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classroom</title> <meta name="description" content="Search results for: Google classroom"> <meta name="keywords" content="Google classroom"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Google classroom"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 250</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Google classroom</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">250</span> Blended Learning through Google Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper discusses that good learning involves all academic groups in the school. Blended learning is learning outside the classroom. Google Classroom is a free service learning app for schools, non-profit organizations and anyone with a personal Google account. Facilities accessed through computers and mobile phones are very useful for school teachers and students. Blended learning classrooms using both traditional and technology-based methods for teaching have become the norm for many educators. Using Google Classroom gives students access to online learning. Even if the teacher is not in the classroom, the teacher can provide learning. This is the supervision of the form of the teacher when the student is outside the school.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Blended%20learning" title="Blended learning">Blended learning</a>, <a href="https://publications.waset.org/search?q=learning%20app" title=" learning app"> learning app</a>, <a href="https://publications.waset.org/search?q=Google%20classroom" title=" Google classroom"> Google classroom</a>, <a href="https://publications.waset.org/search?q=schools." title=" schools. "> schools. </a> </p> <a href="https://publications.waset.org/10011150/blended-learning-through-google-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011150/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011150/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011150/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011150/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011150/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011150/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011150/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011150/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011150/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011150/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011150.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2463</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">249</span> In Search of Excellence – Google vs Baidu</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Linda">Linda</a>, <a href="https://publications.waset.org/search?q=Sau-ling%20LAI"> Sau-ling LAI</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper compares the search engine marketing strategies adopted in China and the Western countries through two illustrative cases, namely, Google and Baidu. Marketers in the West use search engine optimization (SEO) to rank their sites higher for queries in Google. Baidu, however, offers paid search placement, or the selling of engine results for particular keywords to the higher bidders. Whereas Google has been providing innovative services ranging from Google Map to Google Blog, Baidu remains focused on search services – the one that it does best. The challenges and opportunities of the Chinese Internet market offered to global entrepreneurs are also discussed in the paper <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Search%20Engine" title="Search Engine">Search Engine</a>, <a href="https://publications.waset.org/search?q=Web%20analytics" title=" Web analytics"> Web analytics</a>, <a href="https://publications.waset.org/search?q=Google" title=" Google"> Google</a>, <a href="https://publications.waset.org/search?q=Baidu" title=" Baidu"> Baidu</a> </p> <a href="https://publications.waset.org/9065/in-search-of-excellence-google-vs-baidu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9065/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9065/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9065/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9065/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9065/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9065/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9065/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9065/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9065/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9065/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2455</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">248</span> Evaluating the Effectiveness of Electronic Response Systems in Technology-Oriented Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmad%20Salman">Ahmad Salman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Electronic Response Systems such as Kahoot, Poll Everywhere, and Google Classroom are gaining a lot of popularity when surveying audiences in events, meetings, and classroom. The reason is mainly because of the ease of use and the convenience these tools bring since they provide mobile applications with a simple user interface. In this paper, we present a case study on the effectiveness of using Electronic Response Systems on student participation and learning experience in a classroom. We use a polling application for class exercises in two different technology-oriented classes. We evaluate the effectiveness of the usage of the polling applications through statistical analysis of the students performance in these two classes and compare them to the performances of students who took the same classes without using the polling application for class participation. Our results show an increase in the performances of the students who used the Electronic Response System when compared to those who did not by an average of 11%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Interactive%20learning" title="Interactive learning">Interactive learning</a>, <a href="https://publications.waset.org/search?q=classroom%20technology" title=" classroom technology"> classroom technology</a>, <a href="https://publications.waset.org/search?q=electronic%0D%0Aresponse%20systems" title=" electronic response systems"> electronic response systems</a>, <a href="https://publications.waset.org/search?q=polling%20applications" title=" polling applications"> polling applications</a>, <a href="https://publications.waset.org/search?q=learning%20evaluation." title=" learning evaluation."> learning evaluation.</a> </p> <a href="https://publications.waset.org/10011168/evaluating-the-effectiveness-of-electronic-response-systems-in-technology-oriented-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10011168/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10011168/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10011168/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10011168/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10011168/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10011168/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10011168/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10011168/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10011168/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10011168/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10011168.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">643</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">247</span> Comparison of the H-Index of Researchers of Google Scholar and Scopus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Adian%20Fatchur%20Rochim">Adian Fatchur Rochim</a>, <a href="https://publications.waset.org/search?q=Abdul%20Muis"> Abdul Muis</a>, <a href="https://publications.waset.org/search?q=Riri%20Fitri%20Sari"> Riri Fitri Sari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> H-index has been widely used as a performance indicator of researchers around the world especially in Indonesia. The Government uses Scopus and Google scholar as indexing references in providing recognition and appreciation. However, those two indexing services yield to different H-index values. For that purpose, this paper evaluates the difference of the H-index from those services. Researchers indexed by Webometrics, are used as reference’s data in this paper. Currently, Webometrics only uses H-index from Google Scholar. This paper observed and compared corresponding researchers’ data from Scopus to get their H-index score. Subsequently, some researchers with huge differences in score are observed in more detail on their paper’s publisher. This paper shows that the H-index of researchers in Google Scholar is approximately 2.45 times of their Scopus H-Index. Most difference exists due to the existence of uncertified publishers, which is considered in Google Scholar but not in Scopus. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Google%20Scholar" title="Google Scholar">Google Scholar</a>, <a href="https://publications.waset.org/search?q=H-index" title=" H-index"> H-index</a>, <a href="https://publications.waset.org/search?q=Scopus." title=" Scopus. "> Scopus. </a> </p> <a href="https://publications.waset.org/10008453/comparison-of-the-h-index-of-researchers-of-google-scholar-and-scopus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008453/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008453/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008453/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008453/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008453/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008453/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008453/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008453/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008453/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008453/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008453.