ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology and Multiple Disabilities: Learning What Works for Cree
Author: Valcourt-Pearce, Catherine C.
Date: 2015-00-00
Type: Journal Articles
Subjects: Multiple Disabilities,Deafness,Hearing Impairments,American Sign Language,Assistive Technology,Social Networks,Computer Mediated Communication,Genetic Disorders,Toys,Web Sites,Technology Uses in Education

Thanks to the generous sharing of the author, in this article, we learn about the progress and difficulties her family experienced and learned to cope with in dealing with their son Cree (the second of four boys). The author explains how this hearing-impaired family has used American Sign Language (ASL) as their primary mode of communication at home; with the exception of one son, the rest of the family are deaf or hard of hearing. Technology is central to their lives. Text messaging, e-mail, FaceTime, and Facebook continue to keep them connected with family, friends, and other parents of children with disabilities. Other technology tools such as: closed captions on a portable DVD player, musical push-button toys, software and speech-generating devices have been available in helping school their son Cree. The author states that she and her husband often surf the Internet, hoping to discover current and new assistive technology and technology-related information that might benefit Cree as well as their twins. Now that Cree has begun school, additional tools have become available to assist his progress. The author provides a list of websites the family has found to be helpful.
Powering up Technology from Passive Access to Active Integration
Author: Taylor, Shay
Date: 2015-00-00
Type: Journal Articles
Subjects: Deafness,Partial Hearing,Access to Computers,Critical Thinking,Cooperative Learning,Learner Engagement,Interaction,Feedback (Response),Educational Technology,Assistive Technology,Technology Integration,Intermode Differences,Learning Modalities,Interdisciplinary Approach

For many educators, working with students who were deaf or hard of hearing was the need to have &quot;access.&quot; Access to technology was the tool of choice for providing integration that has come to be so much more than gadgets. It is intercurricular--math software incorporates reading, science websites support language skills. It is multimodal--requiring not just clicking and reading but filled with visual, kinetic, and interactive information. It requires students to think more critically, not only to connect to content but to get more from the content than they would if they didn't have technology. In this article, the author notes that the key to &quot;powering up technology&quot; is integrating technology that supports and enhances learning goals and follows four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and real-world connections. All students, regardless of hearing ability, should have full access to the technology available today--just like they have access to pencils and paper. Integrating educational technology allows students to construct their own learning from where they are and with what they have. Moving beyond technology incorporation to technology integration ensures deaf and hard of hearing students are getting every opportunity to flourish as young people in the 21st century.
Bilingual Cancer Information: Access Is the First Line of Defense
Author: Boudreault, Patrick
Date: 2015-00-00
Type: Journal Articles
Subjects: Cancer,Bilingualism,Deafness,Hearing Impairments,Access to Information,Health Education,High School Students,Adults,American Sign Language,Computer Mediated Communication,Learning Modules,Web Sites,Printed Materials,English,Readability

Information about cancer, the disease that kills more Americans than any other except heart disease, is essential. In some ways, information is our first line of defense. It allows us to identify individual risk factors, to note when a problem means we should see a professional, and to avoid activities that might put us at risk. However, researchers have found that many people are prohibited from getting information because facts about cancer and other health-related issues are couched in language that is difficult to understand. Although many deaf individuals are able to read at a high level and deaf academicians use medical terminology and explain complex genetic information in American Sign Language (ASL), this terminology--as well as its spoken counterpart--is not widely understood. Many deaf people distrust the medical community due to a long history of not only insensitivity on the part of medical professionals but outright discrimination against deaf individuals. In response, the National Cancer Institute and the Genetic Alliance have funded the Deaf Genetics Projects research team, and the team is developing bilingual materials to help individuals in the Deaf community understand the complex information about cancer. The materials are designed for a wide audience that includes deaf high school students, deaf adults with minimum education, and deaf adults with some college education. The materials may be aligned with established curricula for science, biology, and health classes.
Web 2.0 Technologies and Applications in the Best Practice Networks and Communities
Author: Dagiene, Valentina
Date: 2010-00-00
Type: Journal Articles
Subjects: Web 2.0 Technologies,Educational Technology,Best Practices,Technology Uses in Education,Quality Control,Standards,Foreign Countries,Communities of Practice,Lifelong Learning,Higher Education,Social Networks,Faculty Development,Technology Integration,Elementary Secondary Education

