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Descriptors:
Computer Software; Computer Assisted Instruction; Multimedia Instruction; Content Analysis; Discourse Analysis; Cooperative Learning; Geometry; Problem Solving; Interpersonal Communication; Group Activities; Research Methodology; Coordination

Abstract:
In CSCL research, collaborative activity is conceptualized along various yet intertwined dimensions. When functioning within these multiple dimensions, participants make use of several resources, which can be social or content-related (and sometimes temporal) in nature. It is the effective coordination of these resources that appears to characterize successful collaborative activity. This study proposes a methodological approach for studying coordination of resources when solving geometry problems with dynamic geometry software. The aim is to suggest a methodological lens to capture both the content-related and social discourse within the context of geometry problem solving using dynamic geometry software. As an example, the paper also provides an analysis of a dyad's face-to-face interaction using the suggested framework. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Child Abuse; Child Welfare; Foreign Countries; Incidence; Child Neglect; Placement; American Indians; Caseworkers; Public Agencies; Statistical Analysis; Computer Software; Decision Making; Eskimos; Surveys; Comparative Analysis

Abstract:
Objective: Fluke et al. (2010) analyzed Canadian Incidence Study on Reported Child Abuse and Neglect (CIS) data collected in 1998 to explore the influence of clinical and organizational characteristics on the decision to place Aboriginal children in an out-of-home placement at the conclusion of a child maltreatment investigation. This study explores this same question using CIS data collected in 2003 which included a larger sample of Aboriginal children and First Nations child and family service agencies. Methods: The decision to place a child in an out-of-home placement was examined using data from the "Canadian Incidence Study of Reported Child Abuse and Neglect-2003" and a reanalysis of CIS-1998 data (Fluke et al., 2010). The CIS-2003 dataset includes information on nearly 12,000 child maltreatment investigations from the time of report to case disposition. The CIS-2003 also captures information on the characteristics of investigating workers and the child welfare organizations for which they work. Multi-level statistical models were developed to analyze the influence of clinical and organizational variables using MPlus software. MPlus allows the use of dichotomous outcome variables, which are more reflective of decision-making in child welfare and facilitates the specific case of the logistic link function for binary outcome variables under maximum likelihood estimation. Results: Final models revealed the proportion of investigations conducted by the child welfare agency involving Aboriginal children was a key single agency level predictor of the placement decision. Specifically, the higher the proportion of investigations of Aboriginal children, the more likely placement was to occur. Contrary to the findings in the first paper (Fluke et al., 2010), individual Aboriginal status also remained significant in the final model at the first level. Conclusions: Further analysis needs to be conducted to further understand individual and organizational level variables that may influence decisions regarding placement of Aboriginal children. There is also a need for research that is sensitive to differences among, and between, Metis, First Nations and Inuit communities. Results are not generalizable to Quebec because data from this province were excluded. (Contains 7 tables and 3 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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Child Abuse; Placement; Child Welfare; Foreign Countries; Incidence; Centralization; Canada Natives; American Indians; Public Agencies; Decision Making; Sampling; Hierarchical Linear Modeling; Computer Software; Databases

