ethanporcaro/eric-fulltext-meta huggingface dataset:
When the Trainer Is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya
Author: Kinyua, Ann Hildah Gatakaa
Date: 2021-00-00
Type: Journal Articles
Subjects: Stakeholders,Curriculum Implementation,Open Educational Resources,Barriers,Access to Education,Secondary School Teachers,Teacher Competencies,Knowledge Level,Technological Literacy,Internet,Disadvantaged Schools,Negative Attitudes,Educational Facilities,Geographic Isolation,Foreign Countries

Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers' ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.
Effects of Free Day Secondary Education Policy on Academic Performance of Rural Public Day Secondary Schools in Kilifi County, Kenya
Author: Olang'o, Jorry
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary Education,Educational Policy,Academic Achievement,Foreign Countries,Predictor Variables,Enrollment Trends,Educational Resources,Educational Finance,Expenditure per Student

The purpose of the study was to investigate the influence of Free Day Secondary Education (FDSE) policy on academic Performance of Rural Public Day Secondary Schools (RPDSS) in Kilifi County, Kenya. The study adopted descriptive survey research design and a sample of 375 subjects was considered sufficient. Structured questionnaires and interview schedules were used to collect data from principals, teachers, and education directors. Data on performance and enrolment were collected through document analysis. Reliability of the instruments was ascertained through test and retest method that yielded a correlation coefficient of 0.83, an indication of reliable instruments. The study found out that there was a decrease in school mean score between 2003-2007 and 2013-2017. There was a strong positive correlation (r = 0.93) between enrollment and poor performance. Further, learning resources and student finances were inadequate. The study recommends a reduction in class size, timely disbursement and increased students' capitation.
What Prevents Teacher Educators from Accessing Professional Development OER and MOOC? Storytelling and Professional Identity in Ugandan Teacher Colleges
Author: Buckler, Alison
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Educators,Teacher Education,Tutors,Professional Development,Open Educational Resources,Online Courses,Personal Narratives,Expectation,Professional Identity,Professional Autonomy,Role Perception,Self Concept,Responsibility,Interpersonal Relationship,Knowledge Level,Context Effect,Foreign Countries

Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers. Yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on how 39 tutors from eight colleges in Uganda see their professional role and their responsibilities, and if professional development OER will have any impact on their professional role. The research adopted a storytelling approach. Tutors were supported in developing a (true) story about their work that they felt would give previously untold insight into their profession. The stories were analysed through a professional identity lens. The group emerged as agentive and caring, committed to developing as teacher educators but with a highly individual approach to their work. The nuanced understanding of tutor professional identity facilitated insights into why professional development OER aimed at this group did not have the intended impact.
Rethinking Problem-Solving Teaching Strategies in the Primary Sector for Both Face-to-Face and Online Delivery
Author: Kuboni, Olabisi
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Teaching Methods,Conventional Instruction,Web Based Instruction,Foreign Countries,COVID-19,Pandemics,Elementary School Students,Video Technology,Instructional Effectiveness,Technology Uses in Education,Mathematics Instruction

This paper reports on a review of a series of video tutorials that were developed for offering at a distance to primary school students of Trinidad and Tobago during the pandemic. The materials selected for the review focused on the teaching of problem-solving skills based on topics drawn from the mathematics curriculum. The tutorials were developed and presented by primary school teachers with support from the Ministry of Education. The main purpose of this review was to assess the instructional strategies employed in the delivery of the video tutorials. An inductive-deductive approach was employed for this purpose. The review also sought to examine the effectiveness of video broadcast to support instructional delivery. The reviewer's overall conclusion was that greater attention should be paid to formulating strategies specifically for the task of solving a given class of problems, rather than simply relying on the procedures derived from the underpinning mathematical operations. The reviewer made some brief recommendations about the development of a technology-use policy intended to deploy educationally-appropriate modern technology to support the learning of primary school students.
(Re)Designing Augmented Reality Applications to Facilitate Intercultural Telecollaboration
Author: Hadjistassou, Stella
Date: 2021-00-00
Type: Journal Articles
Subjects: Simulated Environment,Classroom Environment,Classroom Techniques,Vignettes,Intercultural Communication,Telecommunications,Handheld Devices,Integrated Learning Systems,Second Language Instruction,Chinese,Professional Development,College Freshmen,International Educational Exchange,Behavior Problems,Experiential Learning,Culturally Relevant Education,Cooperative Learning,Foreign Countries

