ethanporcaro/eric-fulltext-meta huggingface dataset:
Mobile Learning and Teacher Education: Researching MLEARN Pilot Development
Author: Passey, Don
Date: 2015-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Telecommunications,Handheld Devices,Foreign Countries,Teaching Methods,Faculty Development,Inservice Teacher Education,Questionnaires,Teacher Surveys,Program Effectiveness

MLEARN, a European Union (EU)-funded project, is exploring and promoting teacher development of mobile learning practices in four member states--the Netherlands, the United Kingdom (UK) (England), Greece and Italy. This paper details the ways research findings have both fed into and been elicited from this pilot, supporting development and implementation of a teacher education programme for in-service teachers, focusing on mobile learning through appropriate pedagogic uses of mobile or handheld technologies. The research has focused on three dimensions to date: how contextual backgrounds for the programme can be considered and provided; a training needs analysis of trainers and teachers involved in the pilot; and gathering initial outcomes from teachers and learners after involvement in teacher education events and some one to two months of pilot uses in classrooms. The paper considers implementation outcomes to date, and what the next steps will be. [For the full proceedings, see ED562096.]
Walk Like an Egyptian: A Serious, Pervasive Mobile Game for Tourism
Author: Gabr, Fatema Mohsen
Date: 2015-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Telecommunications,Handheld Devices,Tourism,Educational Games,Program Evaluation,Surveys,Statistical Analysis,User Satisfaction (Information),Users (Information),Attitude Measures,Foreign Countries

Walk like An Egyptian is a location-based, mobile native game developed for tourists. The game provides information for tourists about the touristic places, motivates nationals to visit their historical sights and increase their cultural heritage awareness enabling them to explore the past and connect with it. At the same time, the game allows to gather information and data about the visited places as a side effect of playing. The data could be in a form of annotated photos, comments and reviews. This paper also provides some quantitative and qualitative analysis of the game. [For the full proceedings, see ED562096.]
Needle in a Haystack? Seeking Causal Evidence about Using STEM Experts to Improve Student Outcomes
Author: Gamse, Beth C.
Date: 2015-00-00
Type: Information Analyses
Subjects: STEM Education,Causal Models,Evidence,Expertise,Student Improvement,Outcomes of Education,Academic Achievement,Elementary Secondary Education,Student Attitudes,Scientific Attitudes,Academic Persistence,Meta Analysis,Literature Reviews

In today's technological and global society, STEM disciplines are viewed as fundamental to the nation's economic growth and prosperity. Employment opportunities in STEM fields have increased at a faster rate than in non-STEM fields (Government Accounting Office [GAO], 2006). Additionally, many professions--once perceived not to require STEM skills--are increasingly requiring scientific and technological proficiency (PCAST, 2010). As American students continue to underperform in math and science compared to their peers internationally, concerns have arisen about America's economic and technological competitiveness. Such trends have sparked political interest in uncovering means to more effectively prepare and engage students in these fields. Accelerating greater interest, competence and achievement in STEM fields requires thoughtful analysis of existing research to parse out what is already known about effective strategies for such acceleration, and to highlight where additional research may be warranted. Research on youth development may offer important and applicable lessons about how to most effectively engage students. The research base about youth development provides useful insights for thinking about how best practices for adolescent engagement could apply to programs designed to spur educational and ultimately career interests in STEM. This project focuses specifically on projects that engage STEM-trained adults to work directly with students and identify areas where future research could advance knowledge in the field. By focusing on programs that connect students and adults specifically on STEM content and careers, researchers can begin to dissect the possible benefits of such programs, both in relation to the mission of promoting interest in STEM fields, as well as supporting adolescents' developmental well-being. Several themes emerged from the literature search and from the research findings of the 29 papers in this review. First, the search generated numerous articles on STEM experts working with K-12 students. Another theme is that the focus of research varied widely in terms of the levels of detail provided on STEM professionals' roles and importance in program activities. Some articles highlight the roles played by STEM exerts, and explicitly identify them as a key part of the educational approach of the programs studied. Other articles mention STEM expert involvement in program activities in passing, without describing the nature of adults' involvement, how the experts fit into the larger educational approaches used by the programs, or how the experts are recruited, trained, supported, or reviewed.
Expanding the Media Mix in Statistics Education through Platform-Independent and Interactive Learning Objects
Author: Mittag, Hans-Joachim
Date: 2015-03-00
Type: Speeches/Meeting Papers
Subjects: Handheld Devices,Statistics,Mathematics Education,Resource Units,Vocational Education,Computer Uses in Education,Distance Education,Design,Foreign Countries,College Mathematics

