ethanporcaro/eric-fulltext-meta huggingface dataset:
Visual Programming: A Programming Tool for Increasing Mathematics Achivement
Author: Swanier, Cheryl A.
Date: 2009-00-00
Type: Journal Articles
Subjects: Mathematics Achievement,Programming Languages,Elementary Secondary Education,Simulation,Visual Aids,Computer Graphics,Mathematics Instruction,Electronic Learning,Technology Uses in Education

This paper aims to address the need of increasing student achievement in mathematics using a visual programming language such as Scratch. This visual programming language facilitates creating an environment where students in K-12 education can develop mathematical simulations while learning a visual programming language at the same time. Furthermore, the study of visual programming tools as a means to increase student achievement in mathematics could possibly generate interests within the computer-supported collaborative learning community. According to Jerome Bruner in Children Learn By Doing, &quot;knowing how something is put together is worth a thousand facts about it. It permits you to go beyond it&quot; (Bruner, 1984, p.183).
Cultivating Wisdom through Digital Learning Technologies
Author: Kok, Ayse
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Cognitive Processes,Knowledge Level,Electronic Learning,Decision Making,Intelligence,Theories,Delivery Systems,Teaching Methods

The word &quot;wisdom&quot; is rarely seen in contemporary technology and learning discourse. This conceptual paper aims to provide some clear principles that answer the question: How can we establish wisdom in complex learning networks? By considering the nature of contemporary calls for wisdom the paper provides a metatheoretical framework to evaluate the appropriateness of the characteristics of learning technologies in the postmodern context. By taking into account the complexities of paradox and uncertainty in contemporary life, the paper also indicates where future research would be best directed and consider how wisdom might practically be applied via use of learning technologies.
Empirical Data Collection and Analysis Using Camtasia and Transana
Author: Thorsteinsson, Gisli
Date: 2009-00-00
Type: Journal Articles
Subjects: Data Collection,Data Analysis,Foreign Countries,Computer Software,Teacher Education,Inservice Teacher Education,Curriculum Development,Teaching Methods,Computers,Computer Uses in Education,Video Technology,Observation

One of the possible techniques for collecting empirical data is video recordings of a computer screen with specific screen capture software. This method for collecting empirical data shows how students use the BSCWII (Be Smart Cooperate Worldwide--a web based collaboration/groupware environment) to coordinate their work and collaborate in developing their work. In order to collect data and gain an understanding for using software Camtasia for collecting empirical data when students were using the BSCWII platform, in the Fiste Comenius 2.1 project (Future Innovative in-service Teacher Education), the author piloted the software. Using this remote observation software to make recordings of the screen allowed collection of a rich record of actual computer work activity in its natural work setting. The conclusions, from this pilot study could later be used to support action research based approach to improve in-service teacher education in Europe. The nature of this remote observation tool made it easy to follow the users' activity in the Managed Learning setting of the BSCWII system. However, the invasiveness of seeing all of the user's interactions with and through the computer has raised ethical concerns about the privacy of the participants that have to agree to participate in this type of detailed study. Techniques needed to develop trust with researchers are considered. Advantages, disadvantages, and limitations of the data collection method are also discussed.
Virtual Reality Enhanced Instructional Learning
Author: Nachimuthu, K.
Date: 2009-00-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Electronic Learning,Teaching Methods,Instructional Design,Computer Uses in Education,Computer Software,Video Technology,Virtual Classrooms,Equipment,Educational Benefits

Virtual Reality (VR) is a creation of virtual 3D world in which one can feel and sense the world as if it is real. It is allowing engineers to design machines and Educationists to design AV [audiovisual] equipment in real time but in 3-dimensional hologram as if the actual material is being made and worked upon. VR allows a least-cost (energy wise) and non-invasive mechanism to achieve all our objectives. VR sometimes can be even more powerful than the real world since it allows almost anybody to feel and sense the otherwise forbidden world. In the most popular applications of VR technology, any student viewer simply tours various historical and geographic sites in a three dimensional space; even virtual surgery is also possible. Even in our history VR class, we will be able to visit different historical events. Simulation Based Learning (SBL) is an approach which enables learners to view, touch, hear, and interact with life-like objects in real time. The different types of VR devices are; Head mounted Displays, Data Gloves, VR Simulators, and VR Therapy, Hap tics (Convulsive), Head Trackers, Motion Trackers (MT), 3D Controllers, Stereoscopic Displays, VR Domes, 3D DVD, VR wear, Video Eyeware and VR Software/Kits. Virtual reality can be classified into five modelling types viz., (i) simulation-based; (ii) avatar image-based; (iii) projector-based; (iv) desktop-based; and (v) true immersive based VR. This paper also discusses the six factors for designing educational VR software. The disadvantages of VR are (i) the cost of multiple image-generation systems, (ii) space requirements for rear projection, and (iii) reduced contrast and color saturation due to light scattering.
Mobile Learning to Enrich Vocabulary in English
Author: Singaravelu, G.
Date: 2009-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Vocabulary,Technology Uses in Education,Experimental Groups,Pretests Posttests,Scores,Control Groups,Conventional Instruction,Foreign Countries,English (Second Language),Secondary School Students,Statistical Analysis

