i-manager Publications

i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 19 Issue 3

TRANSFORMING EDUCATION: NAVIGATING THE AVENUES OF HYBRID LEARNING FOR ENGAGING AND CUSTOMIZED TEACHING-LEARNING EXPERIENCES
Best practices that at a faculty should adopt An experiential teaching approach
Realizing Inclusivity in Schools.
Investigating the Effect of Instruction Designed According to the ARCS Model Enriched with Web 2.0 Tools on Students' Mathematics Achievement and Motivation
Lack of Visualization of Virtual Platforms

Most Cited

Volume 18 Issue 1 June - August 2022

Research Paper

ICT Integration Approach: A Comparative Study of Physical Education and Sports Teachers and Language, Science and Humanities Teachers

Yakup Koç* , Ahmet Mutlu **

* Faculty of Education, Erzincan Binali Yıldırım University, Erzincan, Turkey.

** Physical Education and Sports Teacher in İstanbul, Turkey.

Koç, Y., & Mutlu, A. (2022). ICT Integration Approach: A Comparative Study of Physical Education and Sports Teachers and Language, Science and Humanities Teachers. i-manager’s Journal on School Educational Technology, 18(1), 1-11. https://doi.org/10.26634/jsch.18.1.19089

Abstract

In this study, it was aimed to determine the information and communication technologies integration approaches of physical education and sports teachers and language, science and humanities teachers. A survey model was used in the research. The research group consisted of teachers working in public high schools affiliated with the Ministry of National Education in Istanbul for 2020–2021 academic year and who were selected by a simple random sampling method. In this context, the research was conducted with 619 teachers. "Personal Information Form" and "Information and Communication Technologies Integration Approaches Scale" were used as data collection tools. In the analysis of the obtained data, descriptive statistics, a t-test, a one-way ANOVA, and the Pearson product-moment correlation coefficient were used. As a result, it was understood that information and communication technologies integration levels of physical education and sports teachers were significantly lower than language, science and humanities teachers. It was determined that the information and communication technology integration levels of the physical education and sports teachers differed significantly according to their in-service training status. In addition, the information and communication technology integration levels of language, science, and humanities teachers differed significantly according to in-service training, finding their income levels sufficient, choosing the profession willingly, and marital status.

References

[1]. Akpınar, Y. (2003). Öğretmenlerin yeni bilgi teknolojileri kullanımında yükseköğretimin etkisi: İstanbul okulları örneği. The Turkish Online Journal of Educational Technology, 2(2), 79-96.

[2]. Albirini, A. (2006). Teachers' attitudes toward information and communication technologies: The case of Syrian EFL teachers. Computers & Education, 47(4), 373-398. https://doi.org/10.1016/j.compedu.2004.10.013

[3]. Alev, N. (2003). Integrating information and communications technology (ICT) into pre-service science teacher education: The challenges of change in a Turkish Faculty of Education. University of Leicester (United Kingdom).

[4]. Arslan, Y., & Semiz, K. (2019). Beden Eğitimi ve Sporda Öğretim Teknolojileri. Ankara: Pegem A Akademi Yayınları

[5]. Aydoğmuş, M., & Karadağ, Y. (2020). Preservice Teachers' Competence of Information and Communication Technologies: Sample of Ondokuz Mayıs University. Mersin University Journal of the Faculty of Education, 16(3), 686-705.

[6]. Balcı, A. (2001). Sosyal bilimlerde araştırma. Yöntem, Teknik ve İlkeler, Ankara: PegemA Yayınları.

[7]. Britten, J. S., & Cassady, J. C. (2005). The Technology Integration Assessment Instrument: Understanding planned use of technology by classroom teachers. Computers in the Schools, 22(3-4), 49-61.

[8]. Büyüköztürk, Ş. (2015). Handbook of Data Analysis for Social Sciences: Statistics, Research Design, SPSS and Comments. Ankara: Pegem Yayıncılık.

[9]. Clark-Carter, D. (1997). Doing quantitative psychological research: From design to report. Psychology Press/Erlbaum (UK) Taylor & Francis.

[10]. Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.

[11]. Çobanoğlu, A. A., & Yücel, Z. E. (2017). EFL teachers' technology use and attitudes towards information and communication technologies in education. Journal of Higher Education and Science, 7(3), 453-461.

