ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Students Acceptance of E-Learning Using Technology Acceptance Model in Jordanian Universities
Author: Al-Adwan, Amer
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Student Attitudes,Electronic Learning,Technology Uses in Education,College Students,Internet,Technology Integration,Hypothesis Testing,Usability,Attitudes,Intention,Qualitative Research,Likert Scales,Questionnaires,Statistical Analysis,Regression (Statistics),Case Studies

Today's rapid changing world highlights the influence and impact of technology in all aspects of learning life. Higher Education institutions in developed Western countries believe that these developments offer rich opportunities to embed technological innovations within the learning environment. This places developing countries, striving to be equally competitive in international markets, under tremendous pressure to similarly embed appropriate blends of technologies within their learning and curriculum approaches, and consequently enhance and innovate their learning experiences. Although many universities across the world have incorporated internet-based learning systems, the success of their implementation requires an extensive understanding of the end user acceptance process. Learning using technology has become a popular approach within higher education institutions due to the continuous growth of Internet innovations and technologies. Therefore, this paper focuses on the investigation of students, who attempt to successfully adopt e-learning systems at universities in Jordan. The conceptual research framework of e-learning adoption, which is used in the analysis, is based on the technology acceptance model. The study also provides an indicator of students' acceptance of e-learning as well as identifying the important factors that would contribute to its successful use. The outcomes will enrich the understanding of students' acceptance of e-learning and will assist in its continuing implementation at Jordanian Universities.
Sociotechnical Narratives in Rural, High-Poverty Elementary Schools: Comparative Findings from East Texas and South India
Author: Byker, Erik J.
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poverty,Elementary Schools,Rural Schools,Comparative Analysis,Case Studies,Cross Cultural Studies,Elementary School Teachers,Elementary School Students,Social Theories,Educational Technology,Computer Literacy,Computer Uses in Education,Social Influences,Cultural Influences,Public Schools,Grade 5,Qualitative Research,Statistical Analysis

The article's purpose is to compare case studies of computer technology use at two rural elementary schools across two international settings. This study uses the Social Construction of Technology (SCOT) theory to guide this comparative investigation of how elementary school teachers and students in East Texas and South India construct meaning for computer technology. Building off of SCOT theory, the article also introduces the term, &quot;sociotechnical narratives&quot; as part of the analysis of the meaningful descriptions of ways that social groups use tools in relationship to their wider social context. The article found that even though the two settings, East Texas and Rural Karnataka, are about as far apart geographically as they are culturally, similar sociotechnical narrative emerged. The sociotechnical narrative includes: (1) A shared hope in the opportunity and possibilities with computer technology, (2) the development of literacy skills, and (3) similarity in knowledge tasks for the future. The study's comparative research design provides greater depth in analyzing the meaning and uses for computer technology among students and teachers in rural, high-poverty areas across international contexts.
Can E-Learning Promote Participation of Female Students in STEM Disciplines in Higher Learning Institutions of Tanzania?
Author: Sanga, C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,STEM Education,Student Participation,Postsecondary Education,Electronic Learning,Educational Technology,Higher Education,Technology Uses in Education,Womens Education,Mixed Methods Research,Teaching Methods,Interviews,Observation,Documentation,College Students,Questionnaires,Content Analysis,Statistical Analysis,Elementary Education,Secondary Education,Computer Uses in Education,Access to Computers,Barriers

The recent development of ICTs has brought many changes in different sectors. In Higher Learning Institutions, there are a number of positive changes. ICTs have brought efficiency, effectiveness and efficacy in the provision of the core functions namely: teaching, outreach, research and consultancy. Previous studies showed that even though there is improvement in teaching and learning through e-learning but few studies researched e-learning as a tool for promoting female students to participate in science, technology and mathematics disciplines. This study was done to evaluate if the e-learning can promote the participation of female students in science, technology and mathematics subjects in different Higher Learning Institutions of Tanzania. The mixed research methodology was used in this study. The results showed that the potential benefits of e-learning as tool for promoting students uptake for science, technology and mathematics subjects was not fully exploited in Tanzania. Thus, this calls different stakeholders to fully implement and mainstream e-learning in Higher Learning value chain to make it a reality and not myth in promoting female students participation is science, technology and engineering.
E-Social Astuteness Skills for ICT-Supported Equitable Prosperity and a Capable Developmental State in South Africa
Author: Mitrovic, Zoran
Date: 2013-00-00
Type: Journal Articles
Subjects: Electronic Learning,Foreign Countries,Telecommunications,Human Capital,Poverty,Social Differences,Unemployment,Technological Literacy,Unions,Conferences (Gatherings),Information Management,Economic Development

