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Photography; Optics; Science Activities; Educational Technology; Computer Uses in Education; Undergraduate Students; High School Students; Introductory Courses; Inquiry; Laboratory Equipment; College Science; Hands on Science

Abstract:
Optical activity using an iPad as a source of polarized light is demonstrated. A sample crystal or solution can be placed on the iPad running a white screen app. The sample is viewed through a polarized filter that can be rotated. This setup can be used in the laboratory or with a document camera to easily project in a large lecture hall. (Contains 3 figures.)

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Feedback (Response); Systems Approach; Design; High School Students; Student Projects; Problem Based Learning; Conferences (Gatherings); Problem Solving; Educational Technology; Computer Mediated Communication; Internet; Computer Uses in Education; Teaching Methods; Educational Resources

Abstract:
Design thinking is about using design to improve the human experience. It combines collaboration, systems thinking, and a balance of creative and analytical habits. It also fuels what the students want for themselves: making an impact on the real world in real time and having adults take their passions seriously. The process essentially comes down to a continuously evolving feedback loop with four elements: empathy, ideation, prototyping, and testing. In this article, the author discusses the concept of design thinking and how it can be used to teach students to fail better. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Electronic Libraries; Biology; Educational Technology; Internet; Teaching Methods; Science Instruction; Student Attitudes; Computer Uses in Education; Inquiry; High School Students; Secondary School Science; Public Schools; Hands on Science; Science Laboratories; Active Learning; Focus Groups; Teacher Characteristics; Story Telling

Abstract:
Nowadays, there are lots of digital resources available to teachers. Tools such as Teachers' Domain, an online digital library (see "On the web"); interactive whiteboards; computer projection devices; laptop carts; and robust wireless internet services make it easy for teachers to use technology in the classroom. In fact, in one national survey, both teachers and students identified the use of animations, simulations, interactive whiteboards, and computers as essential to quality science learning experiences (Project Tomorrow 2008). However--with or without technology--the principles of good teaching remain the same (NRC 1996, 2000). From digital resources to inquiry-based instruction techniques, what helps high school students learn science? As part of a larger research project, the author and her colleagues asked biology students in eight New York public high schools this question. Here, they share the digital resources and other classroom activities students told them they think help them learn science. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Scientific Research; Cooperation; Climate; Internet; Scientists; Computer Uses in Education; Interaction; Information Technology; Experiments; Inquiry; Data Analysis; Grade 5; Elementary School Science; Plants (Botany)

Abstract:
Computers have changed the landscape of scientific research in profound ways. Technology has always played an important role in scientific experimentation--through the development of increasingly sophisticated tools, the measurement of elusive quantities, and the processing of large amounts of data. However, the advent of social networking and the internet have added a new dimension to the role of computers in science. The large quantity of data that scientists require is now shared on a much wider scale than before and is therefore more available. Collaboration over online channels has become a common way for scientists to interact. In many areas of science--from particle physics to climate change--large teams of scientists work together sharing data and resources and collaborating on the scientific process. Students are often not given opportunities to work with shared data and collaborate online, yet these activities promote key inquiry skills such as analysis and communication. Online collaboration can help foster student-centered learning--it is an engaging medium for students and is a powerful way to promote scientific discussion and theory-building in the classroom. In this article, the author discusses an online collaborative investigation of "Brassica rapa" (Wisconsin fast plants) by fifth-graders during a unit on the life cycle of plants. (Contains 3 figures and 1 online resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Biology; Inquiry; Science Instruction; Climate; Data Analysis; Weather; Meteorology; Science Activities; Scientific Concepts; Secondary School Science; Middle Schools

Abstract:
In this article, the authors present an inquiry-based approach to facilitate student understanding of the differences among common cloud descriptive characteristics through the use of a semi-dichotomous key developed by a former West Virginia state climatologist. The authors also demonstrate how students can analyze common class data sets that describe the outcomes from the semi-dichotomous key throughout a school day to predict future weather events. Whereas other approaches to teaching about common cloud descriptive characteristics have relied on the identification of various cloud types through the use of pictures, this approach is novel in that the authors present a semi-dichotomous key with tangible descriptions to help students differentiate among subtle variations in physical characteristics. Furthermore, student analysis of common class data sets that describe the sequential change in cloud types over relatively short periods of time are then used to develop hypotheses about the changes in atmospheric conditions that may follow such observations. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary Secondary Education; Ethnic Groups; Ethnocentrism; Data Analysis; Internet; Educational Technology; Computer Uses in Education; High School Students; Cross Cultural Studies; Social Bias; Racial Bias; Stereotypes; Peer Relationship; Case Studies; Interviews; Computer Mediated Communication

