Abstract

Following the research of Albert Bandura, the advent of social media has changed the platform for social interaction and human experience. Educators have a unique opportunity to apply the concepts of Bandura's Social Learning Theory toward enhanced student engagement and learning in a social media context. This article synthesizes current research on Social Learning Theory and Social Media Technology, focusing on how the application of social media in the classroom might be used to stimulate attention, memory, and motivation as each relates to the acquisition of knowledge. Implications for practitioners are discussed in terms of the contexts of student, lesson and faculty.

Abstract

21^st century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What technology do teachers use in the classroom; 2) How often do teachers use technology/multimedia in the classroom; 3) How do teachers integrate technology/multimedia in their lessons; 4) What are some of the tools teachers use to create multimedia; and 5) Where do teachers learn to use to create multimedia? The study utilized a survey method to determine the types of multimedia technologies teachers routinely integrated in the classroom. Research data from 701 practicing K-12 teachers is reported in this study. Desktop computers, Laptops and Smartboards were the top three technologies that were being used in the classroom. Powerpoint was still the most popular tool for creating multimedia followed by Youtube, which was used by about half of the respondents in this study. This study has implications for teachers, teacher educators and school administrators who make decisions on technology integration in the classroom.

Abstract

Discussion Boards are at the heart of an Asynchronous Online Learning or Distance Education Environment and can have a great impact on the learning experience. Understanding the individual factors that create a high quality discussion board experience for students and their interrelationships is critical to continuous improvement in distance education. Research which contributes to increased effectiveness of virtual Discussion Boards for both instructors and students can result in greater student involvement and success in learning new skills.

This paper discusses Phase 1 and 2 of a multi phase applied research effort on improving the quality of virtual Discussion Boards. “Applied research is defined as systematic study to gain knowledge or understanding necessary to determine the means by which a recognized and specific need may be met” ("Research and development," 2010, para 4). The study was completed in two phases with additional phases to be developed as the data analysis continues to yield results. In Phase 1, a literature review was completed and qualitative data employing a focus group methodology was completed. The focus group was comprised of full time faculty from a large, proprietary, online university with significant experience in the use of Discussion Boards. The data was collected from the focus group and was analyzed to create hypotheses for additional research on the topic. Phase 2 focused on collecting data utilizing a quantitative research methodology supported by continued research of the literature on this topic. The results of the data analyzed during these phases will become the basis for additional studies on recommended best practices in discussion board participation as it applies to both the student and the instructor.

Abstract

The main purpose of this study is to understand the opinion of student trainee teachers towards Microteaching skills. In this study, survey method was adopted. The participants of this study were 130 trainee students from four Teacher Training Colleges of West Bengal, India in 2013-14 sessions. The tools used in the study for data collection was a questionnaire comprising of two parts, made by the researcher. Part-A comprises of 6 items and Part-B consists of 15 items. The Microteaching skills have been selected according to the revised B.Ed Calcutta University syllabus. Data were analyzed using Descriptive Statistics (Mean and Standard deviation). 't' test was performed to determine the differences in opinion towards Microteaching among rural-urban located students, deputed and fresher students and among male and female students. The findings revealed that, the deputed and fresher trainees hold mostly similar opinion towards the different skills of Microteaching and the different components within it. There is a difference in opinion between rural and urban located trainees and overall the respondents have a favorable opinion towards Microteaching skills which would help them to face the real classroom situations. To improve the quality of teachers, it is important to study the usage and applicability of Microteaching skills.

Abstract

The main aim of the study was to find out whether there was a significant difference in the attitude and opinion towards using Computer Technology in teaching among B.Ed., trainees in terms of select independent variables. Normative survey was the technique employed. Opinion towards Computer Usage and Attitude towards Computer Technology inventory developed by Karpaga Kumaravel. K. and Amulraj. A. (2013), was used for data collection. A stratified representative sample of 150 B.Ed. trainees of self-financed B.Ed. colleges in Tiruchirappalli district constituted the sample for this study. The major findings were there were significant differences in Attitude towards Computer Technology in teaching, between age group below 25 years and above 26 years, Under Graduates and Post Graduates and rural and urban localities.