Abstract:
Objective: This paper builds upon the analyses presented in two companion papers (Fluke et al., 2010 and Fallon et al., 2013) using data from the 1998 and 2003 cycles of the "Canadian Incidence Study of Reported Child Abuse and Neglect (CIS-1998 and CIS-2003)" to examine the influence of clinical and organizational characteristics on the decision to place a child in out-of-home care at the conclusion of a child maltreatment investigation. This paper explores various model specifications to explain the effect of an agency-level factor, proportion of Aboriginal reports, which emerged as a stable and significant factor through the two data collection cycles. It addresses the issue of data comparability between the two cycles and explores various re-specifications and descriptive analyses of reported models to evaluate their solidity with regards to the sampling schemes and the precise contribution of a multi-level specification. Methods: The decision to place a child in out-of-home care was examined using data from the "CIS-2003". This child welfare dataset collected information about the results of nearly 12,000 child maltreatment investigations as well as a description of the characteristics of the workers and organization responsible for conducting those investigations. Multi-level statistical models were developed using MPlus software, which can accommodate dichotomous outcome variables and are more reflective of decision-making in child welfare. The models are thus multi-level binary logistic regressions. Results: Final models revealed that two agency-level variables, "Education degree of majority of workers" and "Degree of centralization in the agency" clarify the nature of the effect of "Proportion of Aboriginal reports", a stable, key second level predictor of the placement decision. The comparability of the effect of this agency-level variable across the 1998 and 2003 cycles becomes further evident through this analysis. By using a unified database including both cycles and various specifications of models, the comparability was found to be robust, in addition to clarifying the precise contribution of a multi-level specification. Conclusions: This third paper in a series establishes the "Proportion of Aboriginal reports" received by the child welfare agency as an important agency level predictor associated with a child's likelihood of being placed in the Canadian child protection system. While the more complex models give support to the notion that unequal resources subtend those results, more analyses are needed to confirm this hypothesis. Unequal resources for agencies with larger Aboriginal caseloads may explain the persistence of the results. These findings suggest that specific resource constraints related to worker education may be explanatory. (Contains 6 tables and 5 figures.) [For Part A, see EJ995515.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Access to Computers; Educational Technology; Evidence; Secondary School Teachers; Curriculum Development; Foreign Countries; Geography Instruction; Geographic Information Systems; Information Technology; Online Surveys; Teacher Attitudes; Teacher Education; Computer Software

Abstract:
A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available. (Contains 2 tables, 2 figures, and 3 notes.) 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:
Social Work; Hospitals; Focus Groups; Caseworkers; Urban Areas; Health Services; Counselor Attitudes; Qualitative Research; Computer Software; Counselor Role

Abstract:
Social workers delivering services in health care settings face unique challenges and opportunities. The purpose of this study was to solicit input from social workers employed in urban hospitals about their perceptions of the roles, contribution, and professional functioning of social work in a rapidly changing health care environment. Using qualitative methods, the university and hospital-based research team conducted seven focus groups (n = 65) at urban hospitals and analyzed the data using an interpretive framework with ATLAS.ti software. Seven major themes emerged from the participants' description of their roles: bouncer, janitor, glue, broker, firefighter, juggler, and challenger. Along with descriptions of the ways social workers fulfilled those roles, participants articulated differences in status within those roles, the increasing complexity of discharge planning, and expectations to provide secondary support to other health care professionals on their teams. Implications for practice and research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Calculus; Student Motivation; Mathematics Instruction; College Students; Engineering Education; Computer Software; Educational Technology; Computer Uses in Education; Foreign Countries

Abstract:
Research exists on the role of motivation in student learning, especially with subjects in the humanities and social sciences (e.g., Deci, Vallerand, Pelletier, & Ryan, 1991; Vallerand, Pelletier, Blais, Briere, Senecal, & Vallieres, 1992). This body of research would be well served by broadening current understandings of students of the natural sciences. This article describes a quantitative study of first-year university engineering students taking a calculus course. The central topic that we address is how academic motivation of these students correlates with their performance. The findings indicate that the students in the study are highly motivated, extrinsically more than intrinsically, and that self-determination is predictive of improved academic performance. However, the findings also suggest that intrinsic motivation to know plays an interesting role; specifically, it alone seems to be predictive of better performance on a conceptual part of the exam, even though this measure showed no effect on the overall exam score. (Contains 3 tables and 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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Descriptors:
College Curriculum; Organization; Information Technology; Semantics; Punctuation; Intellectual Disciplines; Computer Software