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2152</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">246</span> Cultivating Individuality and Equality in Education: Ideas on Respecting Dimensions of Diversity within the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Melissa%20C.%20LaDuke">Melissa C. LaDuke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This systematic literature review sought to explore the dimensions of diversity that can affect classroom learning. This review is significant as it can aid educators in reaching more of their diverse student population and creating supportive classrooms for teachers and students. For this study, peer-reviewed articles were found and compiled using Google Scholar. Key terms used in the search include student individuality, classroom equality, student development, teacher development, and teacher individuality. Relevant educational standards such as Common Core and Partnership for the 21st Century were also included as part of this review. Student and teacher individuality and equality is discussed as well as methods to grow both within educational settings. Embracing student and teacher individuality was found to be key as it may affect how each person interacts with given information. One method to grow individuality and equality in educational settings included drafting and employing revised teaching standards which include various Common Core and US State standards. Another was to use educational theories such as constructivism, cognitive learning, and Experiential Learning Theory. However, barriers to growing individuality, such as not acknowledging differences in a population’s dimensions of diversity, still exist. Studies found preserving the dimensions of diversity owned by both teachers and students yielded more positive and beneficial classroom experiences.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classroom%20equality" title="Classroom equality">Classroom equality</a>, <a href="https://publications.waset.org/search?q=student%20development" title=" student development"> student development</a>, <a href="https://publications.waset.org/search?q=student%20individuality" title=" student individuality"> student individuality</a>, <a href="https://publications.waset.org/search?q=teacher%20development" title=" teacher development"> teacher development</a>, <a href="https://publications.waset.org/search?q=teacher%20individuality." title=" teacher individuality."> teacher individuality.</a> </p> <a href="https://publications.waset.org/10012584/cultivating-individuality-and-equality-in-education-ideas-on-respecting-dimensions-of-diversity-within-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012584/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012584/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012584/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012584/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012584/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012584/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012584/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012584/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012584/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012584/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">688</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">245</span> Teacher Culture Inquiry of Classroom Observation at an Elementary School in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Tsai-Hsiu%20Lin">Tsai-Hsiu Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>Three dimensions of teacher culture hinder educational improvement: individualism, conservatism and presentism. To promote the professional development of teachers, these three aspects in teacher culture should be eliminated. Classroom observation may be a useful method of eliminating individualism. The Ministry of Education in Taiwan has attempted to reduce the isolation of teachers to promote their professional growth. Because classroom observation discourse varies, teachers are generally unwilling to allow their teaching to be observed. However, classroom observations take place in the country in the form of school evaluations. The main purpose of this study was to explore the differences in teachers’ conservatism, individualism and presentism after classroom observations had been conducted at an elementary school in Taiwan. The research method was a qualitative case study involving interviews with the school principal, the director of academic affairs, and two classroom teachers. The following conclusions were drawn: (1) Educators in different positions viewed classroom observations differently; (2) The classroom teachers did not highly value classroom observation; (3) There was little change in the teachers’ conservatism, individualism and presentism after classroom observation.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classroom%20observation" title="Classroom observation">Classroom observation</a>, <a href="https://publications.waset.org/search?q=Lortie%E2%80%99s%20Trinity" title=" Lortie’s Trinity"> Lortie’s Trinity</a>, <a href="https://publications.waset.org/search?q=teacher%20culture" title=" teacher culture"> teacher culture</a>, <a href="https://publications.waset.org/search?q=teacher%20professional%20development" title=" teacher professional development "> teacher professional development </a> </p> <a href="https://publications.waset.org/10008583/teacher-culture-inquiry-of-classroom-observation-at-an-elementary-school-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10008583/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10008583/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10008583/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10008583/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10008583/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10008583/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10008583/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10008583/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10008583/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10008583/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10008583.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">835</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">244</span> The Effective of Classroom Management on Nurturing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Barzan%20Hadi%20Hama%20Karim">Barzan Hadi Hama Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The primary purpose of this paper is to explain the impact of successful classroom management on the academic achievements of students, the importance of positive relationship between teacher and students, among students, between teacher and parents. Effective communication plays an important role to encourage students study hard and learn materials which are covered by the teacher in the class. Friendly relationships among students other than their preferred friends help them to have team working and be socialized. In addition, a well-organized classroom arrangement enhances students learning. As the consequence of successful classroom management students should feel responsibility and need to feel it. The one who is responsible to provide a comfortable environment and help students learn is the manager of the classroom who is named Teacher.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classroom%20management" title="Classroom management">Classroom management</a>, <a href="https://publications.waset.org/search?q=positive%20relationship" title=" positive relationship"> positive relationship</a>, <a href="https://publications.waset.org/search?q=effective%20communication" title=" effective communication"> effective communication</a>, <a href="https://publications.waset.org/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/search?q=student." title=" student."> student.</a> </p> <a href="https://publications.waset.org/10000032/the-effective-of-classroom-management-on-nurturing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000032/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000032/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000032/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000032/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000032/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000032/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000032/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000032/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000032/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000032/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1710</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">243</span> The Role of Classroom Management Efficacy in Predicting Teacher Burnout</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Yal%C3%A7%C4%B1n%20Ozdemir">Yalçın Ozdemir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine to what extend classroom management efficacy, marital status, gender, and teaching experience predict burnout among primary school teachers. Participants of this study were 523 (345 female, 178 male) teachers who completed inventories. The results of multiple regression analysis indicated that three dimensions of teacher burnout (Emotional Exhaustion, Depersonalization, Personal Accomplishment) were affected differently from four predictor variables. Findings indicated that for the emotional exhaustion, classroom management efficacy, marital status and teaching experience; for depersonalization dimension, classroom management efficacy and marital status and finally for the personal accomplishment dimension, classroom management efficacy, gender, and teaching experience were significant predictors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classroom%20management%20efficacy" title="Classroom management efficacy">Classroom management efficacy</a>, <a href="https://publications.waset.org/search?q=teacher%20burnout." title=" teacher burnout."