Abstract:
Ethnocentrism is a condition that influences the development of prejudice and stereotypes of one's own ethnic group (the ingroup) towards foreigners (the outgroup) based on a foreigner's ethnic group or background. When left unmonitored in a K-12 environment, ethnocentrism can perpetuate prejudice and stereotypes against certain students in a classroom. This study examined working relationships of students with other students, and whether the use of Web 2.0 technologies by digital natives relates to the level of ethnocentricity in cross-cultural classrooms. The conceptual framework for this study drew on Levinson's concept of ethnocentrism, which highlights dominant ingroups and how ingroups react negatively toward outgroups; Papert's constructionism, which recognizes that people learn more effectively when they engage in constructing personally meaningful artifacts such as forms of technology; and Friedman's concept of the world as flat, which exemplifies how people are uploading their files to the world, thereby leveling the playing field. This study used a case study approach and an analytic induction method data analysis strategy. Primary data sources were from interviews of classroom coordinators and online wiki discussions of students. Findings indicated that the use of Web 2.0 impeded student ethnocentrism and created positive working relationships among students during the Net Generation Education and Horizon projects. This study contributes to positive social change by providing guidance to administrators, curriculum designers, and classroom teachers on how using Web 2.0 can help internationalize teaching and learning, which can help reduce student ethnocentrism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; College Students; Student Projects; Active Learning; Simulation; Peer Evaluation; Computer Uses in Education; Light; Science Instruction; College Science; Physics; Concept Formation; Problem Solving; Inquiry; Reflection; Instructional Effectiveness; Student Attitudes; Student Surveys; Pretests Posttests; Interviews

Abstract:
This study proposed a novel instructional approach, a two-stage LED simulation of Project-based learning (PBL) course with online peer assessment (OPA), and explored how to apply OPA to the different structured problems in a PBL course to enhance students' professional skills in LED design as well as meta-cognitive thinking. The participants of the study, 73 junior students were divided into two groups, OPA group (with OPA) and Traditional group (without OPA). The evaluation results were listed as follows. (1) OPA group performed better than Traditional group in concept clarification. (2) For the enhancement of LED design skills in well-structured problem solving, OPA group performed better than Traditional group. (3) For the enhancement of LED design skills in ill-structured problem solving, there was no significant difference between the performances of these two groups. (4) For students' perception about the effect of OPA applied in PBL, OPA group could benefit from inquiry learning and reflective thinking. Most students agreed that the two-stage LED simulation of PBL course was challenging and interesting and they learned useful things from the course. (Contains 6 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Internet; Influence of Technology; Technology Integration; Computer Uses in Education; Rating Scales; Semi Structured Interviews; College Faculty; Counseling Services; Counseling Psychology; Guidance; School Counselors; Undergraduate Students; School Counseling; Student Personnel Services; Computer Mediated Communication; Educational Technology; Teacher Attitudes; Student Attitudes; Comparative Analysis; Questionnaires; Qualitative Research; Data Analysis; Mixed Methods Research; Counselor Attitudes; Counselor Educators; Counselor Training

Abstract:
Technology brings novelties among human beings' lives and human psychology is also influenced by these novelties in positive and negative way. In the study, positive contribution of the technology and the importance of counseling services were wished to be indicated. School counseling services were conducted to illustrate the importance of online counseling services in the study. The method of the study was preferred as mix-method. The population of the study is Eastern Mediterranean University of psychological counseling and guidance's undergraduate students, Turkish Cypriot School Counselors and Turkish School Counselors. Data collection instruments were determined as a scale and semi-structured interview questions. Quantitative data analysis was done according to SPSS (T-Test, One Way ANAVO, Two Ways ANAVO) and qualitative data analysis was done according to Thematic analysis. Nationality, Gender differences, school counselors views about online counseling services, school counselors students' numbers and academicians' views about online counseling services are significant variables for the study. The findings indicate that online counseling services are essential for school environment to make contribution and to provide more services to students about school counseling services. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Internet; Web Based Instruction; Educational Technology; Orientation; Computer Uses in Education; Guidelines; Computer Literacy; Teaching Methods; Data Analysis; Foreign Countries; Interaction; Questionnaires; Pretests Posttests; Prior Learning; College Students; Student Attitudes

Abstract:
Disorientation problems influence student learning. To address this issue, this study uses an integrative approach to investigate the causes and consequences of disorientation problems so that a complete understanding can be obtained. Unlike previous empirical studies, which use statistical techniques, this study attempts to expose unexpected relationships with a data mining approach. The results indicate that the causes of disorientation problems are associated with learners' computer experience, the frequencies and time of using each navigation tool. On the other hand, the consequences of disorientation problems are concerned with learning effort and learning performance. Based on the findings, a framework is proposed to provide guidelines for the development of Web-based learning systems that are able to reduce learners' disorientation problems. (Contains 6 tables and 6 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Electronic Learning; Handheld Devices; Undergraduate Students; English (Second Language); Play; Multiple Regression Analysis; Self Management; Resistance to Change; Dictionaries; Second Language Learning; Educational Technology; Computer Uses in Education; Internet; College Instruction; Student Attitudes; Instructional Effectiveness; Data Analysis; Student Surveys; Case Studies

Abstract:
Although there is a growing interest in mobile learning, there are limited studies that focus on student knowledge acquisition. As applications and usages of mobile technology have become more and more accepted, it is important and meaningful that researchers and practitioners of mobile learning understand the potential factors that could influence learning outcomes. Accordingly, the primary purpose of this study was to investigate the roles of mobile technology playfulness, users' resistance to change and self-management of learning in mobile English learning outcomes (MELOs). A case study approach was utilized in this study mainly because the questions of interests were closely related to the usage of electronic dictionaries and their effects on mobile learning outcomes. The participants of this study were all undergraduate students from 10 undergraduate programs of the center for general education at one university in Southern Taiwan. A total of n = 167 undergraduate students with experience using an electronic dictionary to learn English participated in this study. The study results indicated that perceived playfulness and self-management of learning had positive influences on MELO and that users' resistance to change was negatively associated with MELO. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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