Over 350 national and international delegates at the 2nd e-Skills Summit and the International Telecommunication Union (ITU) Global ICT Forum on Human Capital Development have agreed that the e-skilling agenda in South Africa is making a &quot;profound difference&quot; but still not sufficient to build a capable developmental state. The delegates suggested that for positive impact in addressing inequality, poverty and joblessness--a new approach to e-skilling was needed. It was generally agreed that some &quot;soft&quot; skills were needed to help people successfully apply e-skills to benefit their everyday life. These skills were identified as &quot;e-astuteness&quot; and &quot;e-social astuteness&quot;. The objective of this study is to provide the conceptual clarity of these two terms, i.e. the general aim of this study is a theory building around these two concepts. The findings of this study confirmed that concepts of e-astuteness and e-social astuteness, together with e-skills, can be useful in addressing the South Africa's major developmental agenda as articulated in the national developmental strategies.
A Study of the Tablet Computer's Application in K-12 Schools in China
Author: Long, Taotao
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Teaching Methods,Computer Software,Elementary Secondary Education,Surveys,Student Attitudes,Teacher Attitudes,Administrator Attitudes,Instructional Design,Computer Uses in Education

As an emerging mobile terminal, the tablet computer has begun to enter into the educational system. With the aim of having a better understanding of the application and people's perspectives on the new technology in K-12 schools in China, a survey was conducted to investigate the tablet computer's application, user's perspectives and requirements among K-12 students, teachers and educational administrators in developed areas in China. The findings of the study showed that K-12 students, teachers, and educational administrators, still need deeper understanding of the new technology's application in K-12 education. In addition, this study indicated that in order to introduce tablet computers into K-12 education in China and other developing areas, more attention should be paid to the comprehensive design of the whole educational system, including the design of the learning support system and instructional strategies, as well as the design and development of educational software and resources.
Pass It On: Alternatively Certified Teachers' Advice to Prospective Alternate Route Educators
Author: Brown, Casey
Date: 2009-00-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Interviews,Teacher Attitudes,Preservice Teachers,Secondary School Teachers,Teaching Methods,Knowledge Base for Teaching,Teacher Education

Ten alternatively certified teachers provide advice to other non-traditionally certified teachers via in-depth interviews. The alternatively certified teachers interviewed had retained their teaching positions and achieved longevity in the teaching profession. Data collection and analysis resulted in alternatively certified teachers' advice to other prospective teachers who seek to enter the teaching profession through alternate certification paths.
Gifting Computers to a Poor School in Nepal: Beyond the Bling
Author: Raven, John
Date: 2013-00-00
Type: Journal Articles
Subjects: Donors,Computer Uses in Education,Access to Computers,Poverty,Case Studies,High Schools,Foreign Countries,Volunteers,Cultural Influences,Maintenance,Technical Support

Donating computers to schools in poorer communities with the altruistic hope of bridging some kind of &quot;digital-divide&quot; by providing access to modern technologies may seem commendable. Critics, however, would argue that these actions are ineffective, primarily serving the interests of the donators and may even damage the community. This paper reflects upon this controversy using, as a case study, one charitable project in Nepal that involved the donation of a set of computers to a remote high school that the author has been involved with.
Technology, Teachers, and Training: Combining Theory with Macedonia's Experience
Author: Hosman, Laura
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Developing Nations,Educational Technology,Teacher Role,Access to Computers,Faculty Development,Computer Literacy,Technology Integration,Models,Change Strategies,Technology Uses in Education,Educational Change,Interviews,Qualitative Research,Elementary School Teachers,Focus Groups,Teacher Surveys,Teacher Attitudes

Numerous developing countries are currently planning or executing projects that introduce technology into their educational systems. This article asserts that such projects will have limited long-term success or impact until they are reconceptualized to incorporate three transformative concepts: teachers play the key role in determining the success or failure of such projects; change is a years-long process and not a one-time event; and teachers need ongoing support to adopt the technology and should be treated as stakeholders in the innovation-adoption process. In the Macedonian nationwide computers-in-schools project herein described, teachers received extremely comprehensive advance training in both computer use and methods of actively incorporating technology into their curriculum and teaching. Still, the majority of teachers were not successfully employing technology in the classroom three years after the training and deployment were carried out. This article applies the Concerns-Based Adoption Model (or CBAM, which describes how individuals' concerns evolve as they undergo the process of change and how these concerns may be addressed over time) to Macedonia's experience. CBAM serves as a lens through which to examine ICT-in-education efforts and determine whether they effectively match up with how teachers experience change and where there is room for improvement in such efforts.
The Utility of the UTAUT Model in Explaining Mobile Learning Adoption in Higher Education in Guyana
Author: Thomas, Troy Devon
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Adoption (Ideas),Higher Education,Models,Developing Nations,Comparative Analysis,Online Surveys,Student Surveys,College Students,Structural Equation Models,Construct Validity

