ethanporcaro/eric-fulltext-meta huggingface dataset:
Perception of Technology as an Assessment Tool. A Comparative Analysis from the Learner&apos;s Perspective
Author: Sarceda-Gorgoso, M. Carmen
Date: 2019-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,College Students,Preservice Teachers,Foreign Countries,Student Attitudes,Student Evaluation,Evaluation Methods,Computer Assisted Testing

The current state of technology is unquestionably changing our lives and consequently, causing some effects in the educational field; specifically on higher education. Therefore, the objective of this work is to know the perception of higher education Ibero-American students with regard to technology as a learning assessment tool. The sample group is made up by 122 people studying at the Education School in Técnica del Norte University (Ecuador) and at the Teacher Training School in the University of Santiago de Compostela (Spain) who, throughout their educational trajectory, have been assessed at some point through technology. It is a quantitative study that applies the questionnaire as an instrument for data collection. Data analysis shows different perceptions, both in terms of contexts and experience itself, which allows us to identify those elements and factors influencing on the added value to technology as a resource for evaluation.
Autobiographies: A Tool to Depict English Language Learning Experiences
Author: Posada-Ortíz, Julia
Date: 2019-00-00
Type: Journal Articles
Subjects: Autobiographies,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Learning Experience,Teaching Methods,Teacher Student Relationship,Bilingualism,Preservice Teachers,State Universities,Teacher Education Programs,Foreign Countries,National Programs,Student Attitudes,Educational Needs,Student Interests

This article contains a description of a research project carried out with a group of English Language Pre-service Teachers (ELPTs) of a state University in Bogotá, Colombia. The purpose of the study was to portray the experiences, feelings and insights the ELPTs went through as English language learners. Autobiographies was the instrument to collect data. The results show that the English language learners' process of learning has a strong influence of the language policies connected to the National Program of Bilingualism. They also show that it is necessary to create a cumulative program of English for each phase of schooling in order to avoid overlapping and to provide a more motivating learning process. The conclusions confirm that through the implementation of autobiographies in the EFL classroom, teachers can feel connected to their students and understand their learning needs and interests from a more personal perspective.
Teachers 3.0: Patterns of Use of Five Digital Tools
Author: García-Martín, Sheila
Date: 2019-06-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Internet,Social Media,Web Sites,Teaching Methods,Technological Literacy,Teacher Characteristics

Nowadays, improvements in teaching are closely related to the use of technologies which have been defined as unprecedented educational tools. This study analyzes the use that 118 Spanish teachers make of five digital tools; Google, Wikis, Blogs, YouTube and WhatsApp in the educational center and the impact of the socio-labor variables of these teachers on the greater or lesser use of digital tools for teaching and evaluation. To this end, a questionnaire is designed and validated, in both its versions, printed and online, and two types of analysis are carried out, one descriptive and the other multivariate, using General Linear Model. The results show different patterns in the use of digital tools by teachers according to their age, gender, professional experience, type of school and performance of academic positions. The implications of these results are discussed and evaluated.
Looking for Peace in the National Curriculum of Mexico
Author: Kertyzia, Heather
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Peace,Sustainable Development,Educational Quality,Sex Fairness,Social Justice,Violence

Schools are places where we can learn ways of being, seeing and living. They are transmission belts -- social institutions that can engender values and attitudes from both how we learn and what we learn. Using content analysis, this mixed methods study assesses the national curriculum of Mexico -- the Plan de Estudios Educación Básica, 2011 -- for three components found in peace education programmes: recognizing violence (direct, structural or cultural); addressing conflict nonviolently; and creating the conditions of positive peace. These three components contribute to the analysis of the Sustainable Development Goals (SDGs): quality education (SDG 4); gender equality (SDG 5); reduced inequalities (SDG 10); responsible consumption and production (SDG 12); and peace, justice and strong institutions (SDG 16). This component of the Peace Education Curriculum Analysis (PECA) Project finds that the Plan de Estudios contains limited content that recognizes violence, some evidence of techniques used in transforming conflict nonviolently and only select content that is concerned with contributing to positive peace.
Break the Negative Feedback Chains: Future Teachers Speak Up!
Author: Sevilla-Morales, Henry
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Incidents Method,English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Education Programs,Student Attitudes,Teaching Methods,Student Evaluation,Applied Linguistics,Reflection,Native Speakers,Error Patterns,Preservice Teachers,Professional Identity,Feedback (Response),Writing (Composition)