The paper is aimed to analyse the external expert evaluation results of eContent&quot;plus&quot; programme's iCOPER (Interoperable Content for Performance in a Competency-driven Society) project's deliverables, especially quality control and Web 2.0 technologies report. It is a suitability report for better practice concerning the use of Web 2.0 technologies and associated quality control mechanisms within the iCOPER best practice network. It aims to outline the key topics and associated standards and specifications found in this community. These illustrate a set of best practice issues for developing educational resources open for remixing and repurposing, tailored to a European dimension. Information relating to both the evidence and experience of using standards and specifications for the delivery of Web 2.0 tools in the community has also been captured. This includes an indication of the most popular technical platforms for content development, sharing and reuse with respect to the new media as well as an indication of quality control methods for them if used. The paper is also aimed to analyse the first results of Lifelong Learning Programme's (LLP) te@ch.us project. The project plans to set up a web community for teachers interested in integrating Web 2.0 in classes at school.
Impact of Electronic Teaching Materials on Process of Education--Results of an Experiment
Author: Záhorec, Ján
Date: 2010-00-00
Type: Journal Articles
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Student Attitudes,Teaching Methods,Late Adolescents,Negative Attitudes,Physics,Science Instruction,Multimedia Instruction,Geometry,Optics,Animation,Statistical Analysis,Secondary School Science,Secondary School Students,Questionnaires,Comparative Analysis,Experimental Groups,Control Groups,Foreign Countries

In their paper the authors deal with the vital issues of creation and application of electronic teaching materials for natural science subjects teaching. They describe an experimental examination of qualitative impact of these aids on education. The authors present a part of research results, which they obtained in a major research focused on possibilities to influence students' attitudes and approaches to particular subjects, mainly the less favorite ones. To be more specific they deal with possibilities to eliminate students' very negative attitude to physics. Their target group were 17-19 aged students and the means applied to change the attitudes of this group to physics were specially designed multimedia education materials and interactive flash animations &quot;Principles of Geometry Optics&quot; covering basic topics from geometry optics.
Research Examination of the Options to Increase the Education Effectiveness in the Technical Subjects at the 7th Grade of Elementary School Using Hypertext Educational Material
Author: Žácok, L'ubomir
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technical Education,Hypermedia,Grade 7,Elementary School Students,Middle School Students,Instructional Effectiveness,Control Groups,Experimental Groups,Statistical Analysis,Hypothesis Testing,Instructional Materials,Course Descriptions,Educational Experiments,Academic Achievement

The utilization of hypertext educational material is going to be solved in this paper as a source using which the effectiveness of education the technical subjects at the 7th grade of elementary school can be increased. As a comparison between reached results in the control and experimental groups of pupils we used final didactical examination, which was evaluated using statistical methods. As a necessity for the pedagogical experiment we verified our hypotheses.
Computer Game Design Classes: The Students' and Professionals' Perspectives
Author: Swacha, Jakub
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Games,Design,Surveys,Attitude Measures,Student Attitudes,Questionnaires,Information Technology,Foreign Countries,College Students,Professional Personnel,Education Work Relationship,Comparative Analysis,Video Games,Programming,Computer Graphics,Job Skills,Computer Software

There are multiple reasons that justify teaching computer game design. Its multi-aspectual nature creates opportunity to develop, at the same time, creativity, technical skills and ability to work in team. Thinking of game design classes, one needs direction on what to focus on so that the students could benefit the most. In this paper, we present results of a survey on both the students' and working professionals' expectations from game design course and opinions on game designer job. Although sometimes consistent, the answers from the two groups often reveal significant discrepancies. We believe that the results presented in this paper can help improve the quality of computer game design courses and make their learning outcomes more compatible with the needs of the computer game industry.
Engaging Students of Senior High School in Simulation Development
Author: Glezou, Katerina
Date: 2010-00-00
Type: Journal Articles
Subjects: High School Students,Learner Engagement,Teaching Methods,Simulation,Multimedia Instruction,Computer Software,Skill Development,Programming,Case Studies,Ethnography,Foreign Countries,Semi Structured Interviews

In this paper we present a small-scale study investigating the use of the MicroWorlds Pro multimedia programming environment as an authoring tool for constructing models, simulations and multimedia applications with students of Senior High School. We implemented the cross-thematic educational scenario &quot;Free fall simulation development&quot; as an open and flexible framework for activities in actual classroom circumstances, exploring two alternate instructional strategies: a) simulation development from scratch and b) use of a preconstructed microworld, and we observed how the students collaborate and interact with the programming environment. The findings highlight the overall process and the differences in the students' levels of engagement and performance, indicating some special features of the programming environment that contribute to or cause difficulty in the creation of an effective learning environment. We attempt to contribute to the discussion on the main parameters of designing, developing and implementing an effective constructionist approach aimed at engaging students in simulation development as a cross-thematic multimedia project. [Color pictures of Figures 1, 2, and 3 are included at the end of the document.]
Detection and Evaluation of Cheating on College Exams Using Supervised Classification
Author: Cavalcanti, Elmano Ramalho
Date: 2012-00-00
Type: Journal Articles
Subjects: Cheating,College Students,Student Behavior,Classification,Models,Information Retrieval,Plagiarism,Content Analysis,Foreign Countries,Tests,Case Studies,Computation