> teacher burnout.</a> </p> <a href="https://publications.waset.org/8929/the-role-of-classroom-management-efficacy-in-predicting-teacher-burnout" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/8929/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/8929/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/8929/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/8929/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/8929/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/8929/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/8929/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/8929/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/8929/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/8929/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/8929.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">4941</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">242</span> The Way Classroom Functions: Another Hidden Curriculum to be Explored</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Victoria%20Konidari">Victoria Konidari</a>, <a href="https://publications.waset.org/search?q=Yvan%20Abernot"> Yvan Abernot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper seeks to explore the actual classroom setting, to examine its role for students- learning, and attitude in the class. It presents a theoretical approach of the classroom as system to be explored and examines the concrete reality of Greek secondary education students, under the light of the above approach. Based on the findings of a quantitative and qualitative research, authors propose a rather ontological approach of the classroom and underline what the key-elements for such approach should be. The paper explores extensively the theoretical dimensions for the change of paradigm required and addresses the new issues to be considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Group" title="Group">Group</a>, <a href="https://publications.waset.org/search?q=class" title=" class"> class</a>, <a href="https://publications.waset.org/search?q=collective%20subject" title=" collective subject"> collective subject</a>, <a href="https://publications.waset.org/search?q=field" title=" field"> field</a>, <a href="https://publications.waset.org/search?q=temporality" title=" temporality"> temporality</a>, <a href="https://publications.waset.org/search?q=ontology." title="ontology.">ontology.</a> </p> <a href="https://publications.waset.org/6449/the-way-classroom-functions-another-hidden-curriculum-to-be-explored" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/6449/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/6449/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/6449/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/6449/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/6449/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/6449/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/6449/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/6449/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/6449/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/6449/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/6449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1586</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">241</span> English Classroom for SLA of Students and Small and Medium Entrepreneurs in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=S.%20Yordchim">S. Yordchim</a>, <a href="https://publications.waset.org/search?q=G.%20Anugkakul"> G. Anugkakul</a>, <a href="https://publications.waset.org/search?q=T.%20Gibbs"> T. Gibbs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The English competence of Thai people was examined in the context of knowledge of English in everyday life for Small and Medium Entrepreneurs (SMEs), and also integrated with Second language acquisition (SLA) students’ classroom. Second language acquisition was applied to the results of the questionnaires and interview forms. Levels of the need on English used for SME entrepreneurs in Thailand, satisfaction on joining the street classroom project were shown to be significantly high for some certain language functions and satisfaction. Finding suggests that the language functions on etiquette for professional use is essential and useful because lesson learned can be used in the real situation for their career. Implications for the climate of the street classroom are discussed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=English%20classroom" title="English classroom">English classroom</a>, <a href="https://publications.waset.org/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/search?q=Small%20and%20Medium%20Entrepreneurs" title=" Small and Medium Entrepreneurs"> Small and Medium Entrepreneurs</a>, <a href="https://publications.waset.org/search?q=Thai%20students." title=" Thai students."> Thai students.</a> </p> <a href="https://publications.waset.org/10000806/english-classroom-for-sla-of-students-and-small-and-medium-entrepreneurs-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000806/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000806/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000806/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000806/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000806/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000806/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000806/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000806/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000806/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000806/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000806.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2210</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">240</span> XML Integration of Data from CloudSat Satellite and GMS-6 Water Vapor Satellite</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=W.%20Srisang">W. Srisang</a>, <a href="https://publications.waset.org/search?q=K.%20Jaroensutasinee"> K. Jaroensutasinee</a>, <a href="https://publications.waset.org/search?q=M.%20Jaroensutasinee"> M. Jaroensutasinee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This study aimed at developing visualization tools for integrating CloudSat images and Water Vapor Satellite images. KML was used for integrating data from CloudSat Satellite and GMS-6 Water Vapor Satellite. CloudSat 2D images were transformed into 3D polygons in order to achieve 3D images. Before overlaying the images on Google Earth, GMS-6 water vapor satellite images had to be rescaled into linear images. Web service was developed using webMathematica. Shoreline from GMS-6 images was compared with shoreline from LandSat images on Google Earth for evaluation. The results showed that shoreline from GMS-6 images was highly matched with the shoreline in LandSat images from Google Earth. For CloudSat images, the visualizations were compared with GMS-6 images on Google Earth. The results showed that CloudSat and GMS-6 images were highly correlated.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=CloudSat" title="CloudSat">CloudSat</a>, <a href="https://publications.waset.org/search?q=Water%20vapor" title=" Water vapor"> Water vapor</a>, <a href="https://publications.waset.org/search?q=Satellite%20images" title=" Satellite images"> Satellite images</a>, <a href="https://publications.waset.org/search?q=GoogleEarth%E2%84%A2." title=" GoogleEarth™."> GoogleEarth™.</a> </p> <a href="https://publications.waset.org/7211/xml-integration-of-data-from-cloudsat-satellite-and-gms-6-water-vapor-satellite" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7211/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7211/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7211/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7211/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7211/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7211/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7211/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7211/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7211/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7211/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7211.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1652</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">239</span> The Functions of the Student Voice and Student-Centered Teaching Practices in Classroom-Based Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Sofia%20Douklia">Sofia Douklia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The present context paper aims to present the important role of ‘student voice’ and the music teacher in the classroom, which contributes to more student-centered music education. The aim is to focus on the functions of the student voice through the music spectrum, which has been born in the music classroom, and the teacher’s methodologies and techniques used in the music classroom. The music curriculum, the principles of student-centered music education, and the role of students and teachers as music ambassadors have been considered the major music parameters of student voice. The student- voice is a worth-mentioning aspect of a student-centered education, and all teachers should consider and promote its existence in their classroom.