[12]. David, T. (2000). For a convincing argument for the need to transform notions of “schooling” in light of technology driven social change see Thornburg, “Technology in K-12 Education: Envisioning a New Future”. Retrieved from http://www.air-dc.org/forum/abthornburg.htm

[13]. Eroğlu, A., Ünlü, H., Eroğlu, İ.,& Yılmaz, B. (2011). Beden eğitimi öğretmeni ve beden eğitimi öğretmen adaylarının eğitsel internet kullanımına yönelik yeterliklerinin incelenmesi. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 13(1), 132-135.

[14]. European Commission. (2001). Survey Report: Students' Perceptions of the use of ICT in University Learning and Teaching. Retrieved from http://www. spotplus.odl.org/downloads/Survey_report_final.pdf

[15]. Geçer, A. K., & Gökdaş, İ. (2014). Examination of teachers' utilization of information and communication technologies according to some variables. Journal of Educational Sciences Research, 4(1), 89-112.

[16]. Gooden, A. R. (1996). Computers in the Classroom. USA: Jossey-Bass and Apple Press.

[17]. Gökçearslan, Ş., Karademir, T., & Şahin, S. (2019). Adaptation of Information and Communication Technology Competency Scale to Turkish for Pre-Service Teachers. Kastamonu Education Journal, 27(4), 1435.

[18]. Higgins, S., & Moseley, D. (1999). Ways forward with ICT: effective pedagogy using information and communications technology for literacy and numeracy in primary schools. Newcastle: University of Newcastle upon Tyne.

[19]. Isman, A., & Celikli, G. E. (2009). How Does Student Ability and Self-Efficacy Affect the Usage of Computer Technology?. Online Submission, 8(1), 33–38.

[20]. Kamacı, E. (2014). The Turkish language and literature teachers' opinions towards information and communication technologies (Trabzon sample).Turkish Studies (Electronic), 9(3), 777-799.

[21]. Keong, C. C., Horani, S., & Daniel, J. (2005). A study on the use of ICT in mathematics teaching. Malaysian Online Journal of İnstructional Technology, 2(3), 43-51.

[22]. Kiper, A., & Tercan, S. S. (2012). The Usage of Information Technologies in Classroom Environment among Primary School Teachers and Their Perception on In-Service Training Programs on IT (Sample of Sakarya). Turkish Online Journal of Educational Technology-TOJET, 11(3), 386-392.

[23]. Korkmaz, E. (2021). Technology usage levels of physical education and sports teachers in physical education and sports courses (The case of Antalya province), Unpublished PhD Thesis, Uludağ University, Bursa.

[24]. Koşar, E., & Çiğdem, H. (2003). Eğitim ortamı tasarımı, araç-gereç ve materyal özellikleri. Öğretim Teknolojileri ve Materyal Geliştirme. Ankara: Öğreti Pegem A Yayıncılık.

[25]. Law, N. (2000). Research framework and design. N. Law, N., HK Yuen, WW Ki, SC Li, Y. Lee, and Y. Chow (Eds.). Changing Classrooms & Changing Schools. A study of Good Practices in Hong Kong Schools. Hong Kong: CITE, University of Hong Kong.

[26]. Lee, G. G., Lin, H. F., & Pai, J. C. (2005). Influence of environmental and organizational factors on the success of internet-based interorganizational systems planning. Internet Research, 15(5), 527-543.

[27]. Maddux, C. D., Johnson, D. L., & Willis, J. W. (2001). Educational Computing: Learning with tomorrow's Technologies. 3rd Ed. Boston, MA: Allyn and Bacon.

[28]. Markauskaite, L. (2007). Exploring the structure of trainee teachers' ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities. Educational Technology Research and Development, 55(6), 547-572.

[29]. MEB. (2017). Öğretmenlik mesleği genel yeterlikleri. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü.

[30]. MEB. (2019). Eğitimde FATİH Projesi. Retrieved from http://fatihprojesi.meb.gov.tr/about.html

[31]. Özbek, Y. (2020). Sınıf öğretmenlerinin dijital içerik ve teknolojiyi kullanma becerileri. (Unpublished non-thesıs master's project), Pamukkale University.

[32]. Özcan, B., & Saraç, L. (2020). Teachers' roles and competencies ın online distance learning during the covid-19 pandemic crisis: A case of physical education teachers. Milli Egitim, 459-475.

