Frontiers in education technology最新文献_第9页

Over-Parenting in Middle School: How Can Parents Help? 中学过度教育:家长如何帮助?

Frontiers in education technology Pub Date : 2019-10-09 DOI: 10.22158/fet.v2n4p201

Suzanne F Lindt

引用次数: 4

The Impact of Racial Identity and Social Spaces on the Academic Experiences of Biracial Students: A Phenomenographic Study for School Administrative Intervention 种族认同和社会空间对混血儿学生学业经历的影响:学校行政干预的现象研究

Frontiers in education technology Pub Date : 2019-09-11 DOI: 10.22158/fet.v2n4p185

Maria Judith R. Raagas

引用次数: 1

Comparison and Fusion Research of Graduate Training between China and France in the Double First-Rate Background 双一流背景下中法研究生培养的比较与融合研究

Frontiers in education technology Pub Date : 2019-09-10 DOI: 10.22158/fet.v2n4p181

Yuanbin Wang

引用次数: 0

The Use of Technology in English Language Teaching 技术在英语教学中的应用

Frontiers in education technology Pub Date : 2019-08-30 DOI: 10.22158/fet.v2n3p168

Alqahtani Mofareh A

{"title":"The Use of Technology in English Language Teaching","authors":"Alqahtani Mofareh A","doi":"10.22158/fet.v2n3p168","DOIUrl":"https://doi.org/10.22158/fet.v2n3p168","url":null,"abstract":"The application of modern technology represents a significant advance in contemporary English language teaching methods. Indeed, Mohammad Reza Ahmadi (2018) maintains that electronic teaching programmes have become the predominant preference of instructors since they arguably boost positive student engagement with teachers and incentivize overall English language learning. Most contemporary English language teachers now actively incorporate a range of technological aids designed to facilitate optimum teaching delivery. The current research therefore addresses various elements of the technology used in English teaching by devising innovative curricula which harnesses recent scientific and technical developments, equip instructors with the technological skills to ensure effective and quality subject delivery, provide technical media such as audio-visual and modern technical programmes, and create student-teacher platforms which maximize positive language learning outcomes. For the purposes of this study, the relevant literature has been reviewed, technology defined linguistically and conventionally, and correlation with modern teaching skills fully evaluated. In light of this, the researcher outlines the fundamental research problem, elucidates the significance of the research objectives and hypotheses, and presents the findings. The paper concludes by offering a number of recommendations which may further contribute to the improvement of teaching methods by advancing the widespread application of modern technology.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49258835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 57

Informal Correspondence by Greek Learners of the Italian Language: A Study Based on Learner Corpora, Native Corpora and Textbooks 希腊意大利语学习者的非正式函授:基于学习者语料库、母语语料库和教科书的研究

Frontiers in education technology Pub Date : 2019-08-28 DOI: 10.22158/fet.v2n3p159

K. Florou

引用次数: 0

Portable Screen Time and Kindergarteners’ Attention with Content as a Potential Moderator 移动屏幕时间与幼儿园儿童注意力的关系及其内容的调节作用

Frontiers in education technology Pub Date : 2019-08-20 DOI: 10.22158/FET.V2N3P141

Kimberly B Vigil

{"title":"Portable Screen Time and Kindergarteners’ Attention with Content as a Potential Moderator","authors":"Kimberly B Vigil","doi":"10.22158/FET.V2N3P141","DOIUrl":"https://doi.org/10.22158/FET.V2N3P141","url":null,"abstract":"Portable screens such as smart phones and tablets are a normal part of children’s everyday lives, yet excessive media use presents a multitude of health and developmental concerns. Specifically, the impact of portable screen time on children’s attention is unknown, and screen time could potentially result in negative outcomes including poor school readiness and social difficulties. The purpose of this study was to assess the relationship between portable screen time and kindergarteners’ attention (the first research question), and to investigate learning content as a potential moderator (the second research question). Data were collected using the Preschool and Kindergarten Behaviors Scale, 2nd Edition attention subscales and questionnaires on portable screen time and content, and analyzed via hierarchical multiple regression. Results included a significant relationship between screen time and attention, where, as screen time increased, attention decreased, and insignificant findings for a moderating relationship between screen time and content on attention. It was recommended that adults monitor children’s portable screen time to ensure attention is not compromised, and that screen time be utilized for educational purposes using quality programming. Recommendations for future research include studies which address portable screen time and learning content, structure/pacing, interactivity, and context of children’s screen time.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48966335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student Evaluations of Teaching: Is There a Relationship between Student Feedback on Teaching and the Student Final Grade? 学生对教学的评价:学生对教学的反馈与学生最终成绩之间是否存在关系?

