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Abstract:
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references. 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:
Notetaking; Reading Writing Relationship; Communication (Thought Transfer); Information Dissemination; Documentation; Technological Advancement; Information Technology; Electronic Publishing; Access to Information; Information Management; Educational History; Educational Psychology; Conferences (Gatherings)

Abstract:
Considering how much attention people lavish on the technologies of writing--scroll, codex, print, screen--it's striking how little they pay to the technologies for digesting and regurgitating it. One way or another, there's no sector of the modern world that is not saturated with note-taking--the bureaucracy, the liberal professions, the sciences, the modern firm, and especially the academy, whose residents, transient and permanent, have more right than anyone else to claim that taking notes is what they do. Taken, made, jotted, foot, or head: Notes are necessary interventions between the things people read and the things they write. (Contains 6 endnotes.) 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:
Electronic Libraries; Library Services; Focus Groups; Librarians; Libraries; Surveys; Error Patterns; Web Sites; Access to Information; Information Seeking; Information Technology; Information Needs

Abstract:
This report explores the changing world of library services by exploring the activities at libraries that are already in transition and the kinds of services citizens would like to see if they could redesign libraries themselves. It is part of a larger research effort by the Pew Research Center's Internet & American Life Project that is exploring the role libraries play in people's lives and in their communities. The research is underwritten by the Bill & Melinda Gates Foundation. This report contains findings from a survey of 2,252 Americans ages 16 and above between October 15 and November 10, 2012. The surveys were administered on half on landline phones and half on cellphones and were conducted in English and Spanish. The margin of error for the full survey is plus or minus 2.3 percentage points. There were several long lists of activities and services in the phone survey. In many cases, the authors asked half the respondents about one set of activities and the other half of the respondents were asked about a different set of activities. These findings are representative of the population ages 16 and above, but it is important to note that the margin of error rises when only a portion of respondents is asked a question. There are also findings in this report that come from an online panel canvassing of librarians who have volunteered to participate in Pew Internet surveys. Some 2,067 library staff members participated in the online canvassing that took place between December 17 and December 27, 2012. No statistical results from that canvassing are reported here because it was an opt-in opportunity meant to draw out comments from patrons and librarians, and the findings are not part of a representative, probability sample. Instead, the authors highlight librarians' written answers to open-ended questions that illustrate how they are thinking about and implementing new library services. In addition, the authors quote librarians and library patrons who participated in focus groups in-person and online that were devoted to discussions about library services and the future of libraries. One batch of in-person focus groups was conducted in Chicago on September 19-20. Other focus groups were conducted in Denver on October 3-4 and in Charlotte, N.C. on December 11-12. Some 2,067 library staff members participated in the online panel. (Contains 2 tables and 10 footnotes.) 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:
Educational Research; Educational Researchers; Research Methodology; Multivariate Analysis; Research Design; Experimental Groups; Control Groups; Intervention; Academic Achievement; Computation; Classrooms; Access to Information; Sampling; Scores; Standardized Tests; Reading Tests; Mathematics Tests; Science Tests; Grade 1; Grade 2; Grade 3; Grade 5; High School Students

Abstract:
This paper provides practical guidance for researchers who are designing and analyzing studies that randomize schools--which comprise three levels of clustering (students in classrooms in schools)--to measure intervention effects on student academic outcomes when information on the middle level (classrooms) is missing. This situation arises frequently in practice because many available data sets identify the schools that students attend but not the classrooms in which they are taught. Do studies conducted under these circumstances yield results that are substantially different from what they would have been if this information had been available? The paper first considers this problem in the context of planning a school randomized study based on preexisting two-level information about how academic outcomes for students vary across schools and across students within schools (but not across classrooms in schools). The paper next considers this issue in the context of estimating intervention effects from school-randomized studies. Findings are based on empirical analyses of four multisite data sets using academic outcomes for students within classrooms within schools. The results indicate that in almost all situations one will obtain nearly identical results whether or not the classroom or middle level is omitted when designing or analyzing studies. (Contains 9 tables and 4 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:
Foreign Countries; Information Seeking; Geographic Location; Alignment (Education); Sharing Behavior; Information Dissemination; Student Attitudes; Web 2.0 Technologies; Information Technology; Communications; Computer Mediated Communication; Distance Education; Handheld Devices

Abstract:
This paper reports on the development of a new information communications technology (ICT) learning preference survey, its cross-validation with attitudes towards mobile learning, and new perspectives on information seeking, information sharing, and mobile access derived from the relationships uncovered. The Information and Communications Technology Learning (ICTL) survey instrument is designed to measure learners' preferences and information behavior for learning, knowledge acquisition, and sharing in the Web 2.0 technology pervasive environments of the twenty-first century. The instrument development process includes analysis for reliability and validity of instrument scales. The multi-step refinement process revealed two constructs with, respectively, very good and respectable measurement properties: Information Sharing (alpha = 0.83) and Information Seeking (alpha = 0.71). Cross-validation with a newly established mobile learning instrument confirms that both the Information Sharing and Information Seeking scales of ICTL have significant (p less than 0.001) alignment with mobile learning attitudes. Implications of findings are discussed. (Contains 5 figures and 3 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Technology; Information Technology; Access to Information; Outcomes of Education; Innovation; Education Work Relationship; Educational Objectives; Barriers; Federal Government; Federal Regulation; Government Role; Technology Uses in Education; Technological Advancement; Influence of Technology; Federal Legislation; Performance Factors