[33]. Palak, D., & Walls, R. T. (2009). Teachers' beliefs and technology practices: A mixed-methods approach. Journal of Research on technology in Education, 41(4), 417-441. https://doi.org/10.1080/15391523.2009.10782537

[34]. Rahimi, M., & Yadollahi, S. (2011). ICT use in EFL classes: A focus on EFL teachers' characteristics. World Journal of English Language, 1(2), 17.

[35]. Smarkola, C. (2008). Efficacy of a planned behavior model: Beliefs that contribute to computer usage intentions of student teachers and experienced teachers. Computers in Human Behavior, 24(3), 1196-1215.

[36]. Tabaschnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (6th Edit.). Boston: Pearson.

[37]. Tekin, A., & Polat, E. (2014). Technology policies in education: Turkey and several other countries. Eğitimde Kuram ve Uygulama.

[38]. Teo, T. (2010). A path analysis of pre-service teachers' attitudes to computer use: Applying and extending the technology acceptance model in an educational context. Interactive Learning Environments, 18(1), 65-79.

[39]. Tezci, E. (2009). Teachers' effect on ICT use in education: The Turkey sample. Procedia-Social and Behavioral Sciences, 1(1), 1285-1294.

[40]. Tezci, E. (2011). Turkish primary school teachers' perceptions of school culture regarding ICT integration. Educational Technology Research and Development, 59(3), 429-443.

[41]. Tezci, E. (2016). Developing a scale for measuring ict integration approaches for teachers. Kastamonu Education Journal, 24(2), 975-992.

[42]. Thomas, A., & Stratton, G. (2006). What we are really doing with ICT in physical education: A national audit of equipment, use, teacher attitudes, support, and training. British Journal of Educational Technology, 37(4), 617-632.

[43]. Tinio, V. L. (2003). ICT in Education. Retrieved from https://wikieducator.org/images/f/ff/Eprimer-edu_ICT_in_Education.pdf

[44]. Ursavas, O. F., & Karal, H. (2009). Assessing Pre- Service Teachers' Computer Phobia Levels in Terms of Gender and Experience, Turkish Sample. Online Submission, 1(1), 71-75.

[45]. US Department of Labor. (1999). Future Work— Trends and Challenges for Work in the 21st Century. Retrieved from http://www.ncrel.org/engauge/skills/21skills.htm

[46]. Yaman, Ç. (2007). Beden eğitimi öğretmenlerinin eğitim teknolojileri ve multimedya kullanım becerileri. The Journal of Social Sciences Research, 2(2), 291-313.

[47]. Yılmaz, İ. Ulucan, H.,& Pehlivan, S. (2010). The attitudes and thoughts of the students attending physical education teaching program about using technology in education. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 105-118.

Full Article (HTML)

Pdf

Research Paper

Usage of Whatsapp in Education by Pre-Service Teachers: A Logical Study

D. R. Robert Joan*

Department of Mathematics, Christian College of Education, Marthandam, Tamilnadu, India.

Joan, D. R. R. (2022). Usage of Whatsapp in Education by Pre-Service Teachers: A Logical Study. i-manager’s Journal on School Educational Technology, 18(1), 12-18. https://doi.org/10.26634/jsch.18.1.18947

Abstract

WhatsApp is a social network used by most individuals in the world. Very few are not interested or not using Whatsapp. It has a vital place in the society to transmit information from any place-to-place. The information may be a text, a picture, a video, or a voice. Therefore, WhatsApp can be used for multi-message transfers. This study examines the use of WhatsApp in education by pre-service teachers. The researcher selects a sample of 60 pre-service teachers from a College of Education in Kanyakumari District. The investigators have used the "WhatsApp Education Inventory" to collect the data. From this study, the investigator concluded that the pre-service teachers utilize WhatsApp for their education according to their own interests. Moreover, no background variables are affected by the use of WhatsApp in their education. Most pre-service teachers are using WhatsApp for their education and progress. In this study, there exist no difference between the groups of type of families and religion, similarly among the groups of occupation of the father, occupation of the mother and income of the parents. Finally, it suggests that the pre-service teachers use WhatsApp in a creative and positive way to equip themselves and the future generation. Spending a lot of time on WhatsApp leads to addiction. Therefore, unnecessary usage of WhatsApp should be avoided to the future students to use their gadgets for a good purpose in a moral way.

References

[1]. Barhoumi, C. (2015). The Effectiveness of WhatsApp mobile learning activities guided by activty theory on students' knowldege management. Contemporary Educational Technology, 6(3), 221-238.