The ubiquity of mobile devices demands the exploitation of their potentials in distance and face-to-face teaching, as well for complementing textbooks in printed or electronic format. There is a strong need to develop innovative resources that open up new dimensions of learning and teaching through interactive and platform-independent content. This paper presents such a resource for statistics education and vocational training. It is about a new, award-winning web app that is already employed world-wide in different educational settings, for example at universities within traditional statistics courses or online campus systems. [For the full proceedings, see ED562096.]
The Influence of Affordances on Learner Preferences in Mobile Language Learning
Author: Uther, Maria
Date: 2015-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Telecommunications,Handheld Devices,Foreign Countries,Teaching Methods,Questionnaires,Student Attitudes,Second Language Learning,English (Second Language),Computer Oriented Programs,Attitude Measures,Mixed Methods Research,College Students

This study investigates the influence of sensory and cognitive affordances on the usability of mobile devices for multimedia language learning applications. An audio-based learning application--the &quot;Vowel Trainer&quot; (audio-based speech app), developed by University College London was chosen, against a comparison, text and picture-based language learning application--&quot;Learn English for Taxi Drivers&quot; from the British Academy (app based on vocabulary, grammar). Impressions of the two applications were assessed on two different devices that have virtually the same interface, but differ in physical size: the iPhone and the iPad. A mixed design was chosen, with device type (iPad vs. iPhone) as between groups factor and language application type (audio vs. video) as a within groups factor. Assessments of sensory and cognitive affordances were made, along with measurement of learner preferences of each application and their suitability for each device. A preliminary (N = 22) dataset was analysed using a mixed design MANOVA and the implications of the results for developing design guidelines for spoken language learning applications are discussed. [For the full proceedings, see ED562096.]
Schools or Students? Identifying High School Effects on Student Suspensions
Author: Baker-Smith, E. Christine
Date: 2015-00-00
Type: Reports - Research
Subjects: High School Students,Suspension,Academic Achievement,At Risk Students,Behavior Problems,Adolescent Development,Hierarchical Linear Modeling,Longitudinal Studies,Risk Assessment,School Size,Institutional Characteristics,Grade 9

Evidence is clear that discipline in high school is associated with negative outcomes across the life course. Not only are suspensions related to declining academic trajectories during high school in the form of attendance and academic achievement, students suspended once are also more likely to be suspended again and also substantially increase the likelihood of dropping out of high school (Balfanz, Byrnes, &amp; Fox, 2013; Ekstrom, Goertz, Pollack, &amp; Rock, 1987; Losen &amp; Martinez, 2013; Marchbanks III et al., 2013; Morrison et al., 2001). Through their influence on high-school success and the related increased potential for involvement with the criminal justice system, many scholars identify suspensions as the beginning of a life-course trajectory of deviance and negative outcomes (Balfanz, Spiridakis, Neild, &amp; Legters, 2003; Belfield &amp; Levin, 2007; Pager, Western, &amp; Sugie, 2009; Skiba et al., 2003). Additionally, adolescents as an age group in particular are sensitive to structural changes and environmental influences making such negative institutional experiences particularly salient during the high school years (Furstenberg, 2000; Harter, 1990; Mortimer, Oesterle, &amp; Kruger, 2005; Roeser, Eccles, &amp; Freedman-Doan, 1999; Seidman &amp; French, 2004). The evidence highlighting negative impacts of suspension leaves little room for debate, however, with only a few studies explicitly examining the specific influence of schools on student discipline independent of student behavior itself, this problem presents the following questions: (1) Do students with greater behavioral problems drive greater use of discipline; or (2) does greater use of discipline simply belie larger institutional problems? Capitalizing on a recent, large urban administrative dataset, this analysis uses both analytic methods rarely used in the study of school discipline and exploits extensive information about schools and students to provide a deeper understanding of these more appropriately estimated school effects on student suspensions. Tables and figures are appended.
Patterns of Mobile Technology Use in Teaching: A Pilot Study
Author: Seifert, Tami
Date: 2015-03-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Telecommunications,Handheld Devices,Foreign Countries,Teaching Methods,Questionnaires,Teacher Attitudes,Student Attitudes,Teacher Education Programs,Mixed Methods Research,Teacher Educators,Preservice Teachers,Video Technology