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Student%E2%80%99s%20voice" title="Student’s voice">Student’s voice</a>, <a href="https://publications.waset.org/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/search?q=music%20teachers." title=" music teachers."> music teachers.</a> </p> <a href="https://publications.waset.org/10013235/the-functions-of-the-student-voice-and-student-centered-teaching-practices-in-classroom-based-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013235/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013235/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013235/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013235/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013235/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013235/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013235/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013235/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013235/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013235/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">238</span> ClassMATE: Enabling Ambient Intelligence in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Asterios%20Leonidis">Asterios Leonidis</a>, <a href="https://publications.waset.org/search?q=George%20Margetis"> George Margetis</a>, <a href="https://publications.waset.org/search?q=Margherita%20Antona"> Margherita Antona</a>, <a href="https://publications.waset.org/search?q=Constantine%20Stephanidis"> Constantine Stephanidis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ambient Intelligence (AmI) environments bring significant potential to exploit sophisticated computer technology in everyday life. In particular, the educational domain could be significantly enhanced through AmI, as personalized and adapted learning could be transformed from paper concepts and prototypes to real-life scenarios. In this paper, an integrated framework is presented, named ClassMATE, supporting ubiquitous computing and communication in a school classroom. The main objective of ClassMATE is to enable pervasive interaction and context aware education in the technologically augmented classroom of the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Ambient%20intelligence" title="Ambient intelligence">Ambient intelligence</a>, <a href="https://publications.waset.org/search?q=smart%20classroom" title=" smart classroom"> smart classroom</a>, <a href="https://publications.waset.org/search?q=pervasivecomputing" title=" pervasivecomputing"> pervasivecomputing</a>, <a href="https://publications.waset.org/search?q=education." title=" education."> education.</a> </p> <a href="https://publications.waset.org/13141/classmate-enabling-ambient-intelligence-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/13141/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/13141/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/13141/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/13141/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/13141/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/13141/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/13141/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/13141/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/13141/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/13141/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/13141.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2324</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">237</span> The Democratization of 3D Capturing: An Application Investigating Google Tango Potentials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Carlo%20Bianchini">Carlo Bianchini</a>, <a href="https://publications.waset.org/search?q=Lorenzo%20Catena"> Lorenzo Catena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The appearance of 3D scanners and then, more recently, of image-based systems that generate point clouds directly from common digital images have deeply affected the survey process in terms of both capturing and 2D/3D modelling. In this context, low cost and mobile systems are increasingly playing a key role and actually paving the way to the democratization of what in the past was the realm of few specialized technicians and expensive equipment. The application of Google Tango on the ancient church of Santa Maria delle Vigne in Pratica di Mare – Rome presented in this paper is one of these examples.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Architectural%20survey" title="Architectural survey">Architectural survey</a>, <a href="https://publications.waset.org/search?q=augmented%2Fmixed%2Fvirtual%20reality" title=" augmented/mixed/virtual reality"> augmented/mixed/virtual reality</a>, <a href="https://publications.waset.org/search?q=Google%20Tango%20project" title=" Google Tango project"> Google Tango project</a>, <a href="https://publications.waset.org/search?q=image-based%203D%20capturing." title=" image-based 3D capturing."> image-based 3D capturing.</a> </p> <a href="https://publications.waset.org/10010345/the-democratization-of-3d-capturing-an-application-investigating-google-tango-potentials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10010345/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10010345/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10010345/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10010345/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10010345/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10010345/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10010345/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10010345/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10010345/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10010345/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10010345.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">711</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">236</span> Analysis and Design Business Directory for Micro, Small and Medium Enterprises using Google Maps API and Multimedia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Suselo%20Thomas">Suselo Thomas</a>, <a href="https://publications.waset.org/search?q=Suyoto"> Suyoto</a>, <a href="https://publications.waset.org/search?q=Dwiandiyanta%20B.%20Yudi"> Dwiandiyanta B. Yudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explain about analysis and design a business directory for micro-scale businesses, small and medium enterprises (SMEs). Business Directory, if implemented will facilitate and optimize the access of SMEs to ease suppliers access to marketing. Business Directory will be equipped with the power of geocoding, so each location can be easily viewed SMEs on the map. The map will be constructed by using the functionality of a webbased Google Maps API. The information presented in the form of multimedia that can be more interesting and interactive. The method used to achieve the goal are: observation; interviews; modeling and classifying business directory for SMEs.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Business%20directories" title="Business directories">Business directories</a>, <a href="https://publications.waset.org/search?q=SMEs" title=" SMEs"> SMEs</a>, <a href="https://publications.waset.org/search?q=Google%20maps%20API" title=" Google maps API"> Google maps API</a>, <a href="https://publications.waset.org/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/search?q=geocoding%20ommas." title=" geocoding ommas."> geocoding ommas.</a> </p> <a href="https://publications.waset.org/15479/analysis-and-design-business-directory-for-micro-small-and-medium-enterprises-using-google-maps-api-and-multimedia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15479/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15479/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15479/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15479/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15479/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15479/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15479/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15479/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15479/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15479/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2126</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">235</span> Lifeworld Research of Teacher Leadership through Educational Interactions with Students in a Classroom: Three Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Vilma%20Zydziunaite">Vilma Zydziunaite</a>, <a href="https://publications.waset.org/search?q=Vaida%20Jurgile"> Vaida Jurgile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The concept of teacher leadership refers to professional actors (employees and leaders) who can exercise control over or influence their work and its environment. The particular interest of the current research is gaining an understanding of how teachers experience leadership through educational interactions with students in a classroom. The aim of the research is to identify how teachers experience leadership in their everyday professional life through educational interactions with students in a classroom. Research questions are focused on essences of teacher leadership what are experienced by school teachers. The lifeworld research was performed in the study. 24 teachers participated in qualitative research. Data were collected via semi-structured interviews and analysed by using phenomenological analysis. Findings highlight aspects of teacher leadership through educational interactions with students in a classroom through the contribution to learning and teaching, authenticity, influence, empowerment, respect, equality, acknowledgement, resentment.