[2]. Best, J. W., & Kahn, J. V. (2005). Research in Education, Prentice Hall of India, New Delhi, 1-433.

[3]. Dahdal, S. (2020). Using the WhatsApp social media application for active learning. Journal of Educational Technology Systems, 49(2), 239-249. https://doi.org/10.1177/0047239520928307

[4]. Damayanti, I. L., & Sibarani, B. L. (2020). WhatsApp with preservice teacher learning experiences in the midst of COVID-19 pandemic. Language, Education, and Policy for the Changing Society: Contemporary Theory and Research. Penyunt. Dadang S. Anshori, et al. Bandung: UPI Press, 412-429.

[5]. Garrett, H. E. (2005). Statistics in Psychology and Education. Paragon International Publishers, New Delhi.

[6]. Santrock, J. W. (2006). Educational Psychology. McGraw-Hill Publications, (pp. 554).

[7]. Thaba-Nkadimene, K. L. (2020). The influence of WhatsApp usage on collaborative pedagogy and social networking during teaching practice at a rural university in South Africa. Journal of African Education, 1(1), 5-23.

[8]. Udenze, S., & Oshionebo, B. (2020). Investigating 'WhatsApp' for collaborative learning among undergraduates. Üsküdar Üniversitesi İletişim Fakültesi Akademik Dergisi Etkileşim, (5), 24-50. https://doi.org/10.32739/etkilesim.2020.5.92

Full Article (HTML)

Pdf

Research Paper

Impact of Place Based Education as Teaching Pedagogies for Active Engagement of Sixth Grade Students in Learning Science

Jurmi Thinley* , Purna Bahadur Chhetri, Bal Bahadur Powel*

* School in Western Bhutan, South East Asia.

Primary School, Western Bhutan, South East Asia.

* Ministry of Education, Wangdue Dzongkhag.

Thinley, J., Chhetri, P. B., and Powel, B. B. (2022). Impact of Place Based Education as Teaching Pedagogies for Active Engagement of Sixth Grade Students in Learning Science. i-manager’s Journal on School Educational Technology, 18(1), 19-25. https://doi.org/10.26634/jsch.18.1.19117

Abstract

To enable learning to the fullest for whole development of children, theories stated that the children should be actively engaged during the learning process. However, Bhutanese classrooms predominately use traditional methods of teaching within the four walls. Like any other country, Bhutan's educational system gears up to use different teaching strategies to maximize students' engagement for a better academic score. The purpose of this study was to improve the learners' engagement in learning by using place-based education approaches as teaching methods. The study further delved into which of the engagement types are well catered by PBE approaches for better learning of science. This study was carried out with 27 class IV students from Bjimthangkha Primary School, Wangdue District, Western Bhutan. The data for both the baseline and post-intervention periods were gathered using closed format survey questionnaires and observations. The application of intervention strategies lasted for three consecutive weeks. Descriptive statistics were used to analyze the data. The findings indicated that students' engagement in learning science has improved after employing place-based education as a teaching approach. Subsequently, the academic learning score in science has improved.

References

[1]. Barnett, S. A. (2009). Place-Based Education and Teaching about Marin County Birds: Curriculum Development for Teachers. (Doctoral Dissertation, Dominican University of California).

[2]. Bartholomaeus, P. (2006). Some rural examples of place-based education. International Education Journal, 7(4), 480-489.

[3]. Bhutan Council for School Examinations and Assessment. (2019). Year-End Assessment Report 2019. Retrieved from https://www.bcsea.bt/uploads/publications/Grade%20VI%20CBAT%202018%20Year-end%20Assessment%20Report%202019_1626326818.pdf

[4]. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self Processes and Development (pp. 43–77). Lawrence Erlbaum Associates, Inc.

[5]. Cothran, D. J., & Ennis, C. D. (2000). Building bridges to student engagement: Communicating respect and care for students in urban high schools. Journal of Research & Development in Education, 33(2), 106-117.

[6]. Dorji, K., & Sivitskis, A. (2021). Implementation of place-based education: A case study in a primary school at Talhogang, Bhutan. Creative Education, 12(10), 2390-2409. https://doi.org/10.4236/ce.2021.1210180

[7]. Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1-4. https://doi.org/10.1016/j.learninstruc.2016.02.002

[8]. Goodlad, K., & Leonard, A. E. (2018). Place-based learning across the disciplines: A living laboratory approach to pedagogy. InSight: A Journal of Scholarly Teaching, 13, 150-164. https://doi.org/10.46504/14201808go

[9]. Hirayama, T. (2013). Type and the Contrastive Characteristics of Modern School in Bhutan in the 1940s and 1950s. Journal of International Education, 19, 42-59.