Frontiers in education technology Pub Date : 2019-07-04 DOI: 10.22158/FET.V2N3P124

Darren Pullen, S. Collette, Loan Dao

{"title":"Student Evaluations of Teaching: Is There a Relationship between Student Feedback on Teaching and the Student Final Grade?","authors":"Darren Pullen, S. Collette, Loan Dao","doi":"10.22158/FET.V2N3P124","DOIUrl":"https://doi.org/10.22158/FET.V2N3P124","url":null,"abstract":"The use of Student Evaluations of Teaching (SET) has become widespread practice in higher education despite inconclusive evidence reported in the literature around its validity. Not surprisingly, the question of the validity of SET continues to be a current debate in higher education, pointing to more research to be conducted in this area. The current study contributes to broadening knowledge and understanding on the validity of SET by drawing on an online unit evaluation completed by students (n=2430 out of total student enrolment of N=7757) in one university across three postgraduate education programs over a two-year period, to determine whether there is a relationship between student feedback on teaching and student final unit grade. Findings revealed that students who achieved very high or very low final unit grades did not participate in the SET, while students who achieved Pass or Credit grades partook in the SET, thus providing feedback. This indicates that teaching and evaluating staff need to be aware that a large subset of their students that are not providing feedback to staff to improve the quality of their courses.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44448453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparison on Training Mode of Graduate Education between France and China 中法研究生教育培养模式比较

Frontiers in education technology Pub Date : 2019-05-13 DOI: 10.22158/FET.V2N2P120

Wang Yuanbin, Liu Shulin

引用次数: 0

Appropriate Technology in Knowledge Management for Public University Lecturers 公立大学讲师知识管理中的适宜技术

Frontiers in education technology Pub Date : 2019-05-07 DOI: 10.22158/FET.V2N2P108

C. C.

{"title":"Appropriate Technology in Knowledge Management for Public University Lecturers","authors":"C. C.","doi":"10.22158/FET.V2N2P108","DOIUrl":"https://doi.org/10.22158/FET.V2N2P108","url":null,"abstract":"In this research objective was to studies appropriate technology for knowledge management in the case of public university lecturers. Using the Delphi technique, the researcher conducted interviews with twenty experts involved in education administration, academic affairs, and knowledge management at institutes, faculties, offices, and educational institutions. Data were collected from the experts three times. The first round involved structured interviews. The second and third rounds involved the use of a five-rating scale questionnaire. Computing the median for the data collected from the experts. Thence the median was determined for the lower and upper quartiles. The values for the criteria used by the researcher were a median at the high level upwards greater than 3.50 (Md>3.50) with a concomitant interquartile range of less than 1.50 (>1.50). Findings show that appropriate technology in knowledge management for public university lecturers as agreed by experts consists of five aspects: (1) knowledge acquisition; (2) knowledge creation; (3) knowledge storage and access; (4) knowledge sharing; (5) learning. Of the 37 items appropriate technology found at the highest level pertains to 15 items. At a high level 22 items are found. The median ranged from 3.72 to 4.95 and the interquartile range was from 0.25 to 1.19.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45382077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effective Practices of Succesful Blended Learning Schools 成功的混合学习学校的有效实践

Frontiers in education technology Pub Date : 2019-04-25 DOI: 10.22158/FET.V2N2P88

A. Mathews, C. Ward

{"title":"Effective Practices of Succesful Blended Learning Schools","authors":"A. Mathews, C. Ward","doi":"10.22158/FET.V2N2P88","DOIUrl":"https://doi.org/10.22158/FET.V2N2P88","url":null,"abstract":"Blended learning is a teaching technique utilizing face-to-face teaching and online or technology-based practice in which the learner has the ability to exert control over the pace, place, path, or time of learning. Schools that employ this teaching method often demonstrate larger gains than traditional programs due to their increased ability to differentiate and quickly assess student learning. This study sought to determine ways blended-learning models contribute to student success, how blended-learning schools are measuring student success, and how administrators are supporting teachers in their use of blended techniques.In this mixed-methods study, survey data were collected from 230 teachers and 43 administrators in blended-learning programs. Interviews were conducted with teachers and administrators at two school sites in the Southwestern most region of the United States, along with classroom observations and reviews of participating schools’ Local Control Accountability Plans (California Department of Education, 2017) and mission statements. Results yielded five consistent themes: an understanding of student needs to drive individualized instruction, varied and individual success criteria, strong relationships with students tied to decision-making that fosters individual achievement, student needs as a driving force behind the development of school programs, and an increased level of student choice to combat low motivation.","PeriodicalId":93436,"journal":{"name":"Frontiers in education technology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48921467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0