This study examines future teachers' theoretical reflections on Critical Incidents and how these link to Costa Rica's English teaching system. Participants included 30 senior college students from an English teaching program. Using narrative research techniques, the authors have concluded that: (1) spaces for reflection must be created in EFL so that students' voices are heard; (2) both instruction and assessment need to be tackled not from the native speaker angle but from the learner language perspective; and (3) because mistakes are both inherent to foreign language learning and an indicator of language development, more tolerance to learner errors needs to be exercised. The study proves relevant for language pedagogy and Applied Linguistics (AL) since it paves the way for further research, opens room for reflection and dialogue, and enhances our understanding of the issue at stake from a future-teacher standpoint.
Supporting Teacher Leadership in Palestine: An Emancipatory Approach
Author: Ramahi, Hanan
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Cultural Context,Foreign Countries,Educational Improvement,Change Agents,Faculty Development,Teacher Empowerment,Teacher Collaboration,Democratic Values,Transformative Learning,Capacity Building,Critical Thinking,Knowledge Management,Elementary School Teachers,Secondary School Teachers,Change Strategies,Relevance (Education),Program Effectiveness

This article focuses on support for teacher leadership using a model adapted from the HertsCam teacher Led Development Work programme. It explores the question of the limitations of 'policy borrowing' but addresses this in a way which reveals a great deal about the potential links between teacher leadership and emancipation. Programmes to support adult learning often claim to be emancipatory but in this article the account of the political and cultural context is significant. The article presents recommendations which could have far reaching consequences for societies engaged in a struggle for identity.
Pedagogical Scenarios Enriched with Audiovisual Technologies and Their Impact on the Promotion of the Learning Skills of Inmate Students in Portugal
Author: Dias-Trindade, Sara
Date: 2019-06-00
Type: Journal Articles
Subjects: Audiovisual Instruction,Learning Strategies,Institutionalized Persons,Foreign Countries,Educational Environment,Student Attitudes,Active Learning,Personal Autonomy,Correctional Institutions,Lifelong Learning,Access to Education,Social Integration,Citizen Participation,Blended Learning,Media Literacy,Instructional Effectiveness

Over the last decades and largely due to changes taking place in labour markets, there has been a pressing need to rethink pedagogical processes. Today, educational institutions face the challenge of not only having to create learning environments conducive to the acquisition of knowledge, but also scenarios suited to the development of learning skills. Our analysis will focus precisely on one of such scenarios and will determine its impact on the learning skills of twenty inmate students, based on the qualitative analysis of their perceptions and narratives and using the Pedagogical Model developed by Moreira (2017) for the design of e-learning activities focused on the &quot;deconstruction&quot; of moving images as a reference. The findings show that the design of the environment, based on this model and on the use of audiovisual technologies, can have very positive effects on inmate students' self-learning in the following dimensions: &quot;Active Learning,&quot; &quot;Initiative&quot; and &quot;Autonomy.&quot;
Influence of Use of &quot;ActivInspire&quot; Interactive Whiteboards in Classroom on Students&apos; Learning
Author: Dudaite, Jolita
Date: 2019-06-00
Type: Journal Articles
Subjects: Influence of Technology,Educational Technology,Technology Uses in Education,Foreign Countries,Academic Achievement,Teaching Experience,Mathematics Instruction,Science Instruction,Interactive Video,Educational Equipment,Teacher Surveys,Reflection,Visual Aids,Computer Software,Teacher Student Relationship,Grade 5,Elementary School Students,Elementary School Teachers

With the changing students' generations and education content as well as modernization of educational technologies, various technical solutions are increasingly used by the teachers to supplement daily classroom activities. One of the novelties introduced in Lithuania in 2013 -- ActivInspire system -- was oriented towards mathematics and science education process in the 5th classes. The purpose of the survey presented in this article is to summarize one school year's teaching experience of teachers in organising educational activity in classroom by using interactive teaching tools (ActivInspire system) in terms of assessing influence of technologies on students' learning. Teachers using ActivInspire interactive whiteboard for teaching mathematics and science in the 5th classes participated in the survey. The survey method -- qualitative. During one school year, the teachers were writing reflections about their experience in using interactive learning tools in classroom: interactive whiteboard, electronic textbooks and audience response system. When speaking about the influence of use of ActivInspire on students, the teachers mostly emphasize that students like working with interactive teaching tools or find such activity interesting and appealing. The teachers also remark that these tools encourage the students to be more active; they are convenient as well as effective in the learning process, encourage the students to learn more and have influence on their study results. The negative aspects mentioned by the teachers were such that it is difficult for the students to maintain discipline; students' interest and enthusiasm in using the interactive tools slackens over the school year; technical problems sometimes occur.
Non-Positional Teacher Leadership in the Post-Socialist Context
Author: Teleshaliyev, Nurbek
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Change,Social Systems,Teacher Leadership,Educational Change,Democratic Values,Cultural Awareness,Foreign Countries,Faculty Development,Program Descriptions,Teacher Attitudes,Communities of Practice,Educational Policy,Professional Autonomy,Teacher Empowerment,Change Agents,Democracy,Elementary Secondary Education