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classroom" title="Classroom">Classroom</a>, <a href="https://publications.waset.org/search?q=educational%20interaction" title=" educational interaction"> educational interaction</a>, <a href="https://publications.waset.org/search?q=lifeworld%20research" title=" lifeworld research"> lifeworld research</a>, <a href="https://publications.waset.org/search?q=teacher%20leadership." title=" teacher leadership."> teacher leadership.</a> </p> <a href="https://publications.waset.org/10013419/lifeworld-research-of-teacher-leadership-through-educational-interactions-with-students-in-a-classroom-three-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013419/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013419/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013419/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013419/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013419/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013419/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013419/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013419/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013419/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013419/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013419.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">234</span> A Flipped Classroom Approach for Non-Science Majors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Nidhi%20Gadura">Nidhi Gadura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>To ensure student success in a non-majors biology course, a flipped classroom pedagogical approach was developed and implemented. All students were assigned online lectures to listen to before they come to class. A three hour lecture was split into one hour of online component, one hour of in class lecture and one hour of worksheets done by students in the classroom. This deviation from a traditional 3 hour in class lecture has resulted in increased student interest in science as well as better understanding of difficult scientific concepts. A pre and post survey was given to measure the interest in the subject and grades were used to measure the success rates. While the overall grade average did not change dramatically, students reported a much better appreciation of biology. Also, students overwhelmingly like the use of worksheets in class to help them understand the concepts. They liked the fact that they could listen to lectures at their own pace on line and even repeat if needed. The flipped classroom approach turned out to work really well our non-science majors and the author is ready to implement this in other classrooms.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Flipped%20classroom" title="Flipped classroom">Flipped classroom</a>, <a href="https://publications.waset.org/search?q=non-science%20majors" title=" non-science majors"> non-science majors</a>, <a href="https://publications.waset.org/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/search?q=technological%20pedagogical%20model." title=" technological pedagogical model."> technological pedagogical model.</a> </p> <a href="https://publications.waset.org/10001580/a-flipped-classroom-approach-for-non-science-majors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001580/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001580/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001580/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001580/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001580/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001580/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001580/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001580/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001580/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001580/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001580.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2060</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">233</span> Enhancing Experiential Learning in a Smart Flipped Classroom: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Fahri%20Benli">Fahri Benli</a>, <a href="https://publications.waset.org/search?q=Sitalakshmi%20Venkatraman"> Sitalakshmi Venkatraman</a>, <a href="https://publications.waset.org/search?q=Ye%20Wei"> Ye Wei</a>, <a href="https://publications.waset.org/search?q=Fiona%20Wahr"> Fiona Wahr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>A flipped classroom which is a form of blended learning shifts the focus from a teacher-centered approach to a learner-centered approach. However, not all learners are ready to take the active role of knowledge and skill acquisition through a flipped classroom and they continue to delve in a passive mode of learning. This challenges educators in designing, scaffolding and facilitating in-class activities for students to have active learning experiences in a flipped classroom environment. Experiential learning theories have been employed by educators in the past in physical classrooms based on the principle that knowledge could be actively developed through direct experience. However, with more of online teaching witnessed recently, there are inherent limitations in designing and simulating an experiential learning activity for an online environment. In this paper, we explore enhancing experiential learning using smart digital tools that could be employed in a flipped classroom within a higher education setting. We present the use of smart collaborative tools online to enhance the experiential learning activity to teach higher-order cognitive concepts of business process modeling as a case study. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Experiential%20learning" title="Experiential learning">Experiential learning</a>, <a href="https://publications.waset.org/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/search?q=smart%20software%20tools" title=" smart software tools"> smart software tools</a>, <a href="https://publications.waset.org/search?q=online%20learning%20higher-order%20learning%20attributes." title=" online learning higher-order learning attributes."> online learning higher-order learning attributes.</a> </p> <a href="https://publications.waset.org/10012690/enhancing-experiential-learning-in-a-smart-flipped-classroom-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10012690/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10012690/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10012690/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10012690/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10012690/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10012690/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10012690/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10012690/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10012690/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10012690/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10012690.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">232</span> A Developmental Study of the Flipped Classroom Approach on Students’ Learning in English Language Modules in British University in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=A.%20T.%20Zaki">A. T. Zaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The flipped classroom approach as a mode of blended learning was formally introduced to students of the English language modules at the British University in Egypt (BUE) at the start of the academic year 2015/2016. This paper aims to study the impact of the flipped classroom approach after three semesters of implementation. It will restrict itself to the examination of students’ achievement rates, student satisfaction, and how different student cohorts have benefited differently from the flipped practice. The paper concludes with recommendations of how the experience can be further developed.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Achievement%20rates" title="Achievement rates">Achievement rates</a>, <a href="https://publications.waset.org/search?q=developmental%20experience" title=" developmental experience"> developmental experience</a>, <a href="https://publications.waset.org/search?q=Egypt" title=" Egypt"> Egypt</a>, <a href="https://publications.waset.org/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/search?q=student%20cohorts" title=" student cohorts"> student cohorts</a>, <a href="https://publications.waset.org/search?q=student%20satisfaction." title=" student satisfaction."> student satisfaction.