ethanporcaro/eric-fulltext-meta huggingface dataset:
Preschool Teachers Can Use a PBS KIDS Transmedia Curriculum Supplement to Support Young Children's Mathematics Learning: Results of a Randomized Controlled Trial
Author: Llorente, Carlin
Date: 2015-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Mathematics Achievement,Summative Evaluation,Educational Technology,Randomized Controlled Trials,Preschool Education,Teacher Attitudes,Self Control,At Risk Students,Visual Aids,Interactive Video,Handheld Devices,Telecommunications,Video Equipment,Video Technology,Technology Uses in Education,Intervention,Preschool Children,Preschool Teachers,Measures (Individuals)

The current study, a randomized controlled trial, explores how technology and educational transmedia resources can enhance prekindergarten math teaching and learning in preschools, especially those serving children who may be at risk for academic difficulties due to economic and social disadvantages. This research is part of a multi-year summative evaluation of the CPBPBS Ready To Learn initiative, funded by the US Department of Education. A core aim of the initiative is delivering early math (and literacy) resources on new and emerging digital platforms such as tablet computers, interactive whiteboards, and smartphones, as well as better-established technologies such as computers, video displays, and gaming consoles, and to create learning experiences that leverage the unique capabilities of these various technology platforms. The study's goal was to understand how the integration of video, computer games and activities might impact children's mathematics learning. The study also examined whether the experience enhanced teachers' beliefs about their own understanding of math and the potential of technology-enhanced early math instruction. The following research questions guided the study: (1) What is the impact of the PBS KIDS Transmedia Math Supplement and Technology &amp; Media experience on young children's math learning and self-regulation? (2) What is the impact of the PBS KIDS Transmedia Math Supplement and Technology &amp; Media experience on teachers' attitudes and beliefs about early math education, and using technology and media to support math learning? Four tables are appended.
How (and How Much) Do Schools Matter? Variation in K-8th Grade Achievement Trajectories in a National Sample
Author: Schwartz, Kate
Date: 2015-00-00
Type: Reports - Research
Subjects: Middle School Students,Elementary School Students,Kindergarten,Longitudinal Studies,Academic Achievement,Interviews,Parents,Principals,Teachers,Surveys,Student Records,Educational Environment,Influences,Institutional Characteristics,Children,Reading Achievement,Mathematics Achievement,Predictor Variables,Student Characteristics

The current study extends research on the transition to early adolescence and middle grade schools by examining students' achievement trajectories from school entry through 8th grade in a national sample, and beginning to disassociate the role of school context and school grade configuration in achievement trajectories. Data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class 1998-99 (ECLS-K). The study sample consists of the 6,158 students in the ECLS-K. The ECLS-K employed a longitudinal research design, following a nationally representative sample of 21,260 kindergarteners from the 1998-1999 school year through the 2006-2007 school year, at which time the majority of participants were enrolled in eighth grade. Data collection methods include parent interviews, school administrator and teacher surveys, student self-reports, student records, and direct student assessments. Findings show that key characteristics of school composition and climate play roles in student achievement beyond individual student predictors. Specifically, school composition contributed to reading and math trajectories, and school climate contributed to reading trajectories. Importantly, once student and school characteristics are considered, school grade configuration does not significantly contribute to students' academic achievement trajectories before or after the middle grade school transition. These results illuminate the need to attend to school composition and climate in policies and practices designed to improve academic achievement.
Teaching AI Search Algorithms in a Web-Based Educational System
Author: Grivokostopoulou, Foteini
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Artificial Intelligence,Mathematics,Web Based Instruction,Intelligent Tutoring Systems,Computer Interfaces,Teaching Methods,Instructional Materials,Interactive Video,Drills (Practice),Student Evaluation,Undergraduate Students,Pretests Posttests,Instructional Effectiveness,Questionnaires,Likert Scales,Foreign Countries

In this paper, we present a way of teaching AI search algorithms in a web-based adaptive educational system. Teaching is based on interactive examples and exercises. Interactive examples, which use visualized animations to present AI search algorithms in a step-by-step way with explanations, are used to make learning more attractive. Practice exercises, which are interactive exercises where immediate feedback is given when a student makes an error, but further help is optional, are also used. So, the student can try by him/herself to correct the error or ask for help from the system. Finally, the student can take a test consisting of assessment exercises, which are interactive, but no help is provided. The result of the test determines the student's knowledge level. Evaluation of the system through a pre-test/post-test and experimental/control group method gave very promising results about learning capabilities of the method. Also, results of a questionnaire show that the majority of the students liked the system very much. [For the full proceedings see ED562127.]
Adaptive Feedback Improving Learningful Conversations at Workplace
Author: Gaeta, Matteo
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Feedback (Response),Computer Mediated Communication,Workplace Learning,Tutorial Programs,Interpersonal Communication,Semantics,Web 2.0 Technologies,Knowledge Management,Context Effect,Cooperative Learning,Intelligent Tutoring Systems

