ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Haptic Display Technology in Education
Author: Barfield, Woodrow
Date: 2009-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Visual Aids,Educational Technology,Computer Simulation,Feedback (Response),Kinesthetic Methods,Computer System Design,Case Studies,Medical Education,Molecular Structure,Science Education

The experience of &quot;virtual reality&quot; can consist of head-tracked and stereoscopic virtual worlds, spatialized sound, haptic feedback, and to a lesser extent olfactory cues. Although virtual reality systems have been proposed for numerous applications, the field of education is one particular application that seems well-suited for virtual reality technology. Recently, in the field of education, virtual reality systems equipped with haptic devices, have been used to assist in the learning process. The main benefit of haptic technology for education is that it increases the realism of simulations by providing force or tactile feedback to the user. Such feedback can be used to model the atomic orbits of electrons, feel of tissue of the abdomen during a laparoscopic training exercise, or visualize and interact with nanoscale materials. This article discusses the basics of the haptic sense, discusses a few common haptic devices, and concludes with current applications of haptics in education.
Teaching Students to Build Historical Buildings in Virtual Reality: A Didactic Strategy for Learning History of Art in Secondary Education
Author: Frontera, Eloi Biosca
Date: 2009-00-00
Type: Journal Articles
Subjects: Early Adolescents,Secondary School Students,Computer Simulation,Simulated Environment,Computer Software,Educational Technology,Computer Uses in Education,Student Centered Learning,Buildings,Teaching Methods,History Instruction,Art History,Foreign Countries,Observation,Gender Differences,Interaction,Case Studies

This article is a summary and conclusions of a field study carried out in a secondary education classroom with the aim of experimenting and observing how 13-year-old students learn the history of architecture by using complex virtual reality software. Within the framework of autonomous and active learning, students act as builders of some of the historic landmarks studied during the course. Thus, students learn, for instance, the features of Romanesque and Gothic architecture as they are asked to build block by block--and with the aid of a computer equipped with virtual reality software-- various buildings of the periods concerned. The student-centered approach which concentrates on students' learning also allows for a high degree of student autonomy and creativity. At the same time, this method fosters interactivity, and the spectacular results of virtual recreation and its stimulating activities are highly motivating and contribute to improve student concentration and achievement alike.
Introduction to Virtual Reality in Education
Author: Dede, Chris
Date: 2009-00-00
Type: Journal Articles
Subjects: Computer Simulation,Simulated Environment,Educational Technology,Technology Uses in Education,Educational Games,Role Playing,Experiential Learning

As an emerging technology for learning, virtual reality (VR) dates back four decades, to early work by Ivan Sutherland in the late 1960s. At long last, interactive media are emerging that offer the promise of VR in everyday settings. Quasi-VR already is commonplace in 2-1/2-D virtual environments like Second Life and in massively multiplayer online role-playing games (e.g., World of Warcraft). Realizing the potential of VR for education, however, is much more complex than simply making its interface practical and affordable. Learning applications are not like fire, a wonderful technology that provides a benefit from merely standing in its vicinity. In education, technologies achieve their power indirectly, as catalysts for deeper content, more engaging activities, more active forms of learning and instruction, and richer types of assessment.
Computer Science and Engineering Students Addressing Critical Issues Regarding Gender Differences in Computing: A Case Study
Author: Tsagala, Evrikleia
Date: 2008-00-00
Type: Journal Articles
Subjects: Computer Science Education,Engineering Education,College Students,Gender Differences,Case Studies,Foreign Countries,Questionnaires,Course Selection (Students),Majors (Students),Decision Making,Computer Uses in Education,Educational Technology,Career Choice,Student Characteristics,Cooperation,Gender Issues

This study focuses on how Computer Science and Engineering Students (CSESs) of both genders address certain critical issues for gender differences in the field of Computer Science and Engineering (CSE). This case study is based on research conducted on a sample of 99 Greek CSESs, 43 of which were women. More specifically, these students were asked to respond to a specially designed questionnaire addressing the following issues: a) essential motives in selecting CSE as a subject of study, their primary experience with computers and their family's views regarding CSE as a career prospect, b) the relationship between gender, strengths and weaknesses in CSE and cooperation with fellow students of the opposite gender, c) the desirability of having both male and female University Professors in CSE, d) CSE courses and CSESs choice, and e) career issues. The analysis of the data shows that: a) gender inequality in CSE still exists at tertiary level, b) there is a number of students of both genders who feel interest and self confident in CSE, they believe in equality in competence of both genders in CSE and have dreams of a job with prospects as computer professionals, c) interest, self confidence in CSE are closely related to previous experience with computers and to the encouragement by family and school to learn about computers, and d) the general atmosphere and policy in CSE Departments play an essential role for women-students to feel as equals to their male counterparts.
Making Leaders: Leadership Characteristics of Makers and Engineers in the Maker Community
Author: Oplinger, James
Date: 2016-12-00
Type: Journal Articles
Subjects: Administrator Characteristics,Organizational Culture,Innovation,Critical Incidents Method,Interviews,Models,Leadership,Entrepreneurship,Change Agents,Operations Research,Questionnaires