</a> </p> <a href="https://publications.waset.org/10007681/a-developmental-study-of-the-flipped-classroom-approach-on-students-learning-in-english-language-modules-in-british-university-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10007681/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10007681/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10007681/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10007681/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10007681/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10007681/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10007681/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10007681/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10007681/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10007681/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10007681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1086</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">231</span> Movies and Dynamic Mathematical Objects on Trigonometry for Mobile Phones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Kazuhisa%20Takagi">Kazuhisa Takagi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper is about movies and dynamic objects for mobile phones. Dynamic objects are the software programmed by JavaScript. They consist of geometric figures and work on HTML5-compliant browsers. Mobile phones are very popular among teenagers. They like watching movies and playing games on them. So, mathematics movies and dynamic objects would enhance teaching and learning processes. In the movies, manga characters speak with artificially synchronized voices. They teach trigonometry together with dynamic mathematical objects. Many movies are created. They are Windows Media files or MP4 movies. These movies and dynamic objects are not only used in the classroom but also distributed to students. By watching movies, students can study trigonometry before or after class.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Dynamic%20mathematical%20object" title="Dynamic mathematical object">Dynamic mathematical object</a>, <a href="https://publications.waset.org/search?q=JavaScript" title=" JavaScript"> JavaScript</a>, <a href="https://publications.waset.org/search?q=Google%20drive" title=" Google drive"> Google drive</a>, <a href="https://publications.waset.org/search?q=transfer%20jet." title=" transfer jet."> transfer jet.</a> </p> <a href="https://publications.waset.org/10006900/movies-and-dynamic-mathematical-objects-on-trigonometry-for-mobile-phones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10006900/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10006900/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10006900/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10006900/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10006900/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10006900/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10006900/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10006900/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10006900/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10006900/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10006900.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1010</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">230</span> Factors Related to Teachers’ Analysis of Classroom Assessments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hussain%20A.%20Alkharusi">Hussain A. Alkharusi</a>, <a href="https://publications.waset.org/search?q=Said%20S.%20Aldhafri"> Said S. Aldhafri</a>, <a href="https://publications.waset.org/search?q=Hilal%20Z.%20Alnabhani"> Hilal Z. Alnabhani</a>, <a href="https://publications.waset.org/search?q=Muna%20Alkalbani"> Muna Alkalbani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt">Analyzing classroom assessments is one of the responsibilities of the teacher. It aims improving teacher’s instruction and assessment as well as student learning. The present study investigated factors that might explain variation in teachers’ practices regarding analysis of classroom assessments. The factors considered in the investigation included gender, in-service assessment training, teaching load, teaching experience, knowledge in assessment, attitude towards quantitative aspects of assessment, and self-perceived competence in analyzing assessments. Participants were 246 in-service teachers in Oman. Results of a stepwise multiple linear regression analysis revealed that self-perceived competence was the only significant factor explaining the variance in teachers’ analysis of assessments. Implications for research and practice are discussed.<o:p></o:p></p> <p> </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Analysis%20of%20assessment" title="Analysis of assessment">Analysis of assessment</a>, <a href="https://publications.waset.org/search?q=Classroom%20assessment" title=" Classroom assessment"> Classroom assessment</a>, <a href="https://publications.waset.org/search?q=In-service%20teachers" title=" In-service teachers"> In-service teachers</a>, <a href="https://publications.waset.org/search?q=Self-competence." title=" Self-competence."> Self-competence.</a> </p> <a href="https://publications.waset.org/9997528/factors-related-to-teachers-analysis-of-classroom-assessments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9997528/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9997528/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9997528/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9997528/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9997528/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9997528/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9997528/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9997528/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9997528/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9997528/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9997528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2552</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">229</span> Teachers- Perceptions on the Use of E-Books as Textbooks in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Abd%20Mutalib%20Embong">Abd Mutalib Embong</a>, <a href="https://publications.waset.org/search?q=Azelin%20M%20Noor"> Azelin M Noor</a>, <a href="https://publications.waset.org/search?q=Razol%20Mahari%20M%20Ali"> Razol Mahari M Ali</a>, <a href="https://publications.waset.org/search?q=Zulqarnain%20Abu%20Bakar"> Zulqarnain Abu Bakar</a>, <a href="https://publications.waset.org/search?q=Abdur-%0ARahman%20Mohamed%20Amin"> Abdur- Rahman Mohamed Amin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> At the time where electronic books, or e-Books, offer students a fun way of learning , teachers who are used to the paper text books may find it as a new challenge to use it as a part of learning process. Precisely, there are various types of e-Books available to suit students- knowledge, characteristics, abilities, and interests. The paper discusses teachers- perceptions on the use of ebooks as a paper text book in the classroom. A survey was conducted on 72 teachers who use e-books as textbooks. It was discovered that a majority of these teachers had good perceptions on the use of ebooks. However, they had little problems using the devices. It can be overcome with some strategies and a suggested framework. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Classroom" title="Classroom">Classroom</a>, <a href="https://publications.waset.org/search?q=E-books" title=" E-books"> E-books</a>, <a href="https://publications.waset.org/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/search?q=teacher." title=" teacher."> teacher.</a> </p> <a href="https://publications.waset.org/11787/teachers-perceptions-on-the-use-of-e-books-as-textbooks-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/11787/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/11787/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/11787/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/11787/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/11787/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/11787/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/11787/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/11787/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/11787/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/11787/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/11787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">5748</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">228</span> Assessing Reading Habits of Future Classroom Teachers in the Context of Their Socio-Demographic Features</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=E.%20Oguz">E. Oguz</a>, <a href="https://publications.waset.org/search?q=Y%C4%B1ld%C4%B1z"> Yıldız</a>, <a href="https://publications.waset.org/search?q=A."> A.</a>, <a href="https://publications.waset.org/search?q=Hay%C4%B1rsever"> Hayırsever</a>, <a href="https://publications.waset.org/search?q=F."> F.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of the present study is to determine the level of reading habit of future classroom teachers, to discuss the obtained results according to their socio-demographic features and to define the factors which are influential on taking up reading in the context of future teachers experiences. The target population of the study consists of the fourth grade students at 62 faculties of education, department of classroom teaching from Turkish state universities. The sampling of the study consists of the fourth grade students from seven faculties of education, department of classroom teaching from each region. In the study, in the first and the second aspects, there will be a questionnaire to be developed concerning the measurement of future teachers level of reading habits and their socio-demographic features. The questionnaire was applied to all the students in the sample.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Reading" title="Reading">Reading</a>, <a href="https://publications.waset.org/search?q=Reading%20Habits" title=" Reading Habits"> Reading Habits</a>, <a href="https://publications.waset.org/search?q=Teachers" title=" Teachers "> Teachers </a> </p> <a href="https://publications.waset.org/2801/assessing-reading-habits-of-future-classroom-teachers-in-the-context-of-their-socio-demographic-features" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/2801/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/2801/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/2801/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/2801/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/2801/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/2801/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/2801/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/2801/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/2801/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/2801/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/2801.