The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform

Saundra Faris - One of the best experts on this subject based on the ideXlab platform.

  • integrating technology into preservice literacy instruction a survey of Elementary Education students attitudes toward computers
    Journal of research on computing in education, 2000
    Co-Authors: Judy A Abbott, Saundra Faris
    Abstract:

    AbstractMany teacher Education programs are integrating technology experiences into professional Education courses. This study examined the attitudes toward the use of computers by preservice teachers before and after a semester-long literacy course that required the use of technology to complete assignments and activities. Sixty-three undergraduate Education students participated in this study by completing pre- and postcourse surveys consisting of three attitude-toward-computer instruments. Two of the three instruments revealed a statistically significant difference in the mean scores from pre- to postcourse surveys, suggesting that both the Computer Attitude Questionaire (CAQ, Knezek and Miyashita, 1994) and the modified Computer Attitude Scale for Secondary Students (CASS, Jones and Clarke, 1994) adequately ascertain shifts in attitudes toward computers when adding a technology component to existing literacy courses. The results of this study suggest that increases in positive attitudes toward compute...

Amita Chudgar - One of the best experts on this subject based on the ideXlab platform.

  • the challenge of universal Elementary Education in rural india can adult literacy play a role
    Comparative Education Review, 2009
    Co-Authors: Amita Chudgar
    Abstract:

    Many Indian children, especially those in rural areas, do not complete Elementary Education. Indeed, many never enroll in school, and many drop out after only a few years of schooling. An even larger proportion of India’s adults are illiterate. In the wake of the millennium development goals (MDGs) and conversations about Education for All, India’s government has focused its Educational policy on increasing school enrollment and retention. Meanwhile, it has paid comparatively limited attention to adult illiteracy. In a developing economy with scarce resources, it is understandably difficult to spend to meet multiple social needs simultaneously. I suggest, however, that a stronger focus on adult literacy may support, rather than compete with, the nation’s goal of achieving universal Elementary enrollment and completion. In this article, I use two nationally representative data sets from rural India to explain why. The article is divided into five sections. In the first section, I review India’s school enrollment situation. In the second section, I review the adult illiteracy problem, which has received comparatively limited attention. In the final sections, I present and discuss empirical analyses of the relationship between adult illiteracy and (a) current Elementary school enrollment and (b) Elementary school completion, present and discuss results, and conclude.

Sadegul Akbabaaltun - One of the best experts on this subject based on the ideXlab platform.

  • complexity of integrating computer technologies into Education in turkey
    Educational Technology & Society, 2006
    Co-Authors: Sadegul Akbabaaltun
    Abstract:

    Integrating Information and Communication Technologies (ICT) into a centralized Education system such as Turkey’s depends on its successful design and application, which is an expensive and complex process. The aim of this study was to identify the issues related to integrating computer technologies into a centralized Education system. Data were collected from seventeen school principals, fifteen computer coordinators, and one hundred and fifty one Elementary Education supervisors. The sources of data included semi-structured interviews and a survey. By using content analysis, the following ICT implementation issues were identified: infrastructure, personnel, curriculum, administration, and supervision. By improving these areas, IT classrooms will be more effective.

Judy A Abbott - One of the best experts on this subject based on the ideXlab platform.

  • integrating technology into preservice literacy instruction a survey of Elementary Education students attitudes toward computers
    Journal of research on computing in education, 2000
    Co-Authors: Judy A Abbott, Saundra Faris
    Abstract:

    AbstractMany teacher Education programs are integrating technology experiences into professional Education courses. This study examined the attitudes toward the use of computers by preservice teachers before and after a semester-long literacy course that required the use of technology to complete assignments and activities. Sixty-three undergraduate Education students participated in this study by completing pre- and postcourse surveys consisting of three attitude-toward-computer instruments. Two of the three instruments revealed a statistically significant difference in the mean scores from pre- to postcourse surveys, suggesting that both the Computer Attitude Questionaire (CAQ, Knezek and Miyashita, 1994) and the modified Computer Attitude Scale for Secondary Students (CASS, Jones and Clarke, 1994) adequately ascertain shifts in attitudes toward computers when adding a technology component to existing literacy courses. The results of this study suggest that increases in positive attitudes toward compute...

Marta Zgagacz - One of the best experts on this subject based on the ideXlab platform.

  • learning to teach physics through inquiry the lived experience of a graduate teaching assistant
    Journal of Research in Science Teaching, 2004
    Co-Authors: Mark Volkmann, Marta Zgagacz
    Abstract:

    This investigation examines the difficulties encountered by one graduate teaching assistant as she taught Physics for Elementary Education, a large-enrollment, inquiry-based science course taught at a public Midwestern university. The methodological approach of hermeneutic phenomenology served as the lens to investigate the research question, ''What is the lived experience of a graduate teaching assistant as she learned to teach physics through inquiry to Elementary Education students?'' We summarize the findings in terms of the blending of two conceptual frameworks: orientations to science teaching and professional identity. We learned that fundamental beliefs about the nature of science support certain orientations, and if those beliefs remain unchallenged, then the orientation is unlikely to change. Finally, we discuss implications for strategies that may assist college-level instructors with changing their orientation to teaching science. 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 584-602, 2004 National policy documents in science Education (e.g., Benchmarks for Science Literacy, American Association for the Advancement of Science, 1993; National Science Education Standards, National Research Council, 1996) call for K-12 science instruction that is attentive to scientific inquiry. In response to this call for change, science teacher preparation programs have developed pedagogy courses that exemplify inquiry-based approaches (Bianchini & Colburn, 2000; Bryan & Abell, 1999; Hubbard & Abell, 2002), and to a lesser degree, university science departments have implemented science courses for Elementary Education majors that model inquiry (Abell, Smith, & Volkmann, in press; Southerland, Gess-Newsome, & Johnston, 2003; Volkmann & Eichinger, 1999). However, we do not know much about the difficulties college-level instructors face in teaching science through inquiry. This investigation examines the difficulties encountered by one graduate teaching assistant as she taught Physics for Elementary Education (PHYS 290), an inquiry-based science course at a