In this paper, we compare the utility of modified versions of the unified theory of acceptance and use of technology (UTAUT) model in explaining mobile learning adoption in higher education in a developing country and evaluate the size and direction of the impacts of the UTAUT factors on behavioural intention to adopt mobile learning in higher education. The data were obtained through a web survey of university students and the models are estimated in a structural equations modelling framework. Many of the UTAUT relationships are confirmed, but some are contradicted. The results suggest that culture and country level differences moderate the UTAUT effects, hence, a straightforward application of the model regardless of the context can lead to non-detection of important relationships and to suboptimal mobile learning promotion strategies. Including attitude in the model is also a prudent modification since it increases its explanatory power. [The page range of 71-85 listed in the header of the pdf is incorrect. The correct page range is 71-87.]
Elementary School Mission Statements of Exemplary and Academically Unacceptable Campuses in Texas
Author: Craft, Kristin
Date: 2009-00-00
Type: Journal Articles
Subjects: Elementary Schools,Position Papers,Institutional Mission,School Effectiveness,Content Analysis,School Administration

Leaders have increasingly focused on the importance of mission statements in promoting organizational vision and purpose. Given this focus, this research involved content analysis of mission statements from 108 elementary schools. Specifically, the researchers analyzed the mission statements of Exemplary (n = 58) and Academically Unacceptable (n = 50) elementary schools in the State of Texas for the 2008-2009 school year. By analyzing mission statements using a method of classic content analysis and open coding, we generated 15 themes. Eight of these themes replicated themes from a previous study (i.e., Academic Success, Caring Environment, Citizenship, Collaboration, Commitment, Life-Long Learning, Opportunity, and Safe Environment), whereas seven themes emerged anew in this study (i.e., Educate All, Professional Development, Meeting the Needs of Changing Society, Curriculum Alignment, Developing Problem Solvers/Critical Thinkers, Capitalizing on Students' Individual Strengths, and Describing School Environment.) Implications are discussed.
A Grassroots Approach: Voicing the Students' Perspective to Create a Positive School Climate
Author: Ambrosetti, Debra
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Attitudes,High Schools,Secondary School Teachers,Preservice Teachers,Qualitative Research,Comparative Analysis,Teaching Methods,Caring,Teacher Student Relationship,Teacher Attitudes,Classroom Techniques,Knowledge Level,Educational Environment,Teacher Characteristics,Surveys,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Likert Scales,Teacher Effectiveness,Content Analysis

In this study, the authors conducted a mixed analysis of student perceptions of their best high school teachers. The sample of 257 preservice teachers from a College of Education in California described their best high school teacher. From their descriptions, qualitative analysis through the method of constant comparison yielded eight themes: teaching strategies, caring/concern, rapport, passionate, committed/professional, classroom management, knowledgeable, and respect. Exemplars for each of these themes are provided. Connections to educational leadership are drawn. Our research findings are compared and contrasted with the extant research literature.
Experienced Teachers' Voices: What Motivates Them to Mentor?
Author: Garza, Ruben
Date: 2009-00-00
Type: Journal Articles
Subjects: Mentors,Feedback (Response),Qualitative Research,Pedagogical Content Knowledge,Self Actualization,Experienced Teachers,Teacher Attitudes,Faculty Development,Interpersonal Competence,Classroom Techniques,Context Effect,Listening Skills,Beginning Teachers,Comparative Analysis

This qualitative study examined 88 experienced teachers' responses related to mentoring. Our findings suggest mentors possess the willingness and expertise to enhance the professional development and growth of a beginning teacher. Mentors were motivated by the opportunity to express an altruistic value, to provide affective support, to grow professionally through self-actualization, and to enhance a colleague's growth and development. The mentors also perceived their classroom experience, pedagogical knowledge, disposition, interpersonal proficiency, and conscientious listening as traits that would enhance a mentoring relationship. In addition, the participants perceived having skill in managing a classroom, human relations, instructional planning, and providing constructive feedback as a means to effectively mentor. Our results add to the extant body of research on mentoring by highlighting the participants' unique voices. School leaders may take into account these authentic perceptions when inviting, selecting, training, and supporting mentors to increase the possibility of facilitating an effective mentoring initiative.
The Importance of School Culture for Instructional Leadership
Author: Jones, Leslie
Date: 2009-00-00
Type: Journal Articles
Subjects: School Culture,Instructional Leadership,Administrator Effectiveness,Leadership Training,Administrator Characteristics,Educational Environment,School Administration