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2050</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">227</span> Semantic Markup for Web Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Martin%20Dostal">Martin Dostal</a>, <a href="https://publications.waset.org/search?q=Dalibor%20Fiala"> Dalibor Fiala</a>, <a href="https://publications.waset.org/search?q=Karel%20Je%C5%BEek"> Karel Ježek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we would like to introduce some of the best practices of using semantic markup and its significance in the success of web applications. Search engines are one of the best ways to reach potential customers and are some of the main indicators of web sites' fruitfulness. We will introduce the most important semantic vocabularies which are used by Google and Yahoo. Afterwards, we will explain the process of semantic markup implementation and its significance for search engines and other semantic markup consumers. We will describe techniques for slow conceiving RDFa markup to our web application for collecting Call for papers (CFP) announcements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Call%20for%20papers" title="Call for papers">Call for papers</a>, <a href="https://publications.waset.org/search?q=Google" title=" Google"> Google</a>, <a href="https://publications.waset.org/search?q=RDFa" title=" RDFa"> RDFa</a>, <a href="https://publications.waset.org/search?q=semantic%20markup" title=" semantic markup"> semantic markup</a>, <a href="https://publications.waset.org/search?q=semantic%20web" title=" semantic web"> semantic web</a>, <a href="https://publications.waset.org/search?q=Yahoo." title=" Yahoo."> Yahoo.</a> </p> <a href="https://publications.waset.org/15156/semantic-markup-for-web-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/15156/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/15156/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/15156/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/15156/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/15156/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/15156/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/15156/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/15156/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/15156/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/15156/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/15156.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1787</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">226</span> Applying Multiple Intelligences to Teach Buddhist Doctrines in a Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Phalaunnaphat%20Siriwongs">Phalaunnaphat Siriwongs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The classroom of the 21st century is an ever changing forum for new and innovative thoughts and ideas. With increasing technology and opportunity, students have rapid access to information that only decades ago would have taken weeks to obtain. Unfortunately, new techniques and technology are not the cure for the fundamental problems that have plagued the classroom ever since education was established. Class size has been an issue long debated in academia. While it is difficult to pin point an exact number, it is clear that in this case more does not mean better. By looking into the success and pitfalls of classroom size the true advantages of smaller classes will become clear. Previously, one class was comprised of 50 students. Being seventeen and eighteen- year- old students, sometimes it was quite difficult for them to stay focused. To help them understand and gain much knowledge, a researcher introduced “The Theory of Multiple Intelligence” and this, in fact, enabled students to learn according to their own learning preferences no matter how they were being taught. In this lesson, the researcher designed a cycle of learning activities involving all intelligences so that everyone had equal opportunities to learn.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multiple%20intelligences" title="Multiple intelligences">Multiple intelligences</a>, <a href="https://publications.waset.org/search?q=role%20play" title=" role play"> role play</a>, <a href="https://publications.waset.org/search?q=performance%0D%0Aassessment" title=" performance assessment"> performance assessment</a>, <a href="https://publications.waset.org/search?q=formative%20assessment." title=" formative assessment."> formative assessment.</a> </p> <a href="https://publications.waset.org/10000201/applying-multiple-intelligences-to-teach-buddhist-doctrines-in-a-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000201/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000201/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10000201/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10000201/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10000201/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10000201/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10000201/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10000201/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10000201/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10000201/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10000201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1541</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">225</span> Multiple Intelligence Theory with a View to Designing a Classroom for the Future</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Phalaunnaphat%20Siriwongs">Phalaunnaphat Siriwongs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The classroom of the 21st century is an ever changing forum for new and innovative thoughts and ideas. With increasing technology and opportunity, students have rapid access to information that only decades ago would have taken weeks to obtain. Unfortunately, new techniques and technology is not a cure for the fundamental problems that have plagued the classroom ever since education was established. Class size has been an issue long debated in academia. While it is difficult to pin point an exact number, it is clear that in this case more does not mean better. By looking into the success and pitfalls of classroom size the true advantages of smaller classes will become clear. Previously, one class was comprised of 50 students. Being seventeen and eighteen-year-old students, sometimes it was quite difficult for them to stay focused. To help them understand and gain much knowledge, a researcher introduced “The Theory of Multiple Intelligence” and this, in fact, enabled students to learn according to their own learning preferences no matter how they were being taught. In this lesson, the researcher designed a cycle of learning activities involving all intelligences so that everyone had equal opportunities to learn.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Multiple%20Intelligences" title="Multiple Intelligences">Multiple Intelligences</a>, <a href="https://publications.waset.org/search?q=role%20play" title=" role play"> role play</a>, <a href="https://publications.waset.org/search?q=performance%20assessment" title=" performance assessment"> performance assessment</a>, <a href="https://publications.waset.org/search?q=formative%20assessment." title=" formative assessment."> formative assessment.</a> </p> <a href="https://publications.waset.org/9999258/multiple-intelligence-theory-with-a-view-to-designing-a-classroom-for-the-future" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/9999258/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/9999258/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/9999258/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/9999258/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/9999258/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/9999258/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/9999258/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/9999258/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/9999258/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/9999258/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/9999258.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1547</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">224</span> Prototype of Business Directory for Micro, Small and Medium Enterprises Using Google Maps API and Multimedia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Suselo%20Thomas">Suselo Thomas</a>, <a href="https://publications.waset.org/search?q=Suyoto"> Suyoto</a>, <a href="https://publications.waset.org/search?q=Dwiandiyanta%20B.