This study examines the emergence of leadership characteristics within a new organizational community of individuals: the Maker community. The Maker community is a group of individuals that classify themselves as &quot;Makers&quot; and have become innovators and entrepreneurs through the creation of technological gadgets, artistic projects, and other end products. Historically, so-called Tinkers were motivated to design and develop objects in their garages apart from other people with similar motivations. Drawing from Quinn's Competing Values Framework, these Maker communities exemplify emergent leadership characteristics within collaboration frameworks. Forty critical incident interviews with Makers express the leadership characteristics of these individuals. Characteristics may differ from individual to another, but a general representation of the community as a whole can be made from observing sub-groups within the community. The results hold important implications for leadership growth, cross-cultural management, and the future for what has become an emerging organizational community. The growth of this community has implications for the field of engineering education and new project-based learning coursework. The emergence of the Maker community including maker spaces has also become relevant in this context and the future of how we education engineers.
Robotic Cooperative Learning Promotes Student STEM Interest
Author: Mosley, Pauline
Date: 2016-12-00
Type: Journal Articles
Subjects: Robotics,Cooperative Learning,Student Interests,STEM Education,Middle School Students,Critical Thinking,Grade 6,Control Groups,Experimental Groups,Thinking Skills,Problem Based Learning,Instructional Effectiveness,Intermode Differences,Teaching Methods,Pretests Posttests

The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students' critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen by their principals. A critical thinking test was administered to evaluate the cognitive skills and STEM interest of the students. Instruction was implemented in two formats: cooperative learning and problem-based learning. The experimental group utilized robotic cooperative learning while the control group utilized problem-based learning. After four sessions of both instruction types with both groups the findings reveal that critical thinking of students is enhanced significantly by robotic cooperative learning (P&lt;0.01).
Professional Development and IELTS Training Course: A Case of EFL Teachers in Iran
Author: Ashraf, Hamid
Date: 2016-00-00
Type: Journal Articles
Subjects: Faculty Development,English (Second Language),Foreign Countries,Language Tests,Second Language Learning,Language Teachers,Teacher Attitudes,Second Language Instruction,Language Proficiency,Teaching Methods,Qualitative Research,Classification,Questionnaires,Validity,Teacher Education,Statistical Analysis

The current study aimed at investigating the status of Professional Development (PD) through examining teachers' perspectives over how effective they consider exam specific teacher training courses (IELTS in this case) which aim at increasing their PD. To this end, a group of EFL teachers, from different language schools in Mashhad, Iran took part in this study. There existed 30 teachers, most of whom were professional in teaching and had a good English proficiency. This training course consisted of all the skills and sub-skills of IELTS as well as the best possible ways to teach different skills of English. Teachers attended this program three times a week which started in February 2015 and ended in May 2015. As the main data collection mean in this study was a qualitative one, two open-ended questions were employed in the data collection process which aimed at finding what the participants' ideas about the T.T.C course they took were and also what the main motivating reasons for the teachers were for taking part in the T.T.C program. The accumulated answers were then analyzed and categorized into different groups and the percentages for each extracted category were calculated through SPSS. Besides, as for the quantitative data collection phase and also in order to check the probable relation of the program and teachers' Professional Development (PD), a researcher made questionnaire was designed and expert validity was employed to carry out the instrument's validation process. Therefore, two experts' opinions in the field were accumulated and further comments and modifications were done accordingly. The questionnaire, using Cronbach Alpha, revealed to possess a high degree of 0.902 reliability. Afterwards, the PD questionnaire, which mainly focused on teachers' self-declaration with regard to this case specific teacher training program and how effective they believed the program to be on their PD, was administered. Finally, the results were correlated through Cross tabulation and Chi square test. The results exhibited that there exists a significant relation between the two variables, i. e. the majority of teachers believed the T.T.C program has been &quot;influential&quot; in their professional development.
Rhetorical Analysis of the Doctoral Abstracts on English Language Teaching in Turkey
Author: Özmen, Kemal Sinan
Date: 2016-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Documentation,Doctoral Dissertations,Rhetoric,Discourse Analysis,Language Teachers,Graduate Students,Teacher Education Programs,Guidelines,Writing (Composition)