The study enlightens the impact of Mobile learning in enriching the vocabulary in English at standard VIII. Objectives of the study: 1. To find out the problems in enriching vocabulary in English at standard VIII. 2. To find out the impact of Mobile learning in enriching vocabulary in English. Hypothesis: There is no significant difference in achievement mean score between the pre-test of experimental group and post-test of experimental group in enriching vocabulary. Variables: Mobile Learning and achievement mean scores were used as the variables in the study. Methodology: Equivalent group experimental method was adopted in the study. Sample: Seventy students (35 control group+35 experimental group) were selected as sample for the study. Tool: An achievement test was made by the researcher. Pilot study was administered towards the ten students. Validity: Validity was established by the juries' opinion. Reliability was established by the test-retest method. Statistical technique: &quot;t&quot; test was used as statistical technique in the study. Finding: Mobile Learning is more effective than conventional methods in learning vocabulary in English at standard VIII. Educational implications: Mobile learning may be used to eliminate the problems and increase scores in other subjects also.
Effectiveness of Layered Instructional Strategy for Teaching English at Secondary Level
Author: Ali, Shafqat
Date: 2009-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Effectiveness,Instructional Design,Educational Strategies,English Instruction,English (Second Language),Second Language Instruction,Secondary School Students,Academic Achievement,Teaching Methods,Conventional Instruction,Theories,Writing Skills,Pretests Posttests,Statistical Analysis,Experimental Groups,Control Groups,Comparative Analysis,Problem Based Learning,Sequential Approach,Outcomes of Education

This study was conducted to find out the effectiveness of Layered Instructional Strategy (LIS) based on the Elaboration Theory given by Charles M. Reigeluth on the learning achievement of secondary school students in the subject of English. Main objectives were to develop an understanding about instructional strategy, to ascertain the difference between layered Instructional strategy and traditional method, and to compare the learning competencies/abilities of the students taught through layered Instructional Strategy and the students who received traditional instruction. Furthermore, the influence of LIS on writing skills of students taught through LIS and Traditional Method. To achieve these objectives, two leading research questions were formulated. Students studying in Class IX constituted the population of the study. The students of Class IX of Federal Government Secondary School, I-9/4, Islamabad were taken conveniently as sample of the study. The sample was divided into two groups after equating them on the basis of scores on pre-test. Each group comprised of 31 students. One group was randomly taken as experimental group and the other one as control. The treatment was given to the experimental group whereas the control group received traditional instruction. The experiment continued for 12 weeks. Post-test was administered immediate after the treatment was over to the whole sample to obtain final data. Data were analyzed through SPSS version 15.0 by applying independent sample t-test. The analysis of data revealed that the experimental group performed significantly better than the control group. LIS was found better instructional strategy when it was compared with traditional instructional technique under experimental setting.
Graphite Girls in a Gigabyte World: Managing the World Wide Web in 700 Square Feet
Author: Ogletree, Tamra
Date: 2009-00-00
Type: Journal Articles
Subjects: Action Research,Time on Task,College Students,Laptop Computers,Telecommunications,Case Studies,Computer Uses in Education,Pretests Posttests,Surveys,Observation,Interviews,Simulation

Our action research project examined the on-task and off-task behaviors of university-level student, use of wireless laptops in face-to-face classes in order to establish rules of wireless laptop etiquette in classroom settings. Participants in the case study of three university classrooms included undergraduate, graduate, and doctoral students. Students were encouraged to bring their laptops to class and use them as a part of the educational process. Preliminary results indicated significant off-task usage of the laptops, pre- and post-surveys, field notes, observations, and pre- and post interviews were conducted to examine the effective management of laptop usage in wireless classrooms. An action plan was implemented, reflected upon, and modified as needed until a final set of criteria demonstrated an increase in on-task time of students as well as effectively making use of the Internet and other resources through wireless laptop utilization.
??Enhancing Work Place Competency through Innovative Integrated Learning
Author: Rao, A. V. Nageswara
Date: 2009-00-00
Type: Journal Articles
Subjects: Holistic Approach,Business,Competence,Job Skills,Technology Uses in Education,Skill Development,Employees,Web Based Instruction,Educational Technology,Communities of Practice,Innovation,Competition,Cultural Influences