This article provides an account of a range of research and development endeavours in the Western Balkans and in Kyrgystyan in which the non-positional approach to teacher leadership has been deployed in various ways. The article illuminates how, in the case of the Balkan countries, the support for teacher leadership has been successfully linked to wider reform efforts. The article argues that empowering teachers in the ways discussed here can revitalise institutions and societies through deeper democratic participation. Evidence presented here shows how teachers can become agents of change who promote inter-cultural understanding and democratic values.
How to Assess a Meaningful Technology-Integrated Tool for the Reflective Educators
Author: Annacontini, Giuseppe
Date: 2019-06-00
Type: Journal Articles
Subjects: Reflection,Story Telling,Educational Technology,Technology Uses in Education,Reflective Teaching,Self Evaluation (Individuals),Teacher Attitudes,Beliefs,Professional Identity,Values,Emotional Response,Self Control,Locus of Control,Success,Failure,Self Efficacy,Higher Education,College Students,Workshops,Foreign Countries

In this paper we intend to present a tool for self-assess, support and improve reflective thinking in the educators towards the use of digital storytelling. First, we present an overview on the theoretical framework for conceptualizing a reflective educator, who needs to have a conscious approach on the practice and inquiries on the ethical consideration and important outcomes of teaching practice, with self-reflection, deep analysis of personal beliefs, and expectations on men and women and potential in general, and on learning. educators' expectations are self-generating, and often hard to be changed. Moreover, educators stay trapped in unexamined rulings, judgements, interpretations, conventions, potentials and hopes. Second, we describe the process of constructing a DST [digital storytelling] for approaching to the reflective practice infusing personal beliefs and values into a professional identity. Third, we describe the process of constructing the rubric, its elements, indicators and levels to value the product every educator made. We conclude with the self-assessment tool we want to propose in our on-going research project.
Developing Teacher Leadership in Kazakhstan
Author: Qanay, Gulmira
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Leadership,Teacher Role,Educational Environment,Teacher Empowerment,Program Development,Cultural Relevance,Workshops,Program Effectiveness

This article discusses a series of initiatives to develop non-positional teacher leadership in Kazakhstan. The authors adopt a narrative style in the presentation of an analysis of the process of creating the necessary conditions, and providing appropriate support for teacher leadership. At the centre of the account is a doctoral study undertaken by one of the authors, Gulmira Qanay, using a participatory action research approach. The account is further enriched by reflections from the other authors on their experience of collaboration with Gulmira as school-based practitioners in Kazakhstan and representatives of the HertsCam Network. Key challenges to sustaining teacher leadership in the forthcoming extension of this work are considered.
Socio-Scientific Inquiry-Based Learning: An Approach for Engaging with the 2030 Sustainable Development Goals through School Science
Author: Amos, Ruth
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Active Learning,Science and Society,Science Instruction,Preservice Teachers,Science Teachers,Secondary School Science,Foreign Countries,Sustainable Development

Socio-scientific inquiry-based learning (SSIBL) incorporates the European Commission's approach to Responsible Research and Innovation (RRI). These relationships are elaborated into a pedagogic model encouraging young people to ask real-world questions that interest them, collect evidence to answer the questions and, as a result, to take personal action on their findings. After depicting a pedagogic model for SSIBL, we identify the opportunities for pre-service science teachers (PSTs) adopting a SSIBL approach. We detail SSIBL activity designs that aim to engage students in learning about the 2030 Sustainable Development Goals. The findings show the prerequisite of using the science curriculum to facilitate SSIBL within the Sustainable Development Goals (SDGs). We suggest a SSIBL approach would benefit from co-designed frameworks involving the collaboration of cross-disciplinary groups of teachers, through reflection and enactment on previous SSIBL activities. SSIBL enables practitioners to establish engaging contexts for science knowledge development, as well as to become more informed citizens.
Empathy: Simple and Inevitable? Development Education and Narratives of African Poverty
Author: Kurian, Nomisha C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Empathy,Poverty,Reflection,Foreign Countries,Global Approach,Student Attitudes,Consciousness Raising,Elementary Secondary Education,Cultural Awareness,Social Justice

This article critically examines how the concept of empathy is mobilized in the rhetoric of development education, and explores different ways of conceptualizing empathy as a pedagogical ideal and an affective experience. Its premise is that the concept of empathy has been insufficiently probed within academia, even though paradigm shifts in development have made the concept central to development education. In reference to narratives of African poverty, the article critiques literature depicting empathy as simple or inevitable within development education. It seeks to open up new possibilities for conceptualizing a form of empathy that prioritizes nuance and self-reflexivity. The article intends to contribute to development education by advocating more respectful, dialogical and self-aware cross-cultural engagement.
Blockchain in the University: A Digital Technology to Design, Implement and Manage Global Learning Itineraries
Author: Rivera Vargas, Pablo
Date: 2019-06-00
Type: Journal Articles
Subjects: Access to Education,Access to Information,Information Technology,Program Descriptions,Peer Teaching,Computer Assisted Instruction,Independent Study,Teacher Student Relationship,Program Evaluation,College Students,Privacy,Learning Activities,Management Systems,Multimedia Instruction,Foreign Countries,Open Universities,Program Implementation,Seminars,Conferences (Gatherings),Global Approach,Certification