Text mining has been used for various purposes, such as document classification and extraction of domain-specific information from text. In this paper we present a study in which text mining methodology and algorithms were properly employed for academic dishonesty (cheating) detection and evaluation on open-ended college exams, based on document classification techniques. Firstly, we propose two classification models for cheating detection by using a decision tree supervised algorithm. Then, both classifiers are compared against the result produced by a domain expert. The results point out that one of the classifiers achieved an excellent quality in detecting and evaluating cheating in exams, making possible its use in real school and college environments
Knowledge of ICT of Secondary School Graduates
Author: Valavicius, Eugenijus
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computer Literacy,Student Surveys,Grade 11,Grade 12,Questionnaires,Computers,Computer Software,Hypermedia,Knowledge Level,Information Technology,Technology Uses in Education,Educational Technology,Required Courses,Secondary School Students,Gender Differences

The paper analyses the results of the computer literacy survey conducted among the 11th and 12th form students in gymnasiums and secondary schools in Lithuania. The basis for the questionnaire was taken from previous surveys carried out in Vilnius Pedagogical University. The questionnaire is divided into five topics, such as computer hardware and software, information handling, text and hypertext, the Internet, spreadsheets and presentations. The following article discusses only the first three topics. The data was collected from April to September 2010 through an online survey internet site www.apklausa.lt. The sample of the survey includes 1596 students from Lithuania. The aims of the paper are to record students' knowledge about information technologies, explore the main topics and recommend improvements for the discipline of information technologies.
Teachers' Interpretations of the Internet. An Applied Case Study for the Evaluation of Technological Frames of Reference
Author: Camilleri, Patrick
Date: 2012-00-00
Type: Journal Articles
Subjects: Internet,Case Studies,Qualitative Research,Technology Integration,Social Cognition,Foreign Countries,College Faculty,Physics,Science Teachers,Cognitive Structures,Perspective Taking,Access to Computers,Semi Structured Interviews,Teacher Attitudes,Computer Attitudes,Technology Uses in Education

In 1994 Orlikowski and Gash articulated Technological Frames of Reference as a systematic theoretical lens to examine technological developments in organisations. A decade later, in 2004, Davidson and Pai expressed concern that while the lens was widely cited in academic discourse, the incidence and adoption of the model as an analytical framework for socio-cognitive analysis and interpretation of Information Technology in organisations was very low. As Technology Frame Research becomes more meaningfully applicable with our ever increasing attachment towards technology, I present a case study with the aim of augmenting research in the field. By employing a qualitative methodological framework based on technological frames I evaluate interpretations on the Internet embraced within a group of teachers before the implementation of the technology on campus. Emerging data suggests how appropriated traits and embedded inclinations towards a technology justify the predisposition of diverse interpretations by one person reminiscent to the context it is being articulated in.
A Method for Automated Program Code Testing
Author: Drasutis, Sigitas
Date: 2010-00-00
Type: Journal Articles
Subjects: Computer Science Education,Computer System Design,Computer Software Evaluation,Programming,Programming Languages,Coding,Electronic Learning,Pretesting,Computer Assisted Testing,Mathematical Applications,Computer Security,Teaching Methods,Educational Practices

The Internet has recently encouraged the society to convert almost all its needs to electronic resources such as e-libraries, e-cultures, e-entertainment as well as e-learning, which has become a radical idea to increase the effectiveness of learning services in most schools, colleges and universities. E-learning can not be completely featured and met without e-testing. However, in many cases e-testing tools are suitable just for traditional/theoretical knowledge testing, covered by such items as questions, quizzes, matching boxes and other. The article &quot;A Method for Automated Program Code Testing&quot; tackles the lack of functions in e-testing systems and suggests e-assessment possibilities for students who study computer science, especially programming. The article analyzes the method that allows freely entering answers to questions, checking program syntax during the testing and enables automatic written code checking and evaluation.
Problems in Choosing Tools and Methods for Teaching Programming
Author: Vitkute-Adžgauskiene, Davia
Date: 2012-00-00
Type: Journal Articles
Subjects: Programming,Teaching Methods,Educational Technology,Delivery Systems,Educational Principles,Teaching Models,Educational Environment,Fundamental Concepts,Programming Languages,Selection Criteria,Instructional Material Evaluation,Labor Market,Design Requirements,Student Needs,Needs Assessment,Integrated Activities,Educational Practices,Performance Factors,Barriers,Media Selection,Higher Education,Foreign Countries