This work proposes the definition of an Adaptive Conversation-based Learning System (ACLS) able to foster computer-mediated tutorial dialogues at the workplace in order to increase the probability to generate meaningful learning during conversations. ACLS provides a virtual assistant selecting the best partner to involve in the conversation and generating adaptive feedbacks for the dialog. Adaptive feedbacks are triggered by the concepts automatically extracted from the conversation texts, while their content is generated by querying the organizational knowledge represented by means of Semantic Web technologies. Lastly, Fuzzy Formal Concept Analysis is exploited to conceptualize domain knowledge. [For the full proceedings see ED562127.]
Analysis of Instruction Models in SMART Education
Author: Park, JaeHyeong
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Technology,Technology Integration,Electronic Learning,Teaching Methods,Models

Development in the smartifacts and wireless network has brought changes in the approaches and usages, as well as producing and sharing of the information. The learners are changing into independent provider from consumer of information. In order to teach the students effectively with this trend, changes in the education is inevitable. In Korea, SMART education has been implemented to fit into the trend. SMART education can be understood as the change in the paradigm which grafts newly developed technologies onto education to meet the changes and the developments in the school systems. There are various instruction models for ideal education in the changed academic environment. This research analyzed the SMART education used in Korea, and suggests that there is a need for further research on the instruction models. [For the full proceedings, see ED562127.]
Developing and Implementing a New Online Bachelor Program: Formal Adoption of Videoconferencing and Social Networking as a Step towards M-Learning
Author: van Oostveen, Roland
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Higher Education,Teaching Methods,Adult Education,Information Technology,Videoconferencing,Computer Mediated Communication,Foreign Countries

The political will to move educational opportunities online is growing for numerous reasons and new mobile technologies are being adopted at unprecedented rates. Such a context presents opportunities to develop online programs and experiments in universities, with new affordances to solve old problems such as access and isolation. This paper presents an initial experiment in the creation, development and first implementation of an online Bachelor's program in adult education and digital technology. It was designed with a central videoconferencing component intended to reduce isolation for the students and technical affordances were selected to promote course development for both a mobile implementation and for at least partial open access. The results of this initiative have both demonstrated the potential of such an approach as well as allowed some of the finer elements to emerge, such as expectations on all parts and administrative adaptation to this new reality. [For the full proceedings see ED562127.]
Colorado School Superintendent Study, Academic Year 2014/15, Final Report
Author: Ramirez, Al
Date: 2015-00-00
Type: Reports - Research
Subjects: Superintendents,Questionnaires,Administrator Attitudes,Focus Groups,Administrator Responsibility,Educational Finance,Time Management,Politics of Education,Educational Policy,Boards of Education

School superintendents from throughout Colorado were asked to participate in a study by completing a confidential questionnaire regarding their perspectives on an array of issues and concerns related to their professional duties and responsibilities. The survey was developed over several months and included focus groups with superintendents held in the summer and fall. The instrument was made available via the Internet in November and December of 2014. The study was spearheaded by Drs. Al Ramirez, Dallas Strawn, Wendi Clouse, and graduate student Patrick Radigan from the University of Colorado, Colorado Springs and was overseen by Bruce Caughey, Executive Director Colorado Association of School Executives and Dr. Jed Bowman, President of the Colorado Association of Superintendents/Senior Administrators, while the board of Colorado Association of Superintendents/Senior Administrators served as advisors to the study. Many of the questions were linked to a similar 1999 study in an effort to compare education leaders' views over time. The authors do not assert the results are generalizable to all Colorado superintendents.
Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects
Author: Fragou, ?lga
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Learning Activities,Open Education,Distance Education,Resource Units,Computer Uses in Education,Shared Resources and Services,Communities of Practice,Electronic Learning,Instructional Design,Foreign Countries,Research Design

International Standards in High and Open and Distance Education are used for developing Open Educational Resources (OERs). Current issues in e-learning community are the specification of learning chunks and the definition of describing designs for different units of learning (activities, units, courses) in a generic though expandable format. Developing educational content, courseware and pedagogical tools to support Subject Matter Experts in their educational practice is a challenging task for the Instructional Design Field. This paper's aim is to introduce a user oriented design methodology for Open and Distance Learning (ODL) activities orchestrating pedagogical tools so as to develop e-learning activities in Hellenic Open University (HOU) by the use of Boundary Objects (BOs).[For the full proceedings, see ED562127.]
Training Educators: Plan for Replicating the Experience
Author: Mambetakunov, Ulanbek
Date: 2013-07-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Electronic Learning,Blended Learning,Telecommunications,Foreign Countries,Surveys,Faculty Development,College Faculty,Integrated Learning Systems,Teaching Methods,Technological Literacy,Handheld Devices,Computers,Internet