This paper draws on design-based research to develop a real-world classroom Augmented Reality (AR) scenario, which was accompanied by tasks used to mediate intercultural telecollaboration. It investigates the role of these tasks and AR scenario in enacting affordances to enrich students' learning experiences, to establish a connection between classroom management techniques, their local context and future teaching practices and to promote insightful reflections on such practices. The trajectories upon which these tasks were designed were practice-oriented, where students were invited to explore three options in dealing with classroom misbehavior and reserved students. Using their mobile devices, students could view in AR a classroom setting, a student's disruptive behavior and three possible approaches in dealing with such behavior. Upon exploring the three options in handling classroom misbehavior, students across the two participating academic institutions in Europe could post their comments on a newly created platform, ReDesign.
Learning Software Development through Modeling Using Object Oriented Approach with Unified Modeling Language: A Case of an Online Interview System
Author: Kalinga, Ellen A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematical Models,Computer Software,Student Projects,Active Learning,College Students,Cooperative Learning,Class Activities,Interviews,Computer Mediated Communication

This paper demonstrates the learning of software engineering through modeling using Object-Oriented Analysis and Design approach with Unified Modeling Language. An online interview management system case project to the whole class was used to develop the software requirement specification. Through modelling, the processes to be considered in software development were also elaborated, where it starts with the identification of major or basic processes of the domain of application, followed by the identification of activities to be performed under each basic process and, finally, transforming the activities highlighted in the functional requirements presentation. Modeling was practised by students through group case projects, and students were active, engaging and focusing on the learning process in such a way that more than 85.9% of students had the courage to attempt design questions during university examinations.
Developing Skills to Unlock Kenya&apos;s Industrial Growth: The Influence of Provision of Modern Teaching and Learning Equipment in TVET in Kenya
Author: Musyimi, Caroline
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Student Attitudes,Educational Quality,Employment Level,Employment Qualifications,Equipment,Self Efficacy,Job Skills,Industrialization,Program Effectiveness,Educational Technology

This study explores the influence of modern teaching and learning equipment on improving vocational education quality and employment rates and its long-term effect on Kenya's journey to achieve industrialisation by the year 2030. The study adopted a cross-sectional survey research design. Stratified random sampling was used to sample 172 students. Data was collected using questionnaires and analysed through the theoretical lenses of globalisation and vocationalism. The results show that the provision of modern equipment has improved Kenyan TVET classrooms to meet industrial standards and allowed the development of essential skills. Also, there has been improved collaboration between TVET institutions and local industries, exposing TVET students to the real labour market while still in college. The TVET students had also improved confidence in themselves and they had acquired employability skills. The findings of this study further revealed that the government of Kenya has increased its efforts in revitalizing the TVET institutions with modern teaching and learning equipment to improve the quality of training in those institutions.
Outlining Interactional Competence: Conceptualisation, Teaching, and Testing with Conversation Analysis and Concept-Based Instruction
Author: Azamatovna, Khilola Uralova
Date: 2021-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Teaching Methods,Concept Formation,English (Second Language)

Widely recognized lately, interactional competence (IC) has been of growing research interest. However, there are still some questions and gaps in conceptualizing, operationalization, and assessment. The present article examines the evolution of the combination of concept-based instruction (CBI) elements and conversation analysis (CA) findings implemented in the teaching and testing of IC.
Developing EFL Learners&apos; Speaking Fluency: Use of Practical Techniques
Author: Ghasemi, Ali Asghar
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Oral Language,Language Fluency,Student Placement,Language Tests,Speech Communication,Second Language Learning,Second Language Instruction,English (Second Language),Concept Mapping,Comparative Analysis,Classroom Techniques,Pretests Posttests,Test Preparation,Foreign Countries