Abstract:
In this article I describe software that facilitates "question-centric curricula" in which "big questions," rather than academic disciplines, are the primary means of organizing educational resources. To find these questions, the software scans course catalogs and extracts all sentences ending in a question mark. To find connections between questions and courses, I present several computational techniques. One leverages the Library of Congress system; another implements so-called "semantic technology" that uses huge numbers of simple internet searches to ascertain the meaning of texts. The software assembles the results and shows, in one image, how every course at an institution relates to a given question. 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:
Higher Education; Homework; Video Technology; Computer Software; Textbooks; Electronic Publishing; Electronic Learning; Courseware; Individualized Instruction; College Faculty; Surveys; Publishing Industry; Online Courses

Abstract:
Textbook publishers argue that their newest digital products should not even be called "textbooks." They are really software programs built to deliver a mix of text, videos, and homework assignments. But delivering them is just the beginning. No old-school textbook was able to be customized for each student in the classroom. The books never graded the homework. And while they contain sample exam questions, they could not administer the test themselves. One publisher calls its products "personalized learning experiences," another "courseware," and one insists on using its own brand name, "MindTap." For now, this new product could be called "the object formerly known as the textbook." Major publishers have spent hundreds of millions of dollars in the past few years buying up software companies and building new digital divisions, betting that the future will bring an expanded role for publishers in higher education. So far publishers produce only a limited number of titles in these born-digital formats, and the number of professors assigning them is relatively small. Only about 2 percent of textbooks sold at college bookstores are fully digital titles, according to a survey of 940 bookstores run by Follett Higher Education Group. But if these new kinds of textbooks catch on, they raise questions about how much control publishers have over curriculum and the teaching process, as online education expands. 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:
Multimedia Instruction; Computer Software; Computer Simulation; Educational Games; Computer Assisted Instruction; Computer System Design; Program Descriptions; Class Activities; Learning Activities; Teaching Methods; Astronomy; Lesson Plans; Elementary School Curriculum; State Standards; Core Curriculum; Informal Education; Science Instruction; Open Source Technology; Electronic Learning; Instructional Design; Space Exploration; Space Sciences

Abstract:
Exploring the Solar System in the elementary school curriculum has traditionally involved activities, such as building scale models, to help students visualize the vastness of space and the relative size of the planets and their orbits. Today, numerous websites provide a wealth of information about the sun and the planets, combining text, photos, and graphics, and even interactive models. Some sites also include lesson plans and suggested classroom activities. Yet none of these resources allow for development of a lesson plan interactively, or offer tracking of student performance. Many lesson plans also have materials or space requirements that are impractical for some schools. SpaceSafari is an interactive multimedia software program for learning about the solar system that integrates information, exploration, and instruction. It employs a real-time 3D space for navigation, a module for learning about the planets, and an administrative interface for creating activities and tracking student progress. The design of the software resembles a first-person adventure game: a treasure hunt through the solar system in which the missions are created by the teacher. SpaceSafari was developed for both the formal (classroom) and informal (home) learning spaces, with a choice of input modes and display options. This integrated solution for teaching elementary Astronomy using personal computers poses an intriguing research question: "What is the impact of game mechanics, combined with an immersive, kinesthetic, 3D interface, on learning outcomes about the solar system?" (Contains 3 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:
Hypermedia; Technology Integration; Internet; Higher Education; Handheld Devices; Check Lists; Educational Resources; Computer Uses in Education; Computer Software; Instructional Design; Educational Technology; College Instruction

Abstract:
As higher education grapples with addressing the 21st century needs of learners, technology is a pervasive concern. Waters (2012) painted a picture of three historical "screens," namely the television screen, the computer monitor, and today's mobile device screen. As mobile devices become increasingly commonplace in the workplace and on the street, educators are faced with challenges to staying updated, infusing relevant use, and engaging students who are both media-savvy and device-dependent (Edson & Gradel, 2011; Gradel, 2012). Quick Response (QR) codes--easy-to-use links from offline to online content--may be functional "hooks" to making mobilism more relevant to student learning and engagement in higher education. This article addresses: basics about QR codes, popular and research literature, and recommended cross-discipline applications and efficiencies in higher education. (Contains 3 tables and 3 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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