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Browsing by Subject: Teachers

  1. The Influence of Different Virtual Manipulative Types on Student-Led Techno-Mathematical Discourse

    Katie Anderson-Pence, University of Colorado Colorado Springs, United States; Patricia Moyer-Packenham, Utah State University, United States

    Journal of Computers in Mathematics and Science Teaching Vol. 35, No. 1 (January 2016) pp. 5–31

    This exploratory study examined the influence of different virtual manipulative (VM) types on the nature of student pairs’ techno-mathematical discourse (TMD). Three fifth-grade student pairs... More

    pp. 5-31

  2. Investigating the Social Interactions of Beginning Teachers Using a Video Annotation Tool

    Joshua Ellis, Michigan Technological University, United States; Justin McFadden, University of Louisville, United States; Tasneem Anwar & Gillian Roehrig, University of Minnesota, United States

    Contemporary Issues in Technology and Teacher Education Vol. 15, No. 3 (September 2015) pp. 404–421

    This study examines the use of a digital video annotation tool used by beginning in-service secondary science and mathematics teachers in the Teacher Induction Network (TIN). TIN is an online... More

    pp. 404-421

  3. Nakhon Ratchasima Teachers’ Using of Smartphones in English Language Teaching

    Supit Karnjanapun, Vongchavalitkul University, Thailand

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 944–950

    Abstract: The purposes of this survey were to investigate in depth the level of awareness and openness access to smartphone among English language teachers. The survey also attempted to find out... More

    pp. 944-950

  4. TOWARDS A TAILOR-MADE BLENDED LEARNING TRAINING FOR TEACHERS Developing teachers’ blended learning profile

    Lore Demedts & Frederic Raes, Artevelde University College Ghent (Belgium), Belgium

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 920–923

    This project focuses on insights into the current scope of teachers who are using blended learning to create an added value in the classroom. In order to develop better training tracks for teachers... More

    pp. 920-923

  5. Online Training for Cooperating Teachers and University Supervisors in Kentucky

    Amanda Goodwin, Asbury University, United States

    EdMedia: World Conference on Educational Media and Technology 2015 (Jun 22, 2015) pp. 841–844

    The following is a brief discussion of the process by which a state-mandated online training was created, designed, redesigned, and disseminated to colleges and universities in Kentucky. In the... More

    pp. 841-844

  6. Design Guidelines Through Educational Mining

    Christian Ostlund & Lars Svensson, University West, Sweden

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1854–1857

    Great effort is put into improving online education, focusing on how students learn and how teachers’ can help the students’ to be effective in that process. Recently the interest in using web... More

    pp. 1854-1857

  7. A Survey on Elementary School Teachers' Attitude toward Robot

    Seong-Won Kim & Youngjun Lee, Korea National University of Education, Korea (South)

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1802–1807

    Modern society has importance for the robot increases. But robot research for teachers is not enough. So in this study investigates teachers’ attitudes toward robots in the classroom in Korea.... More

    pp. 1802-1807

  8. Appropriate Technology in STEM Education: Using a Rubric to Assess iPad Apps

    Mary Margaret Capraro, Sandra Nite, Mahati Koplara & Robert Capraro, Texas A&M University, United States; James Morgan, Sturt University, Australia; Luciana Barrosa, Texas A&M University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1719–1725

    Mathematics apps support learning by providing an adjustable learning pace, difficulty level, content-based engaging activities and at times instant feedback. This paper summarizes an attempt to... More

    pp. 1719-1725

  9. Toward Caring Teachers in E-Learning

    Abdullah Alasmari, Southern Illinois University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1672–1677

    Care in the classroom is among the most important pedagogical techniques. Engaging in a caring pedagogy allows us the opportunity to work with students in transforming society in more just ways. We... More

    pp. 1672-1677

  10. “We Don't Need No Stinking Badges” Wait! What? Certifications & Badges for the Adoption of New Innovations

    Valeri Paul, PFM Associates, United States; Cynthia Sistek Chandler, National University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1552–1556