This research explores the role of concept mapping and speech repetition in developing EFL learners' oral fluency. Eighty language learners, after passing an in-house placement test, were randomly assigned into two equal experimental groups. The data analyses demonstrated that both groups' oral fluency significantly improved when they were trained to apply concept mapping and 4/3/2 technique. It was argued that concept mapping helps them take a more active role to effectively organize the concepts, plan their tasks, and monitor their activities. Besides, repetition techniques may lead to linguistic proceduralization and automaticity which results in positive changes in underlying cognitive mechanisms and ultimately contributes to long-term and transferrable effects on speaking fluency. Furthermore, a semi-structured interview was run to triangulate the data. This paper discusses some implications for instructors and educators.
Examination of School Principals&apos; Use of Technology and Individual Innovation Behaviors from the Perspectives of Female Teachers
Author: Mert, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,School Administration,Administrator Behavior,Leadership Effectiveness,Technology Uses in Education,Educational Technology,Innovation,Adoption (Ideas),Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Women Faculty,Foreign Countries

Concepts related to information and communication technologies such as technology use and individual innovation have recently become important concepts to increase educational effectiveness. Therefore, this study aims to examine school principals' use of technology and individual innovative behaviours of female teachers. The qualitative research method and phenomenology design were used in the research. The data were collected through semi-structured interviews, and twenty female teachers working in secondary schools in Ümraniye, Üsküdar, and Atasehir participated in the study. The data were analysed with content analysis. The main themes resulting from the determined codes are 'technological goals', 'pioneering behaviours', 'non-innovative behaviours', 'creative behaviours', 'traditionalist behaviours', and 'encouraging behaviours'.
The Prediction Role of Delay of Gratification on Game Addiction in Children
Author: Söylemez, Aydin
Date: 2021-00-00
Type: Journal Articles
Subjects: Delay of Gratification,Computer Games,Addictive Behavior,Elementary School Students,Preadolescents,Grade 3,Grade 4,Predictor Variables,Access to Computers,Rewards,Internet,Television,Foreign Countries

This research investigates the prediction of delaying gratification on game addiction among primary school students who attend the 3rd and 4th-grade. This study, in which the delay of gratification behaviour correlated with game addiction among children, was carried out using a descriptive survey model. The study sample consisted of 318 students who attend 3rd and 4th-grade classes in a primary school in Kocaeli. Of the total 318 participants, 103 (32.4%) were 3rd graders and 215 (67.6%) were 4th graders. The gender ratios of the participants were 48.4% (154) female and 51.6% (164) male students. In the study, the Game Addiction Scale in Children and the Delay of Gratification Scale was implemented as data collection instruments. SPSS 23.0 package program was used for the analysis of the data. Descriptive statistics, correlation and regression analyses were used to analyse the data. Analysis findings showed a significant and positive correlation between game addiction and subfactors in the delay of gratification behaviours with the value of r=0.658 for internet and TV, r=0.584 for technology, r=0.501 for sports, r=0.361 for money, and r=0.174 for food. As a result of the regression analysis, it was seen that the delay of gratification behaviours and its subfactors affected game addiction. With these results, the research, aimed to contribute to the disciplines related to psychological counselling and addiction regarding psychometric qualifications.
An Appraisal of Novice and Experienced Iranian EFL Instructors&apos; Conceptualizations of TBLT
Author: Firoozkohi, Amir Hossein
Date: 2021-00-00
Type: Journal Articles
Subjects: Experienced Teachers,Beginning Teachers,Teaching Experience,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Communicative Competence (Languages),Likert Scales,Teaching Methods,Teacher Attitudes,Task Analysis,Evaluation Criteria,Faculty Development