[10]. Kezang, N. (2019). The Application of Place-Based Inquiry Approach on Grade 6 Bhutanese Students in Learning Environmental Science (Doctoral dissertation, Rangsit University).

[11]. Kinley, D., & Pradhan, S. (2022). Exploring the relationship between class participation and student performance in science. Bhutan Journal of Research and Development, 11(1), 108-130. https://doi.org/10.17102/bjrd.rub.11.1.029

[12]. Lane, E. S., & Harris, S. E. (2015). A new tool for measuring student behavioral engagement in large university classes. Journal of College Science Teaching, 44(6), 83-91.

[13]. Linnemanstons, K. A., & Jordan, C. M. (2017). Learning through place: Evaluation of a professional development program for understanding the impact of place-based education and teacher continuing education needs. Journal of Sustainability Education, 12, 1-25.

[14]. National Project Centre. (2019). Finding from Bhutan's Experience in PISA for Development. Bhutan Council for School Examinations and Assessment, Thimphu, Bhutan, http://www.education.gov.bt/wp-content/uploads/2021/09/Bhutan-PISA-D -NationalReport.pdf

[15]. Nespor, J. (2008). Education and place: A review essay. Educational Theory, 58(4), 475-489. https://doi.org/10.1111/j.1741-5446.2008.00301.x

[16]. Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163-174. https://doi.org/10.1080/00220671.2016.1220359

[17]. Resor, C. W. (2010). Place-based education: What is its place in the social studies classroom? The Social Studies, 101(5), 185-188. https://doi.org/10.1080/00377990903493853

[18]. Royal Education Council. (2021). A Teacher Guidebook on the Implementation of Place Based Education Approach in Bhutan. Education Professional Development Center, Royal Education Council, Bhutan.

[19]. Sherab, K. (2013). Strategies for encouraging behavioural and cognitive engagement of pre-service student-teachers in Bhutan: an action research case study. Educational Action Research, 21(2), 164-184. https://doi.org/10.1080/09650792.2013.789710

[20]. Sianturi, M., Chiang, C. L., & Au Hurit, A. (2018). Impact of a place-based education curriculum on indigenous teacher and students. International Journal of Instruction, 11(1), 311-328. https://doi.org/10.12973/iji.2018.11122a

[21]. Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584-594. https://doi.org/10.1177/003172170208300806

[22]. Sobel, D. (2004). Place-Based Education: Connecting Classrooms and Communities. Orion Society.

[23]. Tashakkori, A., & Creswell, J. W. (2007). The new era of mixed methods. Journal of Mixed Methods Research, 1(1), 3-7. https://doi.org/10.1177/2345678906293042

[24]. Tinder, C. (2018). The Impacts of Place Based Education in a Middle School Science Classroom. (Doctoral Dissertation, Montana State University).

[25]. Tinio, M. F. (2009). Academic engagement scale for grade school students. The Assessment Handbook, 2(1), 64-75.

[26]. Yazzie-Mintz, E. (2007). Voices of Students on Engagement: A Report on the 2006 High School Survey of Student Engagement. Center for evaluation and education policy, Indiana University, Bloomington.

Full Article (HTML)

Pdf

Research Paper

Awareness of Information and Communication Technology among Secondary Teacher Education Students

P. Velmurugan*

Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Perianaickenpalayam, Coimbatore, Tamil Nadu, India.

Velmurugan, P. (2022). Awareness of Information and Communication Technology among Secondary Teacher Education Students. i-manager’s Journal on School Educational Technology, 18(1), 26-32. https://doi.org/10.26634/jsch.18.1.19100

Abstract

The main objectives of the study are to find out the level of awareness of information and communication technology among the secondary teacher education students, and to find out the significant difference between arts group and science group, under graduate and post graduate, rural and urban, married and unmarried, nuclear family and joint family secondary teacher education students in their awareness of information and communication technology. Information and Communication Technology tool developed by the investigator was used to collect the relevant data. The sample consists of 150 secondary teacher education students. The data are analysed by percentage analysis and 't' test. The result indicates that there is no significant difference between arts group and science group, under graduate and post graduate, rural and urban, married and unmarried, nuclear family and joint family secondary teacher education students in their awareness of information and communication technology.