%20Yudi"> Dwiandiyanta B. Yudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explain about prototype of a business directory for micro-scale businesses, small and medium enterprises (SMEs), the third phase of the research. The third phase is the phase of software development based on the model of SME business directory that had been developed, to create prototype software SME business directory. In the fourth phase, namely the implementation, these units have been developed are tested to obtain input from potential users. The fifth phase is the testing phase to determine the strengths and weaknesses of software has been developed. The result of this phase is the software in the form of on-line (web based) and multimedia-based. Business Directory, if implemented will facilitate and optimize the access of SMEs to ease supplier access to marketing. Business Directory will be equipped with the power of geocoding, so each location can be easily viewed SMEs on the map. The map will be constructed by using the functionality of a web-based Google Maps API. The information presented in the form of multimedia that can be more interesting and interactive. Methodology used to achieve the goal: observation, interviews, modeling and classifying business directory for SMEs. </p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Business%20directories" title="Business directories">Business directories</a>, <a href="https://publications.waset.org/search?q=SMEs" title=" SMEs"> SMEs</a>, <a href="https://publications.waset.org/search?q=Google%20Maps%20API" title=" Google Maps API"> Google Maps API</a>, <a href="https://publications.waset.org/search?q=Multimedia" title=" Multimedia"> Multimedia</a>, <a href="https://publications.waset.org/search?q=Prototype." title=" Prototype. "> Prototype. </a> </p> <a href="https://publications.waset.org/17264/prototype-of-business-directory-for-micro-small-and-medium-enterprises-using-google-maps-api-and-multimedia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/17264/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/17264/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/17264/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/17264/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/17264/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/17264/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/17264/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/17264/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/17264/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/17264/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/17264.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2134</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">223</span> Closing the Achievement Gap Within Reading and Mathematics Classrooms by Fostering Hispanic Students- Educational Resilience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hersh%20C.%20Waxman">Hersh C. Waxman</a>, <a href="https://publications.waset.org/search?q=Yolanda%20N.%20Padr%C3%B3n"> Yolanda N. Padrón</a>, <a href="https://publications.waset.org/search?q=Jee-Young%20Shin"> Jee-Young Shin</a>, <a href="https://publications.waset.org/search?q=H%C3%A9ctor%20H.%20Rivera"> Héctor H. Rivera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While many studies have conducted the achievement gap between groups of students in school districts, few studies have utilized resilience research to investigate achievement gaps within classrooms. This paper aims to summarize and discuss some recent studies Waxman, Padr├│n, and their colleagues conducted, in which they examined learning environment differences between resilient and nonresilient students in reading and mathematics classrooms. The classes consist of predominantly Hispanic elementary school students from low-income families. These studies all incorporated learning environment questionnaires and systematic observation methods. Significant differences were found between resilient and nonresilient students on their classroom learning environments and classroom behaviors. The observation results indicate that the amount and quality of teacher and student academic interaction are two of the most influential variables that promote student outcomes. This paper concludes by suggesting the following teacher practices to promote resiliency in schools: (a) using feedback from classroom observation and learning environment measures, (b) employing explicit teaching practices; and (c) understanding students on a social and personal level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=achievement%20gap" title="achievement gap">achievement gap</a>, <a href="https://publications.waset.org/search?q=classroom%20learning%20environments" title=" classroom learning environments"> classroom learning environments</a>, <a href="https://publications.waset.org/search?q=educational%20resilience" title=" educational resilience"> educational resilience</a>, <a href="https://publications.waset.org/search?q=systematic%20classroom%20observation" title=" systematic classroom observation"> systematic classroom observation</a> </p> <a href="https://publications.waset.org/7136/closing-the-achievement-gap-within-reading-and-mathematics-classrooms-by-fostering-hispanic-students-educational-resilience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7136/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7136/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/7136/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/7136/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/7136/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/7136/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/7136/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/7136/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/7136/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/7136/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/7136.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1984</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">222</span> Classroom Teacher Candidates' Definitions and Beliefs about Technology Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmet%20Baytak">Ahmet Baytak</a>, <a href="https://publications.waset.org/search?q=Cenk%20Akb%C4%B1y%C4%B1k"> Cenk Akbıyık</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The purpose of this paper is to present teacher candidates- beliefs about technology integration in their field of study, which is classroom teaching in this case. The study was conducted among the first year students in college of education in Turkey. This study is based on both quantitative and qualitative data. For the quantitative data- Likert scale was used and for the qualitative data pattern matching was employed. The primary findings showed that students defined educational technology as technologies that improve learning with their visual, easily accessible, and productive features. They also believe these technologies could affect their future students- learning positively.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Educational%20technology" title="Educational technology">Educational technology</a>, <a href="https://publications.waset.org/search?q=classroom%20teacher%20candidates" title=" classroom teacher candidates"> classroom teacher candidates</a>, <a href="https://publications.waset.org/search?q=technology%20integration" title=" technology integration"> technology integration</a>, <a href="https://publications.waset.org/search?q=teacher%20education." title=" teacher education."> teacher education.</a> </p> <a href="https://publications.waset.org/4781/classroom-teacher-candidates-definitions-and-beliefs-about-technology-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/4781/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/4781/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/4781/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/4781/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/4781/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/4781/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/4781/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/4781/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/4781/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/4781/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/4781.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">1926</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">221</span> Application of Digital Tools for Improving Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Jos%C3%A9%20L.%20Jim%C3%A9nez">José L. Jiménez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>The use of technology in the classroom is an issue that is constantly evolving. Digital age students learn differently than their teachers did, so now the teacher should be constantly evolving their methods and teaching techniques to be more in touch with the student. In this paper a case study presents how were used some of these technologies by accompanying a classroom course, this in order to provide students with a different and innovative experience as their teacher usually presented the activities to develop. As students worked in the various activities, they increased their digital skills by employing unknown tools that helped them in their professional training. The twenty-first century teacher should consider the use of Information and Communication Technologies in the classroom thinking in skills that students of the digital age should possess. It also takes a brief look at the history of distance education and it is also highlighted the importance of integrating technology as part of the student's training.</p> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Digital%20tools" title="Digital tools">Digital tools</a>, <a href="https://publications.waset.org/search?q=on-line%20learning" title=" on-line learning"> on-line learning</a>, <a href="https://publications.waset.org/search?q=social%20networks" title=" social networks"> social networks</a>, <a href="https://publications.waset.org/search?q=technology." title=" technology."> technology.</a> </p> <a href="https://publications.waset.org/10000570/application-of-digital-tools-for-improving-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10000570/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10000570/bibtex" 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