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Shuling Yang; Guy Trainin; Carin Appleget – Reading Teacher, 2025
The advent of Generative AI technologies, such as ChatGPT, in November 2022, necessitated immediate and critical attention from the educational research community. The impact of GenAI in education, though not yet clear, has the potential to be transformative. More specifically, the focus of this paper is on how to integrate GenAI into elementary…
Descriptors: Cues, Artificial Intelligence, Computer Software, Technology Uses in Education
Xiaoni Zhang – Journal of Information Systems Education, 2025
This teaching tip explores the integration of AI tools into database education. The author describes how instructors can use AI tools to prepare teaching materials and how students can use AI to facilitate database development. The teaching tips provided encompass both course-level objectives and assignment-specific strategies. The inclusion of AI…
Descriptors: Databases, Technology Integration, Critical Thinking, Thinking Skills
Fishovitz, Jennifer; Crawford, Garland L.; Kloepper, Kathryn D. – Journal of Chemical Education, 2020
Games are a way to engage students with course material in a low-stakes environment. In the popular game app "Heads Up!", participants give clues to a guesser who is holding a word on their forehead. Here, we present a modified version of this game where students are required to give clues in a specific order that emphasizes higher-order…
Descriptors: Metacognition, Computer Software, Computer Games, Cues
Krypotos, Angelos-Miltiadis; Moscarello, Justin M.; Sears, Robert M.; LeDoux, Joseph E.; Galatzer-Levy, Isaac – Learning & Memory, 2018
Signaled active avoidance (SigAA) is the key experimental procedure for studying the acquisition of instrumental responses toward conditioned threat cues. Traditional analytic approaches (e.g., general linear model) often obfuscate important individual differences, although individual differences in learned responses characterize both animal and…
Descriptors: Conditioning, Cues, Responses, Individual Differences
Kiewra, Kenneth A.; Colliot, Tiphaine; Lu, Junrong – IDEA Center, Inc., 2018
Students are incomplete note takers who routinely record just one third of a lesson's important information in their notes. This is unfortunate, because the number of lesson points recorded in notes is positively correlated with student achievement. Moreover, both the activity of recording notes and the subsequent review of notes are advantageous.…
Descriptors: Notetaking, Skill Development, Writing Skills, Teacher Role
Lesser, Lawrence M.; Pearl, Dennis K.; Weber, John J.; Dousa, Dominic M.; Carey, Robert P.; Haddad, Stephen A. – Journal of Statistics Education, 2019
This article describes the process used to develop and assess an NSF-funded instructional innovation: an online collection (https://www.CAUSEweb.org/smiles/) of 28 interactive songs of high esthetic quality designed to span literature-based learning objectives of introductory statistics that develop statistical literacy and reasoning. The…
Descriptors: Singing, Introductory Courses, Statistics, Mathematics Instruction
Petko, Dominik; Schmid, Regina; Müller, Laura; Hielscher, Michael – Technology, Knowledge and Learning, 2019
Mobile technologies open up new ways of fostering reflection in teacher education. With the intention of tying reflection closer to the actions in the classroom, facilitating multimedia recordings, providing prompts for reflection and fostering discussions between pre-service teachers, experienced teachers and university mentors, we developed the…
Descriptors: Mentors, Notetaking, Telecommunications, Handheld Devices
Ferlazzo, Larry; Sypnieski, Katie Hull – American Educator, 2018
With more than 35 years of combined experience teaching English language learners (ELLs), Larry Ferlazzo and Katie Hull Sypnieski understand how students learn. Together, they have written a series of books on the topic, and in this article they share their insights. Chief among them is that ELLs require particular instructional strategies to help…
Descriptors: English Language Learners, Teaching Methods, Individualized Instruction, Student Motivation
Comerford, Liam; Mannis, Adam; DeAngelis, Marco; Kougioumtzoglou, Ioannis A.; Beer, Michael – European Journal of Engineering Education, 2018
The concept of formative assessment is considered by many to play an important role in enhancing teaching in higher engineering education. In this paper, the concept of the flipped classroom as part of a blended learning curriculum is highlighted as an ideal medium through which formative assessment practices arise. Whilst the advantages of…
Descriptors: Databases, Formative Evaluation, Engineering Education, Blended Learning
Roberts, Leah – Second Language Research, 2012
In this article, a survey of current psycholinguistic techniques relevant to second language acquisition (SLA) research is presented. I summarize many of the available methods and discuss their use with particular reference to two critical questions in current SLA research: (1) What does a learner's current knowledge of the second language (L2)…
Descriptors: Psycholinguistics, Second Language Learning, Research Methodology, Language Research
Graham, Deryn – E-Learning, 2008
This article describes the evolution of the development of a framework for e-learning to reconsider e-learning in relation to the cooperative work framework, identifying critical weaknesses in the fundamental nature of e-learning and its consequent propensity for failure. (Contains 4 figures and 2 notes.)
Descriptors: Electronic Learning, Cooperative Learning, Cooperation, Computer Uses in Education
Winne, Philip H. – International Journal of Educational Research, 2004
Calibration concerns (a) the deviation of a person's judgment from fact, introducing notions of bias and accuracy; and metric issues regarding (b) the validity of cues' contributions to judgments and (c) the grain size of cues. Miscalibration hinders self-regulated learning (SRL). Considering calibration in the context of Winne and Hadwin's…
Descriptors: Computer Software, Learning Processes, Cues, Metacognition