    This research examines certifications of educators by corporations, such as Apple™, Google™ and many others. These organized certifications support communities of educators, who are trained in the ... More

    pp. 1552-1556

  11. Adaptemy Science: Adaptive Learning for Science for Next Generation Classroom

    Ioana Ghergulescu, Conor Flynn & Conor O'Sullivan, Adaptemy, Ireland

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1477–1482

    This paper proposes Adaptemy Science, and adaptive learning environment for science for the next generation classroom. Adaptemy Science is built on existing research on adaptive learning and... More

    pp. 1477-1482

  12. Preparing Pre-Service Teachers for Practice Teaching: Digital Storytelling Using Cartoon-Based Imagination and Interventions in the LMS

    Takeshi Kitazawa, Tokyo Gakugei University, Japan; Toshio Mochizuki, Senshu University, Japan; Hideo Funaoi, Soka University, Japan; Hideyuki Suzuki, Ibaraki University, Japan; Hiroshi Kato, The Open University of Japan, Japan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1258–1263

    This paper describes the effects a series of pre-practice-teaching lessons on pre-service teacher training at a university. We focus on a digital storytelling task, which helped participants to... More

    pp. 1258-1263

  13. Game Me! What Pre-Service Teachers Should Know About Gaming and Gamification

    Lorraine Beaudin, University of Lethbridge, Canada

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1218–1221

    In the last several years, educators have seen an increased awareness and interest in using gaming in the classroom. This paper provides a brief overview of some of the benefits of gaming and... More

    pp. 1218-1221

  14. Designing a tool to support teachers with the TPACK framework

    Fei Fang, Learning Technologies, College of Education & Human Development, University of Minnesota, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1079–1084

    As intended by Mishra and Koehler (2006), the TPACK framework has values in supporting teachers in teaching practices. However, it has been used primarily for teacher educators and researchers.... More

    pp. 1079-1084

  15. A Physics Class Model that Predicts Student Performance

    Muhammad Riaz & Elsa Sofia Morote, Dowling College, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 897–902

    The purpose of this study was to examine how simulations in physics class, student engagement, critical thinking, cooperative learning, and use of simulations predict students 'performance as... More

    pp. 897-902

  16. Have Pre-Service Teachers’ Technology Skills Changed in the Last 14 years?

    Ian Loverro, Central Washington University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 843–848

    In 2001, 180 pre-service teachers completed a survey designed to assess the confidence with which they engaged in particular technology-related activities, on the first day of their education... More

    pp. 843-848

  17. Automatic Summary Grading on Narrative Article for English Learner

    Jia-Ling Koh & Han Wang, National Taiwan Normal University, Taiwan; Chen-Yu Huang, Taipei Municipal Shilin High School of Commerce, Taiwan; Greg Lee, National Taiwan Normal University, Taiwan

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 823–830

    The open questions about article's summarization can evaluate whether students understand the content of an article. However, it is a time-consuming task for teachers to give feedback and score.... More

    pp. 823-830

  18. Pre-service teacher ICT skill-set: Not a simple issue

    Kathy Jordan, RMIT University, Australia; Leanne Compton, Victorian Curriculum and Assessment Authority, Australia

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 799–806

    For some time, a consistent theme in Teacher Education has been that graduates lack the necessary skill-set to use ICT in their practice. In Australia, the recent implementation of national... More

    pp. 799-806

  19. Educator Development as Predicted by the Use of Wikis in an e-Learning Environment

    Lisa Longoria, Omar Alobud, Hunter Black & Lorne Olfman, Claremont Graduate University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 724–734

    Online learning tools present a unique opportunity to improve outcomes for many adult learning programs. In particular, wikis allow users to collaborate and edit an online document, which can... More

    pp. 724-734

  20. Supporting Online Teachers with Instructional Design

    Sally Baldwin & Yu-Hui Ching, Boise State University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 537–542

    Instructors accustomed to teaching in a traditional format are increasingly involved in online course design. This task involves adjusting to a new format, developing online courses, and learning... More

    pp. 537-542