The use of mobile learning spaces is an opportunity to break the boundaries of the classroom and to prepare student-teachers towards teaching classes tailored to the future teaching market, while providing the tools and inspiration to lead change in schools. The purpose of this precursor study is to examine the subject of implementing mobile technology and usage patterns in the mobile technology space among the students and lecturers in a teacher training college. Another objective is to set the potential of mobile technology for teaching on the challenges which this combination conveys. Accordingly, patterns of teaching and learning were examined in the mobile learning space, as well as the role of pedagogical support and guidance in relation to the methods used and the attitudes of the lecturers and students toward teaching and learning in the mobile learning space. The paradigm of the present study is the mixed research model combining quantitative and qualitative research. The study included the faculty members teaching in the course of the year and the students studying in this learning space. The research tools included a questionnaire administered to teachers and students at the end of the two semesters, discussions with five of the lecturers and with the support staff as well as meetings with the leading faculty in the college. Simultaneously, three lessons in the mobile learning space were videotaped and then analyzed. The findings show that most of the lecturers do not use hybrid computers in the learning space for various reasons: some need technological and/or pedagogical support, some believe that it is not relevant to their teaching; also the number of student users is low. As a result of this study, the findings obtained can highlight models for implementing mobile technologies in teacher education institutions and contribute to decision making in the acquisition and design of the technological learning space in the teacher education college. [For the full proceedings, see ED562096.]
Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary
Author: Davie, Neil
Date: 2015-03-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Telecommunications,Handheld Devices,Foreign Countries,Student Attitudes,Second Language Instruction,English (Second Language),Computer Oriented Programs,Higher Education,Engineering Education,Interviews,Vocabulary,Language Tests,Questionnaires,Undergraduate Students,Likert Scales

This project examines mobile-assisted language learning (MALL) and in particular the attitudes of undergraduate engineering students at the South Westphalia University of Applied Sciences towards the use of the smartphone app Quizlet to learn English vocabulary. Initial data on attitudes to learning languages and to the use of mobile devices to do so was gathered by questionnaire from a convenience sample of 68 students. The results indicated that almost all of the participants had a smartphone and were interested in using it in language learning. The vocabulary for the Professional English: Engineering exam was then made available to the students in the Quizlet app. At the end of the semester ten students took part in follow-up interviews. The vocabulary scores from the exams from the two latest semesters were compared and showed no significant difference in the student performance. The interviews however revealed that the students found the use of mobile-learning flashcards to be a very efficient, convenient and enjoyable learning method. This research concludes that the use of smartphones in language learning is beneficial in terms of student motivation and may have additional long-term benefits which have yet to be seen. Continued study on a larger scale over a longer period is therefore recommended to provide more insight into the optimal use of mobile-assisted language learning. [For the full proceedings, see ED562096.]
Preliminary Findings from a Multi-Year Scale-Up Effectiveness Trial of Everyday Mathematics
Author: Vaden-Kiernan, Michael
Date: 2015-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Elementary School Students,Mathematics Curriculum,Mathematics Achievement,Teaching Methods,Instructional Effectiveness,Quasiexperimental Design,Educational Research,Control Groups,Intervention,Outcomes of Education,School Districts,Curriculum Development,Correlation,Student Motivation,Learner Engagement

Given the importance of early mathematics instruction and curricula for preventing mathematics difficulties in later grades, it is necessary to identify effective mathematics curricula and instruction to ensure that children become proficient in early mathematics content and procedures. Everyday Mathematics (EM), was reviewed by the What Works Clearinghouse and is reported to have &quot;potentially positive effects&quot; on students' mathematics achievement. However, most of the studies that have evaluated EM have used quasi-experimental designs or are small-scale randomized control trials. This study reports the preliminary year one findings for Kindergarten and 3rd grade cohorts of the first scale-up evaluation of this widely used curriculum. The results of this study will contribute to understanding whether EM is effective in promoting mathematic proficiency in the elementary grades when implemented &quot;at scale&quot; with typical &quot;real world&quot; levels of support. The study was designed to address research questions in the following areas: (1) Overall Impacts: Does school-level assignment to the &quot;Everyday Mathematics&quot; curriculum intervention produce stronger effects on math achievement than assignment to the &quot;business-as-usual&quot; control condition? (2) Impacts by Subgroups: Is there significant variation in the outcomes of &quot;Everyday Mathematics&quot; or do the effects reliably replicate across student subgroups, the sampled classrooms/teachers, schools, and districts? (3) Fidelity of Implementation: To what extent was the intervention delivered as the curriculum developers indicated it should be implemented? Was there significant variation in implementation fidelity of Everyday Mathematics among the classrooms/teachers, schools, and districts? In what ways were &quot;Everyday Mathematics&quot; students' experiences similar or different to those of students in the control condition? (4) Proximal Outcomes as Moderators of Impacts: Is there a significant relationship between proximal student and teacher outcomes, such as fidelity of implementation or student motivation/engagement, and student math achievement outcomes and does this relationship vary by classrooms/teachers, schools, and districts? Early preliminary results indicate no statistically significant impacts of EM after one year when implemented at scale relative to business as usual math programs in a sample of 48 schools. Tables and figures are appended.
Using Immersive Virtual Reality for Electrical Substation Training
Author: Tanaka, Eduardo H.
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Computer Simulation,Electrical Occupations,Skilled Workers,Energy,Interaction,Problem Based Learning,Educational Technology,Models,Problem Solving