This paper reports on a short survey and a training course offered to the faculty members of the University of Genova with the aim of driving the users of the university Learning Management System in the transition from Moodle 1.9 to Moodle 2, transition that took place in August 2012. The survey has been administered to lectures and staff to understand their needs and gather subscriptions before the actual starting of the training course. A similar process is now in progress in the context of the Bishkek Academy of Finance and Economics (Kyrgyzstan), where the same survey has been recently delivered. Results obtained in both institutions are presented. Indeed, although we are aware of the fact that these two universities represent two different contexts, being geographically far, different in size, and with different diffusion of ICT, we think we can take advantage of the experience of the University of Genova to transfer some practices on the organization and delivery of training courses in the Bishkek Academy of Finance and Economics. [For the full proceedings, see ED562127.]
Elements of a Strategic Implementation Plan: Implications for Enhancing Combination Classes Using a Multiage Framework
Author: Harding, Tracy
Date: 2015-12-00
Type: Dissertations/Theses - Masters Theses
Subjects: Phenomenology,Mixed Age Grouping,Multigraded Classes,Lesson Plans,Scheduling,Curriculum Development,Strategic Planning,Teacher Student Relationship,Progressive Education,Socialization,Case Studies,Educational Legislation,State Legislation,Educational History,Educational Trends,Federal Legislation,Teaching Methods,Elementary Schools,Elementary School Teachers,Elementary School Students,Qualitative Research,Observation

Combination classes are often created out of financial necessity rather than a desire to engage students in multiage learning. Teachers assigned to these classrooms come from the general teaching pool and may not have specialized training around the intricacies of multiage teaching. A review of the literature indicates that the United States has a long history of multiage classrooms. When the practice of graded schools took over, however the multiage school remained as an approach to teaching children (Anderson, 1992). Progressive education programs often use a multiage classroom paired with looping, students remaining with the same teacher for more than one school year, as a way to deepen the relationship between teacher and student, and give the teacher insight into their students' learning needs (Baran, 2010). There is strong evidence that multiage programming is beneficial to students of all grades, from early childhood (Aina, 2001) to the crucial middle school years when many students begin to falter both socially and academically (Baran, 2010). This is a phenomenological study examining teacher experience in combination and multiage classrooms through written records such as lesson plan books, weekly schedules and curriculum maps. Themes that emerged were a need for strategic scheduling, flexible curriculum, and strong student/teacher relationships.
User Acceptance of a Haptic Interface for Learning Anatomy
Author: Yeom, Soonja
Date: 2013-07-00
Type: Reports - Research
Subjects: Electronic Learning,Educational Technology,Technology Uses in Education,Higher Education,Foreign Countries,Anatomy,Undergraduate Students,Medical Students,Computer Science Education,Teaching Methods,Tactual Perception,Manipulative Materials,Student Attitudes,Computer Interfaces,Interaction,Feedback (Response),Formative Evaluation,Questionnaires

Visualizing the structure and relationships in three dimensions (3D) of organs is a challenge for students of anatomy. To provide an alternative way of learning anatomy engaging multiple senses, we are developing a force-feedback (haptic) interface for manipulation of 3D virtual organs, using design research methodology, with iterations of system implementation, formative evaluation, and cyclic enhancements. In the present study, we aimed to determine the user acceptance of the haptic interface for exploring anatomical structures and relationships. Undergraduate computing (n = 10) and medical (n = 35) students from the University of Tasmania, Australia, who volunteered to try two iterations of the system (n = 18 and 27 in two separate user tests) reported on anonymous questionnaire with quantitative and qualitative questions that the system was easy to use, useful for learning, and neither physically nor mentally stressful. We conclude that many medical students would accept a haptic interface for manipulating 3D virtual organs as an aid to learning anatomy. Further development of the system will involve development of learning and assessment modules, and we plan to evaluate the system's usefulness in promoting learning of anatomy. [For the full proceedings see ED562127.]
Alternative Assessment Techniques for Blended and Online Courses
Author: Litchfield, Brenda C.
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Alternative Assessment,Blended Learning,Online Courses,Evaluation Methods,Student Evaluation,Contracts,College Students,Guidelines