Doctoral dissertation has an important role to embark on an academic career confidently. The case is much more challenging for the early career doctorate who strives to contribute to the wider academic community. Using Swale's IMRD model, this study analyzed the rhetorical organization of English abstracts of 147 doctoral dissertations written between 2010 and 2015 in national graduate programs on English Language Teaching in Turkey. The results revealed 38 DAs with IMRD model and at least 22 rhetorically deficient DAs, lacking critical moves and linguistic realizations. Most DAs seem to exclude the conceptual framework, gap and important submoves. Omission of the Discussion move was also found to be a problem among the DAs. In addition, DAs from the half of the programs do not comply with the word limits offered by the official guidelines. Based on the results, a guideline was prepared to offer a remedy for the responsible bodies.
Dialogue between Art and Craft: Textile Materials and Techniques in Contemporary Art
Author: Pöllänen, Sinikka
Date: 2017-01-21
Type: Journal Articles
Subjects: Art Education,Art Activities,Handicrafts,Art Products,Foreign Countries,Artists,Qualitative Research,Data Collection,Textiles Instruction

The aim of this study was to investigate the ways in which textile materials and techniques are expressed in contemporary art in Finland. The first phase of data collection was to identify a population of Finnish artists who use textile craft-based forms in their art and who produce their works themselves. After that, six discretionary selected artists' works were analyzed using essence analysis based on photographs and artists' statements. The analysis brought out the reciprocal and complementary dialogue between art and craft, contributing to an ongoing debate about topical issues and the valuation of everyday relationships and objects. Artists are viewing their work from an artistic perspective but also basing their process in the appreciation of craft. The works of art portray mental associations with the help of craft techniques and materials. This article argues that the dialogue between art and craft helped these artists cross over borders and traditions.
Parent-Child Moments of Meeting in Art-Making with Collage, iPad, Tuxpaint and Crayons
Author: Sakr, Mona
Date: 2017-01-29
Type: Journal Articles
Subjects: Parent Child Relationship,Studio Art,Interaction,Interpersonal Relationship,Art Materials,Educational Technology,Technology Uses in Education,Technology Integration,Semiotics,Foreign Countries,Case Studies,Telecommunications,Handheld Devices,Painting (Visual Arts),Observation

Previous research suggests that parent-child art making can foster opportunities for closeness between children and parents. Most studies however, have focused on art-making that involves paint and paper, or non-digital drawing technologies. There is a need for researchers to consider how a wider range of technologies, including digital technologies, might shape the interactions between children and parents during art-making. This is particularly important given current concerns that digital technologies are impacting negatively on children's social interactions and their intimacy with others. This study takes a social semiotic perspective to explore how child-parent closeness was supported by different technologies. A three year old child and her father were observed across eight episodes of art-making in the home using a range of four technologies (two digital and two non-digital). A multimodal interaction analysis of the video data suggested that the different technologies were characterised by different types of interaction and distinct forms of closeness between the child and parent. These differences did not correspond neatly to a digital/non-digital divide, but instead related to a network of material factors, embodied actions and the participants' sociocultural investment in each technology.
Promoting Engagement in School through Tailored Music Programs
Author: McFerran, Katrina Skewes
Date: 2017-01-29
Type: Journal Articles
Subjects: Learner Engagement,Music,Music Education,Foreign Countries,Art Education,Community Involvement,Student Participation,Music Therapy,Well Being,Music Activities,Elementary School Students,Secondary School Students,Special Needs Students,Pervasive Developmental Disorders,Catholic Schools,Females,Music Teachers,Interviews

Music and arts programs have increasingly been utilized to promote school engagement. Despite the fact that school engagement and music programs can be understood in myriad ways, little attention has been paid to potential distinctions between the types of music programs that underpin engagement. This article describes an investigation of how and when different types of school engagement were promoted through participation in a range of tailored music programs in four diverse school contexts. Four types of engagement were identified, including individuals' engagement in learning, peer engagement, connections with different members of the community, and community engagement. The characteristics of each type of program differed according to leadership approach, expectation of students, degree of student engagement, and structure. The benefits of tailoring each music program to meet the unique needs and interests of each school community are illustrated through these findings. Understandings of the relationship between music and school engagement are articulated.
Learning Strategy Training in English Teaching
Author: Arulselvi, M. Evangelin
Date: 2016-00-00
Type: Journal Articles
Subjects: Learning Strategies,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Protocol Analysis,Metacognition,Memory,Affective Behavior,Mnemonics,Teacher Role,Concept Mapping,Models,Learning Processes