The present business environment demands innovative integrated learning which is a key driver of growth and productivity. In an economy driven by knowledge management the emphasis is on continuous and instant innovative learning in the organization. The holistic approach to Integrated learning involves the understanding of business requirements and advancements in the sector. The approach focuses on learners' interest for self-directed learning and flexibility within the organization. Many organizations are bound by traditional fixed training schedules with practice of face-to-face learning models at the work place. The integrated learning approach prime focus is on ever-changing business needs and interrelationship of learning mechanisms at work place. Innovative Integrated learning plays a prominent role in improving work place competency and performance. It takes various criteria into consideration viz business needs, learners' interest, advancement of technology and composition of various innovative models of learning. In the process of implementation the following components needs to be redesigned in terms of knowledge acquisition and transfer, motivation in the process of integrated learning, community formulation to suit lifelong employability and design of effective integrated learning mechanisms to suit the job requirements. The following article examines the innovative integrated learning mechanism and its role in enhancing work place competency .
Training, Market and Business in the Social Web
Author: Igado, Manuel Fandos
Date: 2009-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Training,Business,Technology Uses in Education,Educational Technology,Labor Market,Internet,Social Networks,Models,Web Sites,Electronic Publishing

The development and implementation of web 2.0 or social web are threatening the basis of the ways of mixing with other people. These changes are affecting everybody and, in particular, companies and institutions related to people's education, teaching and training for their inclusion in society and labour market. This article brings up some reflections in two ways: the first one deals with some reasons why education is also related to the concept of company and the second one deals with how these changes generated by web 2.0 are affecting some training companies, represented in this case by Master-D.
A Comparison of Online vs. Proctored Final Exams in Online Classes
Author: Mozes-Carmel, Abraham
Date: 2009-00-00
Type: Journal Articles
Subjects: Online Courses,Exit Examinations,Computer Assisted Testing,Undergraduate Students,Statistical Significance,Test Format,Intermode Differences,Courseware,Distance Education,Supervisory Methods,Student Records,Delivery Systems,Grades (Scholastic),Comparative Analysis

This study examined the question of the relationship between the modality used to administer a final exam and the student outcomes achieved on the final exam in online university courses. This question directly addressed the issues of 1) the ongoing and dynamic growth of online university offerings and 2) the need for online universities to employ processes that will scale to allow for effective management of large numbers of online course takers. The study was a large-scale study that incorporated data from 100 online courses and over 1,800 students across the full range of undergraduate course offering at the institution studied. The results indicate that in the university environment studied there was not a statistically significant difference between the average final exam score obtained irrespective of the modality used to administer the exam. The results of the study indicated that the use of sophisticated online exam software is a viable alternative to the use of proctored final exams. However, it is not necessarily sufficient to merely provide an online final exam. The environment studied also chose to take a number of measures to assure the academic rigor of the online exam and to minimize the ability of the student to access other online resources while taking the exam.
Avatars, Pedagogical Agents, and Virtual Environments: Social Learning Systems Online
Author: Ausburn, Lynna J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Literature Reviews,Computer Simulation,Virtual Classrooms,Computer Graphics,Video Games,Cooperative Learning,Cooperative Programs,Computer System Design,Man Machine Systems,Physical Characteristics,Navigation (Information Systems),Research Methodology,Personality

This paper presents a review of literature that introduces major concepts and issues in using avatars and pedagogical agents in first- and second-person virtual environments (VEs) for learning online. In these VEs, avatars and pedagogical agents represent self and other learners/participants or serve as personal learning &quot;guides&quot;. The paper offers insights into the relationship of online VEs and their components to computer games and discusses the roles of the Computer as Social Actor (CASA) paradigm, anthropomorphism, ethopoeia, and homophily in these learning environments. It defines and illustrates the terminology and conventions used in VE technology, discusses social aspects of human learning in online VEs, reviews relevant literature, introduces theories relevant to designing these environments, and suggests some models for research to advance the currently limited knowledge of how, why, when, and for whom these online learning environments may be most effective.
The Effects of Student Financial Contributions toward Their Post-Secondary Educational Experience
Author: Kane, Eva Marie
Date: 2016-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Educational Experience,Financial Support,Student Motivation,Goal Orientation,Student Costs,Fees,Student Surveys,Student Attitudes,Questionnaires,Locus of Control,Statistical Analysis,Predictor Variables,Achievement Need,Learning Strategies,Regression (Statistics),Likert Scales