Abstract:
With educational outcomes inadequate, resources tight, and students' academic needs growing more complex, America's education system is certainly ready for technological innovation. And technology itself is ripe to be exploited. Devices harnessing cheap computing power have become smart and connected. Voice recognition, artificial intelligence, and ubiquitous access to information have enabled a profusion of mobile, economically important, and educationally remarkable activities. For some students with disabilities, specialized software and cheap, connected devices such as tablet computers have radically altered how their education is delivered. Replicating these innovations, and going much further, must be a top priority if the United States is to remain economically competitive. Technology-driven innovation has increased demand for workers with cognitive skills that require substantial investments in education. Given its high wage basis, America's economic competitiveness is especially sensitive to its schools' failure to produce graduates who are ready for college or a career. Despite a high rate of unemployment, in several high-tech fields, such as aerospace, oil, and information technology, employers simply can't find enough skilled workers in some labor markets to fill openings for well-paying, technically demanding jobs. In response to threats to U.S. economic competitiveness, the federal government should be doing all it can to promote technology-driven innovation for schoolchildren. Instead, federal policy stands in the way of innovation, both actively and passively. This doesn't have to be the case. With greater support for the federal efforts that already exist, and modifications to rules that discourage innovation, the U.S. government can lead the charge in ensuring that all stakeholders--school systems, educators, private companies, and above all students--make the most of the technological challenges and opportunities in front of Americans. (Contains 33 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Intervention; Cooperation; Educational Research; Educational Practices; Research Design; Teacher Education; Researchers

Abstract:
Collaboration between researchers and educators in conducting intervention research is increasingly common, as such collaboration is assumed to benefit educational practice. Alternatively, in this study, we explore the consequences of such collaboration on research quality. Based on our analysis of a year-long collaboration in formative intervention research, we find that educators experienced their own position as agent, the researcher's position as learner and the research itself as integrated, as being different from previous experiences in research. The educators indicate that these differences are consequential for their engagement in the research. We discuss how this, in turn, might benefit research quality. (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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Descriptors:
Foreign Countries; Developing Nations; Information Seeking; Information Needs; Access to Information; Information Sources; Geography; Information Services; Intervention; Models; Secondary School Teachers; Preservice Teachers; Focus Groups; Questionnaires; Interviews; Content Analysis; Mixed Methods Research

Abstract:
Introduction: This study investigates the information needs and information-seeking patterns of secondary level geography teachers in Lesotho to guide the design and implementation of an information service for these teachers. Leckie, Pettigrew and Sylvain's model of professionals' information-seeking served as a theoretical framework but was overlaid with other models such as that of Savolainen and Wilson. Method: Data were collected from in-service teachers through focus group discussions, prospective teachers with a questionnaire, and key actors in Lesotho's secondary geography education context through individual interviews. Analysis: The Statistical Package for Social Sciences was used to analyse the questionnaire responses. Content analysis was used to analyse the verbal responses as well as an open-ended question on the questionnaire. Triangulation was applied through using three sets of participants and different data collection techniques for each. It allowed comparative analysis of responses and data collection techniques used in the study. Results: The work environment of in-service geography teachers is revealed including their work roles, associated tasks, information needs and information-seeking patterns. An information service model for Lesotho secondary level geography teachers (including possible interventions) is proposed. Conclusions: Lesotho geography teachers need information to fulfil their work related roles and tasks that might be addressed through an information service. An implementation agency, information specialist(s) and collaborative approach to service delivery are crucial for the implementation and sustenance of the proposed information service. (Contains 7 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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Disabilities; Cultural Pluralism; Content Analysis; Research Design; Research Methodology; Periodicals; Counseling Psychology; Federal Legislation; Educational Legislation; Multicultural Education; Intervention

Abstract:
We conducted an exploratory content analysis of disability research in 5 major counseling psychology journals between 1990 and 2010. The goal was to review the counseling psychology literature to better understand the prevalence of disability research, identify research methods most often conducted, and elucidate the types of concerns most studied. We searched 5 journals ("Journal of Counseling & Development," "Journal of Counseling Psychology," "The Counseling Psychologist," "Journal of Multicultural Counseling and Development," and "Cultural Diversity and Ethnic Minority Psychology") using keywords derived from disability terms defined by the Individuals With Disabilities Education Improvement Act of 2004 (IDEA). Articles were categorized by methodology and disability category examined. We found that disability research continues to comprise an extremely small amount (from less than 1% to 2.7%) of the counseling psychology literature, with the frequency of articles plateauing in recent years. The research design of articles published has changed, with an increased number of empirical articles and a decrease in literature reviews. We conclude by calling for increased empirical investigation of disability among journals specific to counseling psychology to recognize disability as an important aspect of diversity within the field. (Contains 1 figure and 1 table.) 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; Developmental Disabilities; Generalization; Research Design; Search Engines; Intervention; Periodicals; Coding; Incidence; Citations (References)

Abstract:
The literature pertaining to training staff, parents, and peers to implement interventions for individuals with developmental disabilities was reviewed for training procedures that incorporated strategies to promote generalization. The search engines for the "Journal of Applied Behavior Analysis" and Pubmed[C] were used to find relevant studies. Studies met the inclusion criteria if they sufficiently operationalized their training procedure, took data on individual trainees' performance, and used a single-subject experimental design. The training procedures were coded for generalization procedures as per Stokes and Baer. Of the 54 studies, 46 considered used procedures to promote generalization. The most prevalent generalization procedures were use of common stimuli, followed by using sufficient exemplars and mediated generalization. Studies demonstrated empirical support for these procedures producing generalized use of newly acquired direct-care skills. The remaining generalization procedures cited in Stokes and Baer were absent or far less prevalent. Future research should explore the use of these procedures and their effectiveness as a technology to bring about generalized responding of interventionists' skills. (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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