The paper analyses the problems in selecting and integrating tools for delivering basic programming knowledge at the university level. Discussion and analysis of teaching the programming disciplines, the main principles of study programme design, requirements for teaching tools, methods and corresponding languages is presented, based on literature overview and author's experience. A pressure from labor market, students and other sources to emphasize practical skills over deeper, long-term programming concepts is described. A model of teaching introductory programming disciplines at a higher logical level, using C#, is presented as a summary of the accomplished analysis, and also taking into account the recommendations of the ACM (Association for Computing Machinery) association for typical teaching programs. Also, design principles for building introductory programming courses, aligned with such teaching approach, are presented. This model has already been trialed at Vytautas Magnus University.
Tutoring and Multi-Agent Systems: Modeling from Experiences
Author: Bennane, Abdellah
Date: 2010-00-00
Type: Journal Articles
Subjects: Tutoring,Intelligent Tutoring Systems,Courseware,Computer Science Education,Computer System Design,Innovation,Information Systems,Training Methods,Program Descriptions,Scientific Concepts,Scientific Principles,Technology Uses in Education,Educational Practices

Tutoring systems become complex and are offering varieties of pedagogical software as course modules, exercises, simulators, systems online or offline, for single user or multi-user. This complexity motivates new forms and approaches to the design and the modelling. Studies and research in this field introduce emergent concepts that allow the tutoring system to interact efficiently with potential users, by enhancing ergonomic service, performing response time and allowing better adaptability. The introduction of concepts such as multi-agent systems (MAS) allowed web technology to improve the process of modeling and designing for distance learning, and thus offer convincing solutions. The presentation of some relevant projects that associate MAS to the Web may highlight the benefits of this association in an innovative way.
Technology-Based Lesson Plans: Preparation and Description
Author: Kubilinskiene, Svetlana
Date: 2010-00-00
Type: Journal Articles
Subjects: Lesson Plans,Planning,Technology Uses in Education,Resource Units,Foreign Countries,Models,Databases,Metadata,Access to Information,Standards

A lesson plan is an important methodological component of the learning process. The key purpose of the article is to analyse the current situation and suggest how the information technologies can assist in the development of lesson plans, their accumulation and retrieval, thus ensuring their effective application. The authors disclose the problems of lesson plan creation and their description as well as make comparative analysis of information and lesson plan templates provided at learning objects storages. The authors identified the main components of lesson plans and their description, based on application of learning objects metadata standard model and the principles for improving the model elements as well as on the results of the analysis made, and proposed the templates for creating the technology-based lesson plans and their description. The development of lesson plans and descriptions will allow educators reuse didactic resources (lesson plans) as an effective learning tool. The storage of didactic resources will allow teachers to use the best practices, and the same learning objects in different learning scenarios.
Aiming at Sustainable Innovation in Teacher Education--From Theory to Practice
Author: Turcsányi-Szabó, Márta
Date: 2012-00-00
Type: Journal Articles
Subjects: Sustainability,Teacher Education,Pedagogical Content Knowledge,Web 2.0 Technologies,Educational Technology,Course Descriptions,Teaching Methods,Technological Literacy,Taxonomy,Case Studies,Teacher Educators,Technology Transfer,Instructional Innovation,Mentors,Program Descriptions,Management Systems,Personal Narratives,Communities of Practice,Teacher Role,Cognitive Style,Foreign Countries,Social Networks,Graduate Students,Undergraduate Students,English (Second Language),Second Language Learning,Computer Mediated Communication

The paper composes a framework for learning design, using Web 2.0 technologies in teacher training, transferring the advancement in technology to become an affordance in the teaching/learning process, based on Bloom's Extended Digital Taxonomy in order to enhance the Technological Pedagogical and Content Knowledge of teachers. As a case study, it shows how ELTE University tries to develop sustainable innovation of competencies in digital literacy and modern teaching/learning methodologies directly among the teaching staff in teacher training and student/future teachers as well as indirectly within public education in order to transfer innovation there. The complex aims of a specific course &quot;Educational Technology&quot; are described with detailed explanation of the methodology used in attaining the prescribed aims, giving links to the concrete tools and resources used. The description of course requirements are tagged with features of the nature of the learning design as being &quot;transmissive,&quot; &quot;dialogic,&quot; &quot;constructionist&quot; and &quot;co-constructive,&quot; illustrating how each element contributes to the adaptation of theory into practice. The role of a newly established &quot;T@T Mentoring Network&quot; is explained, which presumes sustainability for innovation within teacher training and the network of in-service and practicing teachers.