One of the most popular themes (Reoccurring issues) for K-12 school leaders, central office leaders, professors of Educational Leadership, other educators, and other pertinent stakeholders in education is what are the important characteristics needed for school leaders to be effective. In 2000, Rakiz and Swason noted that leadership was in a period of dynamic change. The skills required for leadership are very different from one era to the next (Sorenson &amp; Machell,1996). McEwan (2002) suggested that providing a definition of leadership is not a problem; the real challenge is determining how to create and produce effective leaders. Bennis (1989) suggested that it is difficult to conceptualize effective leadership but it is like beauty; &quot;you know it when you see it.&quot;
Building an Agricultural Extension Services System Supported by ICTs in Tanzania: Progress Made, Challenges Remain
Author: Sanga, C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Extension Education,Foreign Countries,Information Technology,Questionnaires,Best Practices,Radio,Focus Groups,Interviews,Agricultural Occupations,Participant Observation,Delivery Systems,Rural Areas,Profiles,Statistical Analysis,Feedback (Response)

The conventional agricultural extension service in Tanzania is mainly provided by extension officers visiting farmers to provide agricultural advisory service. This system of extension service provision faces a number of challenges including the few number of extension officers and limited resources. This article assesses the effectiveness of an impact-driven, radio-based extension service delivery system that has been introduced in some rural areas of Tanzania. The system aims to enable extension officers to reach many farmers with minimum efforts. However little is known about the effectiveness of this new extension service delivery system. Structured questionnaire, focus group discussion, interviews and participant observation were used to collect data from 55 small holder farmers who had been receiving an impact-driven, radio-based extension services through Farmer Voice Radio project. Additional data were collected from interviewing extension officers and from archives of participating community radio stations. The results indicate that in some rural areas, farmers have started sharing agricultural information and best practices. Some farmers have also started to change their farming practices. This brings a new finding that farmers can adopt and practice easily what is aired by their fellow farmers in the community radio stations.
S.N.A.P. and T.W.I.L.: No Matter What You Call It, New Professors Get Support
Author: Karanovich, Frances
Date: 2009-00-00
Type: Journal Articles
Subjects: Mentors,Faculty Development,Peer Teaching,Pilot Projects,Research Skills,Writing Skills,Program Descriptions,Program Effectiveness,Self Efficacy,Productivity,Needs Assessment,Online Surveys,Schools of Education,Pretests Posttests,College Faculty,Nontenured Faculty,Participant Satisfaction

This paper details a non-tenured faculty peer mentoring program piloted at Uuuuu University. The Thinking, Writing, Inquiring and Learning (T.W.I.L.) pilot was modeled after a similar peer mentoring program, Support Network for Assistant/Associate Professors (S.N.A.P.), at the University of Xyyyy. The faculty development program offered structured support for non-tenured junior faculty to become more comfortable and prolific in research and scholarly writing. This paper details the process, the product, and advice garnered from the T.W.I.L. pilot.
Using Multimedia Technology to Build a Community of Practice: Pre-Service Teachers' and Digital Storytelling in South Africa
Author: Chigona, Agnes
Date: 2013-00-00
Type: Journal Articles
Subjects: Communities of Practice,Preservice Teachers,Student Attitudes,Teacher Education,Foreign Countries,Qualitative Research,Cultural Pluralism,Student Diversity,Focus Groups,Interviews,Multimedia Instruction,Cultural Awareness,Story Telling,Teaching Methods,Technological Literacy

Employing the theory of Community of Practice (CoP), this paper shows how the use of multimedia led a group of pre-service teachers to build a community of practice in the process of completing their individual digital stories for assessment. The paper is focused on a group of diverse pre-service teachers doing their final year at a teacher education institution in Cape Town. The study used a qualitative research approach to collect and analyse data to answer the question: How can the use of multimedia in a diverse classroom lead to building a community of practice. The data were gathered using focus group interviews with the pre-service teachers and also their written reflections on their experience on using multimedia tools to produce digital stories. Analysis of the data collected shows that the use of the multimedia tools in the diverse classroom to develop digital stories and the stories themselves led to the building of a community. The pre-service teachers were able to understand one another hence building the respect and understanding one another's culture. The pre-service teachers stated that the exposure to the project skilled them somehow to be able to handle multicultural classrooms which they are most likely to be teaching.
A Contingency Model for Ethical Decision-Making by Educational Leaders
Author: Green, James
Date: 2009-00-00
Type: Journal Articles
Subjects: Ethics,Decision Making,Instructional Leadership,Leadership Training,Case Studies,Graduate Students,Doctoral Programs,Moral Issues,Grounded Theory,Student Attitudes,Administrator Education,Models,Contingency Management,Educational History,Educational Administration,Qualitative Research

While numerous philosophical essays offer speculative explanations of how persons should make ethical decisions, empirical investigations of the phenomenon of ethical decision-making are limited to just a few studies in the discipline of business management. This investigation focused on the ethical dilemmas confronted by educators, with emphasis given to identifying the kinds of ethical dilemmas and the process used to resolve them. Using grounded theory, the investigator analyzed 24 case studies written by doctoral students in an educational leadership program. Results suggest that educators utilize a contingency model that considers both the type and moral intensity of the dilemma when making ethical decisions.