The present study examines Iranian EFL instructors' conceptualizations of task-based language teaching (TBLT) to identify whether teaching experience plays a significant role in their familiarity with the theoretical underpinnings of TBLT. One hundred sixty-two EFL instructors, reportedly practicing CLT, took part in the study; they were grouped into two categories of novice (N=74) and experienced (N=88). They were asked to fill out a five-point Likert-scale questionnaire designed by the researchers. The responses from the participants were then measured against Ellis's (2012) criteria of task. The analyses indicated that both novice and experienced language instructors lacked a clear understanding of the ins and outs of TBLT. The findings suggest that without having been fully introduced to this approach, one cannot expect teachers to perform well in a task-based classroom. Hence, not only should stakeholders, administrators, and teacher educators consider offering teaching practicum opportunities, but they also should include introductory courses and workshops at theoretical levels for all teachers, irrespective of their teaching experience.
Views of Pre-Service Teachers in Different Disciplines about Coding with Arduino
Author: Basarmak, Ugur
Date: 2021-00-00
Type: Journal Articles
Subjects: Coding,Preservice Teachers,Student Attitudes,Teaching Methods,Educational Technology,Technology Uses in Education,Majors (Students),Gender Differences,Student Interests,Mathematics Education,Science Education,Computer Science Education,Program Effectiveness,Skill Development,Robotics,Computer Software,Equipment

When the needs of present and future life are examined, 21st-century skills are gaining importance day by day. There are various teaching methods, techniques and aids that support the development of individual skills and characteristics. Coding has also taken its place among these methods and techniques and continues to gain popularity with increasing speed. In this study, the aim was to create a learning environment where pre-service teachers can experience coding practices. In this context, the study aimed to determine the views of pre-service teachers about their experiences regarding Arduino implementations. In line with this purpose, a workshop was designed where Arduino implementations with the mBlock platform included 30 students studying in the department of computer and instructional technologies, science education department and mathematics education department. This study consists of qualitative data in the form of the case study. Research data was collected with a semi-structured interview form that included four open-ended questions. The final form was obtained by receiving expert opinions about the questions. During the interview process, each participant was informed about the interview's purpose and confidentiality and registration permission was obtained. The content analysis method was used in the data analysis process. The research results were discussed in light of the literature and suggestions were made based on the experiences gained for future researchers.
Improving the Quality of Competency-Based Assessment through a Classroom Training Activity
Author: Haris, Ikhfan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Performance Based Assessment,Evidence,Mathematics Instruction,Indonesian,Summative Evaluation,Formative Evaluation,Competency Based Education,Educational Change,Curriculum Development,Active Learning,Elementary School Students,Foreign Countries,Educational Quality,Educational Improvement

The objective of this paper is to contribute to the discussion and reflection of a classroom training activity as a method to improve the quality of competency-based assessment in the courses of Mathematics and &quot;Bahasa Indonesia.&quot; The Introduction describes the theoretical perspectives and the concept of competency-based curriculum as well as competency-based assessment. It also outlines a practical example of competency-based instruction in Mathematics and &quot;Bahasa Indonesia,&quot; as well as the structure of the new curriculum as a competency-based framework, an approach to assessment using summative or formative assessment. Furthermore, the paper explores active learning and active assessment with an example from a Bahasa Indonesia course using assessment observations and ongoing assessment as examples for competency-based assessment. Finally, the paper concludes with a detailed analysis of a method to collect evidence through analysis and compiling evidence through observation. There is a short identification analysis on participative learning and participative assessment in competency-based assessment.
CLIL Approach and the Fostering of &quot;Creactical Skills&quot; towards a Global Sustainable Awareness
Author: Cruz, Mário
Date: 2021-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Bilingual Education,Skill Development,21st Century Skills,Critical Thinking,Creativity,Cooperation,Cultural Awareness,Global Approach,Sustainable Development,Primary Education,Private Schools,Program Effectiveness,Program Implementation,Lifelong Learning,Young Children,Foreign Countries

In this article we will present a study undertaken in the scope of a Content and Language Integrated Learning project, which was implemented at a local private primary school in the Oporto area, Portugal. This project takes into account the promotion of a teaching and learning process based on the fostering of 21st Century skills, the so-called &quot;creactical skills&quot;, i.e., critical thinking and creativity into action (Ohler, 2013) and a global and sustainable awareness. By developing an action research project and following a mixed-method research methodology, we analysed the project's implementation, online questionnaires results, and other data including lesson plans, supervision reports/notes, pictures, videos and projects in order to find evidence of practices which foster the &quot;creactical skills&quot;. The results show that pupils' critical thinking, creativity, collaboration, and cultural awareness skills may have been fostered, but there is still some work to be done regarding other skills mainly due to teachers' approaches which have to change.