement,Skill Development,Student Projects

Education 4.0 is a new educational paradigm that intends to address the needs and potentialities of the fourth industrial revolution. Education 4.0 builds on the concept of learning by doing, in which students are encouraged to learn and discover different things in singular ways based on experimentation. This study intends to analyze the role of emerging technologies like serious games and industry 4.0 in the transformation of education 4.0 in higher education. A qualitative methodology was employed based on 25 case studies of innovative projects in Portuguese higher education institutions. The results indicate a residual adoption of serious games and gamification approaches only appear in less than 20% of the projects. It was also possible to identify that most projects involve several stakeholders such as teachers, students and university managers, and typically involve multidisciplinary competencies fields. The main benefits brought to the education context include greater involvement of students in projects, development of their skills and its application in a real context. On the other hand, the main challenges are the simplification of the real world made by these applications, the difficulties inherent to their inclusion in the didactical system and the limited capacities to offer greater interactivity without predefined external stimuli.
Affective Materialities: Places, Technologies, and Development of Writing Processes
Author: Craig, Jacob W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Processes,Correlation,Preferences,Authors,Affective Behavior,Writing (Composition),Case Studies,Writing Instruction,English,Majors (Students),Undergraduate Students,Information Technology,Accountability,Laptop Computers,Personal Narratives,Freehand Drawing,Space Utilization,Attention Control,Educational Experience,Context Effect,Student Attitudes,Creativity

Extending research on the relationships between materiality and process, this article examines how writers' preferences for particular materials--places, technologies, objects--develop over time. With a specific focus on how materials affect writers and how writers are affected by their writing tasks, this article considers how writers' histories of turning toward and turning against materials shape their writing processes. The findings of this research show that writers' material practices register both materially and affectively and are echoed in writers' processes years later and shape how processes evolve as writers learn to write in new contexts.
Extending the &quot;Warming Trend&quot; to Writing Transfer Research: Investigating Transformative Experiences with Writing Concepts
Author: Tarabochia, Sandra L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Transformative Learning,Writing Research,Transfer of Training,Writing Skills,Case Studies,College Faculty,Writing for Publication,Teacher Attitudes,Groups,Teaching Methods,Learning Processes,Experiential Learning,Intervention,Journal Articles,Faculty Development,Course Descriptions,Writing (Composition),Writing Instruction,Professional Identity

In this article, we investigate a new construct for conceptualizing learning transfer with writing knowledge: Transformative Experience (TE). With origins in educational psychology, TE has been effective for promoting transfer with scientific concepts in previous research, but not yet considered in relation to writing or other presumably procedural subjects. To investigate the usefulness of TE for revealing new dimensions of writer development, we present a brief case study focused on faculty members writing for scholarly publication. We use qualitative responses to a survey about faculty members' experiences in a formal writing group to illustrate the three dimensions of TE in the context of writer development: active use, expansion of perception, and experiential value. Although we study advanced faculty writers, findings have implications for teaching and learning writing more broadly. Specifically, we argue that using TE as a framework for interpreting what learners do with writing knowledge widens the &quot;warming trend&quot; in transfer research, nuancing our understanding of writing transfer by attending to perceptual and experiential aspects of learning. We propose instructional interventions to test how incorporating TE into writing pedagogy might enhance teaching and learning for transfer.
From Chaos to Cosmos, and Back: Place-Based Autoethnography in First-Year Composition
Author: Leack, Ryan David
Date: 2019-00-00
Type: Journal Articles
Subjects: Place Based Education,Autobiographies,Ethnography,Freshman Composition,Critical Thinking,Writing Assignments,Writing Processes,Educational Theories

This article explores the &quot;scope,&quot; &quot;foundation,&quot; and &quot;application&quot; of autoethnography in first-year composition and critical thinking classrooms. I broaden autoethnography's scope from Mary Louise Pratt's focus on colonial power dynamics to engage rhetoric, discourse, ideology, and materiality at large. I argue that indexing this broader conceptual scope to place-based education produces &quot;four key pedagogical effects&quot;: to increase students' &quot;awareness&quot; of assumptions and practices, their &quot;engagement&quot; with learning, their &quot;opportunities&quot; to encounter difference, and their &quot;capacity&quot; to effect change. Place-based autoethnography, in turn, spatializes writing theory by attending to student geographies. Two assignments--the &quot;autoethnography&quot; and &quot;cultural artifact&quot;--redevelop writing as a space between chaos (disorder) and cosmos (order). I suggest that writing functions as a way to take up space and endow it with place, or value. Mapping the effects and affects of cultural artifacts from their lives, students chart the meaningfulness of objects and discourses in their socialization, leading to the aforementioned pedagogical effects. Consequently, place-based autoethnography is uniquely situated to engage students (&quot;and&quot; teachers) with their lifeworlds.
From English-Centric to Multilingual: The Norman M. Eberly Multilingual Writing Center at Dickinson College
Author: Lape, Noreen
Date: 2019-00-00
Type: Journal Articles
Subjects: Multilingualism,Global Approach,Peer Teaching,Second Language Learning,Second Language Instruction,Writing Instruction,Laboratories,Writing (Composition),Teaching Methods,Governance,Ethnography,Advisory Committees,Program Development,Writing Processes,Holistic Approach,Institutional Mission,International Education,Communities of Practice,Communicative Competence (Languages),Tutors,Models,College Students,Literacy

The forces of globalization and the development of English as a lingua franca have made many scholars and practitioners highlight the urgent need for foreign language literacy. The Norman M. Eberly Multilingual Writing Center (MWC) at Dickinson College addresses that need by offering peer writing tutoring in eleven languages. This profile explains the development of the MWC, the rationale and benefits of the model, the collaborative governance structure that undergirds it, and the redefined pedagogical goals of tutor training.
Enhancing Independent Participation within Vocational Activities for an Adolescent with ASD Using AAC Video Visual Scene Displays
Author: Babb, Salena
Date: 2019-06-00
Type: Journal Articles
Subjects: Adolescents,Autism,Pervasive Developmental Disorders,Video Technology,Computer Software,Handheld Devices,Vocational Education,Skill Development,Augmentative and Alternative Communication,Teaching Methods,Communication Skills,Mastery Learning,Task Analysis,Prompting,Rural Schools,Elementary School Students,Instructional Effectiveness,Case Studies,Males

Adolescents with autism spectrum disorder (ASD) often require support both for learning new skills and for communication. This study used a multiple baseline across activities design to evaluate the effect of videos with integrated visual scene displays (video VSDs), presented using a tablet-based app, on the percentage of steps completed independently within vocational training tasks by an adolescent with ASD and complex communication needs (CCN). Using the video VSDs, the participant met the mastery criterion for completing three tasks (including participation in communication exchanges) in a vocational setting. The results provide evidence that video VSDs may provide an effective support both for learning new skills in vocational contexts, and as a method of augmentative and alternative communication for individuals with ASD and CCN.