Making universal access to education compatible with different paths of learning is one of the great challenges of the last century. Technology has provided solutions to access information, for communication and collaborative work. Blockchain emerges as a technology that can be useful for the development of an evaluation model of individualized learning itineraries in mass university subjects. In this line, the Edublocs project has been designed and executed, an initiative where these itineraries have been designed, incorporating elements of peer learning, team-teaching, PLEs, microlearning, technology-enhanced assessment... The objective of the Edublocs project is to design and implement a system of recording the results of activities through Blockchain that allow the student to follow a personal itinerary, and the teacher-tutor of the subject to carry out a formative evaluation and an accrediting appraisal of their work. The project is well underway in the evaluation of the implementation process. The experience with some elements of the design and the experimental execution in a formal university context during the present academic course, has allowed us to obtain important indications on the viability and relevance of the use of Blockchain in education. These, together with the explanation and justification of explaining the context of its applicability, will be laid out in the broad development of the article.
Emerging Technologies. Analysis and Current Perspectives
Author: Agreda Montoro, Miriam
Date: 2019-06-00
Type: Journal Articles
Subjects: Technological Advancement,Learning Analytics,Educational Technology,Cooperative Learning,Electronic Learning,Social Sciences,Journal Articles,Learning Processes,Individualized Instruction,College Students,Secondary School Students

The convergence in the use of technology in classrooms and the development of new methodologies have involved a redefinition of the different educational agents' performance, for the upcoming Horizon reports to generate a radiography of the emerging technological trends that will have an impact in the upcoming years. As a consequence, we will focus on adaptative learning technologies based on the perspectives of profound learning, where the achievement of objectives will be reflected through generated learning analytics, whose association may produce consistent verifiable blockchains. For that matter, this work proposes a meta-analysis of 62 research studies indexed in the WOS and Scopus databases during 2013 and 2018, in the area of Social Sciences, taking as descriptors the technologies mentioned in those reports. A search strategy based on four different criteria has been used: public (target), topic, methodological design and main conclusions.
Leading the Development of a &apos;Pack Away&apos; Nursery for Young Children
Author: Smith, Nikki
Date: 2019-00-00
Type: Journal Articles
Subjects: Young Children,Early Childhood Education,Educational Environment,Teacher Leadership,Knowledge Base for Teaching,Faculty Development,Preschool Teachers,Foreign Countries,Leadership Responsibility

This article focuses on development work led by Nikki Smith who participated in a teacher leadership support group designed especially for educators in the field of early childhood. Nikki's project improved the provision and practice of a particular type of learning environment for very young children, one that is created and packed away each day. Nikki's story is instructive in that it shows very clearly how teacher leadership is key to advancing practitioners' professionality. It demonstrates how the programme of support enabled Nikki to create and enhance professional knowledge, positively influencing her colleagues and the conditions in which they work. The article demonstrates how the teacher-led development work methodology might be adapted to mobilise early years educators' enormous leadership potential.
Creating Active and Reflective Educators through CARE: A PDS Partnership between Federal Hocking Local Schools and Ohio University
Author: Lowery, Charles L.
Date: 2019-00-00
Type: Journal Articles
Subjects: College School Cooperation,Partnerships in Education,Professional Development Schools,Rural Schools,Educational Objectives,Equal Education,Preservice Teacher Education,Educational Innovation,Articulation (Education),Governance,Shared Resources and Services,Best Practices

Creating Active and Reflective Educators (CARE) is a Professional Development School (PDS) partnership between The Patton College of Education at Ohio University and Federal Hocking Local Schools (FHLS) in rural Southeastern Ohio. This partnership, which won the 2018 NAPDS Award for Exemplary Professional Development School Achievement, is one of the oldest in The Patton College of Education. It was founded on Dewey's principles of democratic and experiential education. As a PDS partnership, CARE recruits teacher candidates from Middle Childhood Education (MCE) and Adolescent-to-Young Adult (AYA) programs in the Patton College. These candidates must apply for program admission and then take additional coursework to participate. Candidates matriculate as a cohort, developing strong relationships and learning from others who are working together is similar democratic and pragmatic experiences. In this report, we provide an overview of CARE as an award-winning partnership framed by the National Association of Professional Development Schools nine essentials.