Alternative assessment techniques are essential for increasing student learning in blended and online courses. Rather than simply answer multiple-choice questions, students can choose activities in an academic contract. By using a contract, students will be active participants in their own learning. Contracts add a dimension of authenticity to blended and online course and students can learn, retain, and transfer more of course content. Guidelines and an example of a contract are given. [For the full proceedings see ED562127.]
The Design of the Test Format for Tablet Computers in Blended Learning Environments: A Study of the Test Approach-Avoidance Tendency of University Students
Author: Kitazawa, Takeshi
Date: 2013-07-00
Type: Reports - Research
Subjects: Test Format,Test Construction,Handheld Devices,Computers,Blended Learning,College Students,Multiple Choice Tests,Student Motivation,Self Concept,Retention (Psychology),Questionnaires,Pretests Posttests,Foreign Countries

This study analyzed effective test formats that utilized tablets for tests in university information basic subjects in blended learning environments. Specifically, three types of test were created: (1) multiple-choice, (2) fill-in-the-blank, and (3) a mixture of multiple-choice and fill-in-the-blank. An analysis focusing on university students' approach-avoidance tendency was conducted to see how the question formats affected the students' motivations toward the tests. The results showed that regardless of the test approach-avoidance tendency, the students had a low perception of their understanding of the content of multiple-choice tests, even though they reported that they did not feel burdened in answering the questions. Additionally, although the students had a high perception of knowledge retention with fill-in-the-blank questions, their willingness to answer the questions and the percentage of questions they answered correctly were low. On the other hand, students had a high perception of continuity and a high percentage of correct answers on the test with a mixture of multiple-choice and fill-in-the-blank questions. Additionally, they had a high perception of knowledge retention in the mixed test, suggesting that this format had the strongest effect among the three test formats. [For the full proceedings see ED562127.]
The Effects of Self-Determination on Learning Outcomes in a Blended Learning
Author: Joo, Young Ju
Date: 2013-07-00
Type: Reports - Research
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Teaching Methods,Self Determination,Chinese,Adult Learning,Second Language Learning,Seminars,Regression (Statistics),Academic Persistence,Blended Learning,Surveys,Questionnaires,Foreign Countries,Academic Achievement,Instructional Effectiveness

The purpose of the paper is to examine whether the sub-constructs of self-determination, that is, learners' perceived level of autonomy, competence, and relatedness, predict learning flow, persistence, and achievement in a blended learning context. Participants are 102 adult learners who voluntarily registered for a Chinese language learning seminar, which consisted of weekly offline meetings and supplementary online activities for 24 weeks. A series of regression analysis revealed that autonomy, competence, and relatedness significantly predicted learning flow, which significantly predicted persistence. Also, competence and relatedness, and learning flow predicted achievement. [For the full proceedings see ED562127.]
LingoBee--Crowd-Sourced Mobile Language Learning in the Cloud
Author: Petersen, Sobah Abbas
Date: 2013-03-00
Type: Reports - Research
Subjects: Technology Uses in Education,Educational Technology,Electronic Learning,Telecommunications,Handheld Devices,Higher Education,Teaching Methods,Case Studies,Second Language Learning,Computer Oriented Programs,Social Networks,Foreign Countries,Undergraduate Students,Spanish Speaking,Italian,English (Second Language),Foreign Students,Norwegian

This paper describes three case studies, where language learners were invited to use &quot;LingoBee&quot; as a means of supporting their language learning. LingoBee is a mobile app that provides user-generated language content in a cloud-based shared repository. Assuming that today's students are mobile savvy and &quot;Digital Natives&quot; able to engage in language learning autonomously using technology, initial studies were conducted with little or no intervention by the language teachers. However, the support and guidance provided within a teacher-led context can impact positively on learner engagement and use of LingoBee. The case studies confirm this hypothesis. This paper answers the research question: Does the level of the support and guidance, pedagogical approach and prior learning impact on learners' engagement and use of LingoBee? [For the full proceedings, see ED562140.]
Walking towards Instrumental Appropriation of Mobile Devices. A Comparison of Studies
Author: Hernandez Serrano, Maria José
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: Handheld Devices,Information Technology,Electronic Learning,Computer Uses in Education,Comparative Analysis

The study of instrumental appropriation is considered a relevant outstanding and productive perspective in the arena of Mobile ICT and learning. This paper seeks for the consolidation of this perspective at a theoretical and analytical level. Regarding the theoretical level, two characteristics of mobile devices--flexibility and mobility--are explored in order to make explicit the relevance of the instrumental appropriation. Also, the division of the instrumental appropriation into two levels (external and cognitive) is discussed. Regarding the analytical level, a comparison of European studies are presented, in order to analyze what is the level of application of the &quot;appropriation perspective&quot; that may be found in the pre-existent studies. Results from this comparison revealed that the consideration of this perspective was limited and unspecific. For a better understanding about the educational impact of the instrumental appropriation more research is needed, specifically regarding the division of the appropriation into the practical level and the human cognitive level. [For the full proceedings, see ED562140.]