Usually, distribution electricians are called upon to solve technical problems found in electrical substations. In this project, we apply problem-based learning to a training program for electricians, with the help of a virtual reality environment that simulates a real substation. Using this virtual substation, users may safely practice maneuvers with varying degrees of complexity. To improve the user's sense of immersion, interactive devices such as the Oculus Rift virtual reality headset are going to be adopted. The project's stakeholders had a good impression of the device and believe that the proposed methodology will improve the training and effect positively the electricians' performance, reducing accidents inside the substation area and decreasing the time required to reestablish the power supply after a failure. [For the complete proceedings, see ED562095.]
Evaluating Students' Programming Skill Behaviour and Personalizing Their Computer Learning Environment Using &quot;The Hour of Code&quot; Paradigm
Author: Mallios, Nikolaos
Date: 2015-07-00
Type: Reports - Research
Subjects: Programming,Computer Science Education,Computer Literacy,Skill Development,High School Students,Adolescents,Questionnaires,Student Needs,Individualized Instruction,Teaching Methods,Program Evaluation,Foreign Countries

One of the most intriguing objectives when teaching computer science in mid-adolescence high school students is attracting and mainly maintaining their concentration within the limits of the class. A number of theories have been proposed and numerous methodologies have been applied, aiming to assist in the implementation of a personalized learning environment that approaches these objectives. In this paper, an empirical study is performed with the support of the &quot;Hour of Code&quot; initiative which took place for a second consecutive year at the end of previous year. The initiative was presented to a number of high-school students as a motivation for teaching computer programming to them. An evaluation of the students' programming skills is attempted with the aid of a questionnaire and a simple personalization framework is presented in order to adapt to the students' personal needs. [For the full proceedings, see ED562095.]
Transformations: Mobile Interaction &amp; Language Learning
Author: Carroll, Fiona
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Telecommunications,Technology Uses in Education,Handheld Devices,Second Language Learning,Teaching Methods,Welsh,Foreign Countries,Elementary School Students,Elementary School Teachers,Focus Groups,Observation,Questionnaires

Mobile devices and the interactions that these technologies afford have the potential to change the face and nature of education in our schools. Indeed, mobile technological advances are seen to offer better access to educational material and new interactive ways to learn. However, the question arises, as to whether these new technologies are being used to their full &quot;interactive&quot; potential. In Wales, the Welsh language strategy (2012-2017) is pushing to ensure that the Welsh language can embrace new technologies and use them to support and facilitate its use by Welsh language learners and speakers. As more and more Welsh schools invest in iPads and handheld devices, it is important that the way these schools use these technologies evolves too. These new technologies (and the new interactions that they provide) need to be closely stitched with the desired learning objectives to ensure value, new meaning and learner engagement is achieved. This paper reports on an initial empirical study into the design of a Welsh Learning application, particularly the alignment of the interaction facilities of the technology and learning material in an attempt to harness the desired learning experience. [For the full proceedings, see ED562095.]
Playing Music, Playing with Music: A Proposal for Music Coding in Primary School
Author: Baratè, Adriano
Date: 2015-07-00
Type: Speeches/Meeting Papers
Subjects: Music Education,Elementary Education,Teaching Methods,Coding,Technology Uses in Education,Educational Technology,Educational Games,Computer Interfaces

In this work we will introduce the concept of &quot;music coding,&quot; namely a new discipline that employs basic music activities and simplified languages to teach the computational way of thinking to musically-untrained children who attend the primary school. In this context, music represents both a mean and a goal: in fact, from one side coding activities are based on music processes that are able to unveil algorithmic thinking; from the other side, such processes may stimulate creativity and collaborative learning, and their audio feedback is immediately perceivable. Consequently, music can represent a valid learning tool as well as an addictive reinforcement technique to approach coding. After describing a new formalism to graphically encode music operators, a Web prototype specifically designed for music coding will be presented and discussed. [For the full proceedings, see ED562095.]