References

[1]. Buhari, B. A., & Nwoji, J. O. (2015). Investigation on the level of ICT awareness among secondary school teachers in Sokoto State, Nigeria. International Journal of Scientific Research in Science and Technology, 1(4), 105-111.

[2]. Makura, A. H. (2014). Students' perceptions of the use of ICT in a higher education teaching and learning context: The case of a South African University. Mediterranean Journal of Social Sciences, 5(11), 43-47. https://doi.org/10.5901/mjss.2014.v5n11p43

[3]. Monicka, M. & Jayachithra, J. (2019). Information and communication technology awareness of M.Ed. trainees. Journal of Applied Science and Computations, 6(1), 2572-2576.

[4]. Muthupandi, P. & Amalraj, A. (2010). Relationship between ICT competency and knowledge competency of distance mode B.Ed. students. Research and Reflections on Education, 8(2), 10-13.

[5]. Okonoko, V. N., & Eruvwe, U. (2020). Awareness of information and communication technology-based information resources in librar y user education programmes in colleges of education in Southern Nigeria. Information Impact: Journal of Information and Knowledge Management, 11(4), 156-171. https://doi.org/10.4314/iijikm.v11i4.15

[6]. Philomina, M. J., & Amutha, S. (2016). Information and communication technology awareness among teacher educators. International Journal of Information and Education Technology, 6(8), 603-606. https://doi.org/10.7763/IJIET.2016.V6.759

[7]. Senjaya, W. F., Karnalim, O., Handoyo, E. D., Santoso, S., Tan, R., Wijanto, M. C., & Edi, D. (2018). Information and communication technology awareness of Indonesian high school students. Global Journal of Engineering Education, 20(3), 217-223.

[8]. Taj., & Haseen. (2004). Information and communication technology and teacher education. Edutracks, 13(6).

[9]. Viaranasi., Lalin., & Sudhakar, V. (2004). Information and communication technology and teacher education. Edutracks, 1(10).

Full Article (HTML)

Pdf

Research Paper

Correlation between Swayam Learning and its Achievement among Prospective Teachers - A Study in Kanniyakumari District

D. R. Robert Joan* , Y. Sheeja**

*-** Christian College of Education, Marthandam, Tamilnadu, India.

Joan, D. R. R. and Sheeja, Y. (2022). Correlation between Swayam Learning and its Achievement among Prospective Teachers - A Study in Kanniyakumari District. i-manager’s Journal on School Educational Technology, 18(1), 33-40. https://doi.org/10.26634/jsch.18.1.19164

Abstract

In the current scenario, Swayam learning is becoming a part of the curriculum of higher education. At this point, the prospective teachers are not staying away from the word "swayam." In the curriculum of the College of Education, there is a compulsory certificate course from Swayam Learning App. All the candidates who are getting a degree in education must complete any one of the online courses from Swayam. Therefore, the prospective teachers are very excited for the completion of the online Swayam course. After the results were revealed, certificates were given to the candidates who had completed the course. The ultimate aim of the investigator is to find the correlation between Swayam learning and its achievement among prospective teachers. For that, the investigators designed a tool called "Checklist for Swayam Learning" and administered it in the College of Education in Kanniyakumari District. The investigator used the survey method for the present investigation. The population of the present study was the Prospective Teachers who are studying in College of Education at Kanniyakumari District. In the present investigation, there is no significant difference between the residential locality and branch of the subjects, there is a significant difference between the results of the Swayam examination and finally, there is no significant difference between the father's and mother's occupations. The prospective teachers are requested to study the concepts clearly and watch the video classes frequently with concentration. The use of the online platform Swayam is not only for getting certificates but also to collect information about their learning.

References

[1]. Best, J. W., & Kahn, J. V. (2005). Research in Education. Prentice Hall of India, New Delhi.

[2]. Collins. (n.d.). Definition of Achievement. Retrieved from https://www.collinsdictionar y.com/dictionary/english/achievement

[3]. Garrett, H. E. (2005). Statistics in Psychology and Education. Paragon International Publishers, New Delhi.

[4]. Naveen, H.M. (2022). UGC regulations on credit framework for online courses through SWAYAM, 2021. International Journal of Scientific Research in Science and Technology, 9(4), 232-238. https://doi.org/10.32628/IJSRST229438

[5]. Pujar, K. (2021). A study on the awareness and elearning experiences among pg students on Swayam portal. International Journal of Creative Research Thoughts, 9(5), 153-157.