The fundamental task of schools is to endow students with strategies, which enable them to elaborate, transform, contrast and critically rebuild knowledge, that develops strategic knowledge. Learning strategy is the specific action to make the students better in learning a second language. Learning Strategy Training is based on problems the students encounter in the process of learning target language. These problems are needed to be solved for an effective learning. Learning Strategy Training focuses on learner training as much as language teaching. Students should be responsible for their own learning. The teacher helps them to facilitate their learning and to be more effective in learning the target language. Students should be aware of the use of strategies useful for language learning.
Self-Efficacy and Music Teaching: Five Narratives
Author: de Vries, Peter
Date: 2017-01-29
Type: Journal Articles
Subjects: Self Efficacy,Music,Music Education,Foreign Countries,Music Teachers,Elementary School Teachers,Teaching Methods,Longitudinal Studies,Teacher Surveys,Professional Development,Personal Narratives,Interviews,Case Studies

This article examines generalist primary (elementary) school teachers' self-efficacy in teaching music. Five teachers, each with five years teaching experience, were interviewed for the study. Using this interview data narratives were constructed for each of the five teachers. These narratives focused on what factors contributed to the level of self-efficacy each teacher experienced in teaching music. The five narratives are presented, structured using the five elements of narrative--character, setting, a problem (or problems) faced, actions taken to address the problem/s, and resolution--outlined by Ollerenshaw &amp; Creswell (2002). Each narrative is followed by a brief discussion of the impact of the four key aspects that contribute to self-efficacy--mastery experiences, vicarious experiences, verbal persuasion, and physiological arousal.
Metadiscourse in Book Prefaces of Filipino and English Authors: A Contrastive Rhetoric Study
Author: Munalim, Leonardo O.
Date: 2016-00-00
Type: Journal Articles
Subjects: Contrastive Linguistics,Authors,Cultural Differences,Classification,Taxonomy,Discourse Analysis,Teaching Methods,Individualism,Computational Linguistics,English,Tagalog,Native Language,Books,Evaluators,Statistical Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Writing (Composition)

Grounded on the tradition of Contrastive Rhetoric (CR), this paper aimed at contrasting the presence of metadiscourse resources in a book preface of Filipino and English authors. It especially sought to see the similarities and differences of interactive and interactional markers between two cultures. A total of thirty book prefaces on language areas, fifteen in each culture were culled. They were identified, classified, and interpreted based upon the taxonomies by Hyland and Tse (2004) with the interlarding frameworks by Crismore, Markkanen, and Steffensen (1993); Hyland (2007); Quirk, Greenbaum, Leech and Svartvik (1985); and Yagiz and Demir (2015). Results show that a book preface is calibrated by authors from both cultures with a profuse use of interactional MD resources, that is, a book preface has to be more interactional than interactive. The results also put forth that differences in metadiscourse resources reside in the text due to the differing cultures of individualism and self-accolade among the English, and humility and text-economy among Filipino authors. In a nutshell, practical and pedagogical implications are offered in this present study.
Learning a Second Language in Three Dimensions: Potential Benefits and the Evidence so Far
Author: Schwienhorst, Klaus
Date: 2009-00-00
Type: Journal Articles
Subjects: Second Language Learning,Educational Benefits,Second Language Instruction,Computer Simulation,Computer Assisted Instruction,Teaching Methods,Personal Autonomy,Independent Study,Learning Processes,Freedom,Management Systems,Language Research

When looking at virtual environments and language learning we can take our pick where to begin. Should it be technology or pedagogy? I will use the pedagogical concept of learner autonomy to approach virtual environments in different ways. First, there is a need to look at interaction and online interaction; second, reflection as an essential ingredient to learning processes; and third, experimentation as the freedom to play around with learning tools in a stress-reduced learning environment. All three have strong links to the way we understand virtual environments. I will finish with a quick look at current research projects involving a promising virtual environment, Second Life.
Investigating the Structure and the Content Of Pupils' Written Explanations during Science Teaching Sequences Focused on Conceptual Obstacles
Author: Skoumios, Michael
Date: 2008-00-00
Type: Journal Articles
Subjects: Scientific Concepts,Concept Teaching,Science Instruction,Sequential Approach,Student Writing Models,Text Structure,Elementary School Students,Content Analysis,Barriers,Demonstrations (Educational),Foreign Countries

The present paper aims at investigating the structure and the content of the written explanations produced by primary school pupils' aged 11-12) during teaching sequences focused on the didactic elaboration of obstacles regarding temperature and heat. At first, teaching sequences targeted at the pupils' destabilising, restructuring, and identifying the obstacles were designed and implemented. Next, the pupils' written explanations were analysed with respect to their structure and content. The results of the analysis indicate: (a) the differentiated levels of pupils' written explanations with regard to their structure and content, (b) the evolution of the levels concerning the structure and the content of the written explanations produced during the teaching sequences and (c) the relation between the levels concerning the structure and the content of pupils' written explanations.