The college student population in USA is predicted to increase from 13 million to 21 million between 2003-2015 (Strom &amp; Storm, 2004). This increase along with the exponentially increasing cost of post-secondary education has caused an increase in the financial burden placed on students. Between 2000 and 2012, the two major post-secondary institutions in the South eastern state of USA, where the study was conducted has raised their tuition rates almost 200 percent (Bennett &amp; Wilezol, 2013). The present study used a quantitative approach to determine the relationship between student's financial contributions and student motivation. Student financial contribution was determined by students' personal contributions (loans, scholarships, full and part-time work, and student savings) toward tuition, fees, books, housing, and transportation. The survey was distributed using the College of Education, listserv through the Office of Institutional Research and Assessment. This study found that, there is a significant statistical relationship between student financial contribution and intrinsic goal orientation.
A Delphi Survey on Citizenship Education in Asean Countries: Findings for Brunei
Author: Salleh, Hajah Sallimah Haji Mohammed
Date: 2015-00-00
Type: Journal Articles
Subjects: Delphi Technique,Citizenship Education,Questionnaires,Teacher Surveys,Knowledge Level,Local History,Indigenous Knowledge,Citizen Participation,Asian Studies,National Norms,Regional Characteristics,Foreign Countries,Statistical Analysis

The aim of the Delphi Survey was to elucidate Bruneian Education experts' responses to five questions regarding their knowledge and understanding of the charateristics of citizenship education viz. Environment, Coexistence, Culture, Social Justice and Equity, Democracy, Sustainable Development, Interdependence, Foreign Language, Social Welfare, Human Rights, ASEAN History and Culture, and Common Social Problems of ASEAN (Association of Southeast Asian Nations ) Countries. A Delphi Survey questionnaire was given to the education experts at two different times. The education experts were primary and secondary teachers, University lecturers and other education experts. There were 386 participants in the first round survey, and 101 participants in the second round survey. The results shows that in the first part of the survey, most of the education experts' thought about their achievements of the characteristics for knowledge and understanding, skills and understanding, and values and attitudes at local, national, regional, global level and universal levels, at present, and in ten years later, are stable during the two rounds of the Delphi survey. For the second part of the survey, regarding their knowledge and understanding of the twelve characteristics of citizenship education, it was shown that there were consensus on their knowledge and understanding on different culture, social justice and equity, democracy, interdependence, foreign language, social welfare, ASEAN history and culture, and common social problems of ASEAN countries.
Pedagogical Background for Technology Education--Meaningful Learning in Theory and Practice
Author: Autio, Ossi
Date: 2009-00-00
Type: Journal Articles
Subjects: Educational Background,Theory Practice Relationship,Technology Education,Learning Experience,Teaching Methods,Technology Uses in Education,Foreign Countries,Learner Engagement

One important theme in technology education is the growing need to develop the type of pedagogies that encourage pupils in authentic and meaningful learning experiences. Often, the teaching strategies of technology education are only a matter of teaching the handling of materials and tools, and the production of mere objects does not consider how to incorporate broader pedagogical connections in comprehensive school technology education. The concept of meaningful learning has been brought into use in technology education of comprehensive school because some generic skills should also be learned in the work process. In this article, learning in technology education is approached from the point of view of meaningful learning. In addition, the realization of practicing the meaningful learning in the teaching of technology is examined.
Inclusive Values: Exploring the Perspectives of Pre-Service Teachers
Author: Mergler, Amanda
Date: 2016-04-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Inclusion,Student Teacher Attitudes,Values,Attitudes toward Disabilities,Undergraduate Students,Congruence (Psychology),Student Diversity,Service Learning,Qualitative Research,Mixed Methods Research,Questionnaires

Since the turn of the century there has been an increasing focus on inclusive education in Australian schools, and growing interest in understanding how the values of pre-service teachers impact on their willingness to implement inclusive principles in their future classrooms. The current qualitative study explored the values and views toward diversity and inclusion of pre-service teachers at one university in Queensland, Australia. Results showed that first and fourth year pre-service teachers held similar ideas about the values that teachers should have, and showed congruence between their own personal values and teacher values. Fourth year students who had undertaken an inclusive education minor placed greater emphasis on the importance of inclusion, and felt more confident about supporting this diversity in their future classrooms, than those fourth years who had not undertaken this minor. The findings from this study will inform future planning in preparing teachers for inclusive work in schools.