[6]. Santrock, J. W. (2006). Life-Span Developmental Psychology. McGraw Hill Companies, Inc, New York.

[7]. Sikarwar, T.S., Gupta, M., & Vishnoi, S. (2022). Swayam platform of distance learning: A perceptual study. International Journal of Management and Humanities (IJMH), 8(8), 1-7. https://doi.org/10.35940/ijmh.H1458.048822

[8]. Sivakumaren, K. S., & Thangavel, R. (2019). ELearning Education through SWAYAM Online Courses: A Study. Retrieved from https://www.researchgate.net/publication/338965335_E-Learning_Education_through_SWAYAM_Online_Courses_A_Study

[9]. Subaveerapandiyan, A. (2020). Awareness and usage of swayam courses among library and information science students: a survey. Library Philosophy and Practice (e-journal). http://doi.org/10.17613/tdf3-a936

i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 19 Issue 3

Most Read

Most Cited

Volume 18 Issue 1 June - August 2022

ICT Integration Approach: A Comparative Study of Physical Education and Sports Teachers and Language, Science and Humanities Teachers

Yakup Koç* , Ahmet Mutlu **

* Faculty of Education, Erzincan Binali Yıldırım University, Erzincan, Turkey. ** Physical Education and Sports Teacher in İstanbul, Turkey.

Koç, Y., & Mutlu, A. (2022). ICT Integration Approach: A Comparative Study of Physical Education and Sports Teachers and Language, Science and Humanities Teachers. i-manager’s Journal on School Educational Technology, 18(1), 1-11. https://doi.org/10.26634/jsch.18.1.19089

Abstract

References

Full Article (HTML)

Pdf

Usage of Whatsapp in Education by Pre-Service Teachers: A Logical Study

D. R. Robert Joan*

Department of Mathematics, Christian College of Education, Marthandam, Tamilnadu, India.

Joan, D. R. R. (2022). Usage of Whatsapp in Education by Pre-Service Teachers: A Logical Study. i-manager’s Journal on School Educational Technology, 18(1), 12-18. https://doi.org/10.26634/jsch.18.1.18947

Abstract

References

Full Article (HTML)

Pdf

Impact of Place Based Education as Teaching Pedagogies for Active Engagement of Sixth Grade Students in Learning Science

Jurmi Thinley* , Purna Bahadur Chhetri**, Bal Bahadur Powel***

* School in Western Bhutan, South East Asia. ** Primary School, Western Bhutan, South East Asia. *** Ministry of Education, Wangdue Dzongkhag.

Thinley, J., Chhetri, P. B., and Powel, B. B. (2022). Impact of Place Based Education as Teaching Pedagogies for Active Engagement of Sixth Grade Students in Learning Science. i-manager’s Journal on School Educational Technology, 18(1), 19-25. https://doi.org/10.26634/jsch.18.1.19117

Abstract

References

Full Article (HTML)

Pdf

Awareness of Information and Communication Technology among Secondary Teacher Education Students

P. Velmurugan*

Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Perianaickenpalayam, Coimbatore, Tamil Nadu, India.

Velmurugan, P. (2022). Awareness of Information and Communication Technology among Secondary Teacher Education Students. i-manager’s Journal on School Educational Technology, 18(1), 26-32. https://doi.org/10.26634/jsch.18.1.19100

Abstract

References

Full Article (HTML)

Pdf

Correlation between Swayam Learning and its Achievement among Prospective Teachers - A Study in Kanniyakumari District

D. R. Robert Joan* , Y. Sheeja**

*-** Christian College of Education, Marthandam, Tamilnadu, India.

Joan, D. R. R. and Sheeja, Y. (2022). Correlation between Swayam Learning and its Achievement among Prospective Teachers - A Study in Kanniyakumari District. i-manager’s Journal on School Educational Technology, 18(1), 33-40. https://doi.org/10.26634/jsch.18.1.19164

Abstract

References

Full Article (HTML)

Pdf

* Faculty of Education, Erzincan Binali Yıldırım University, Erzincan, Turkey.

** Physical Education and Sports Teacher in İstanbul, Turkey.

Jurmi Thinley* , Purna Bahadur Chhetri, Bal Bahadur Powel*

* School in Western Bhutan, South East Asia.

Primary School, Western Bhutan, South East Asia.

* Ministry of Education, Wangdue Dzongkhag.