Design and Technology Education for 2020 and Beyond
Counselling Services and Career Choice among Senior Secondary School Students in Uyo Education Zone in Akwa Ibom State
Effect of Situated Learning Model on Critical Problem Solving Skills among Higher Secondary Pupils
Awareness about Teachers Eligibility Test (TET) among Pupil-Teachers
Implementation of Smart Classrooms Among Secondary Schools in Puducherry Union Territory
K-12 Learning Theory: Understanding Conditions of Empowerment and Conflict Resolution
New Teachers and Technology Preparation: Immersion or Infusion?
Reasoning Ability and Academic Achievement among Secondary School Students in Trivandrum
Organizational Role Stress of Secondary School Teachers With Reference to Gender and Management
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Technology Integration in Curriculum Progress to Meet Knowledge Explosion
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
Design and Technology (DT), allows us to turn ideas into reality (Powell, 2015). With schools phasing out the subject, there was a need to understand how students are being prepared for a future career in the design industry. Semi-structured Interviews were carried out to investigate the stakeholder's perception and determine whether DT is being taught adequately within secondary schools. The interviews targeted university academics and school teachers, current students, and industry design stakeholders. The research suggested that there is no appreciation or satisfactory support given towards DT, impacting the budget, value and the number of students studying the subject. Schools have adapted to the digital era although with technology available to them, it has led to less focus on the more traditional skills such as drawing and workshop skills. The research concludes that industry collaboration will improve student's skills and combat the identified problems. T-levels will assist with the industry network, providing a better link between education and industry which will be implemented in 2022.
The concept of Counselling, Career Choice, Occupational Information, Appraisal Service, Vocational Guidance, Educational Guidance, and Career Day/Week were reviewed. A random sampling of 490 students selected from ten secondary schools was used. Statistics used were Pearson's Product Moment Correlation (PPMC) and Multiple Regression. It was found out that Occupational Information, Appraisal Service, Vocation Guidance, Educational Guidance, and Career Day/Week have significant relationship with Career Choice of Senior Secondary School Students.
Situated Learning takes place in the social and physical context within which it will be used. In this model, the pupil is “situated” in the learning experience and knowledge acquisition becomes a part of their learning activity. From their experiences pupils “construct” their own knowledge in various learning situations. The success of situated learning experiences depends upon social interaction and kinesthetic activity. Critical Problem Solving Skill is an intellectual process wherein one skillfully conceptualizes, applies, analyses, synthesises, and evaluates knowledge that was constructed through observation, experience, reflection, reasoning, and communication in order to solve a problem. The present study revealed that Situated Learning Model is significantly more effective than Conventional Method with respect to levels of Intelligence of Secondary School pupils and levels of Intelligence have significant effect in enhancing Critical Problem Solving Skills among pupils of Higher Secondary School.
The purpose of this study is to find out the awareness about Teacher Eligibility Test (TET) among pupil-teachers. A sample of 200 pupil-teachers randomly selected pursing B.Ed. degrees in B.Ed colleges in the eastern region of India participated in this study. The study used a survey design. An awareness about TET scale was used to collect data from pupil-teachers. The result of the study indicated that the students belonging to urban areas are more aware about TET than the rural areas students. Further, the prospective teachers of science stream had more awareness about TET. So, it is suggested that the required resources and facilities should be provided to the pupil-teachers during their training to get knowledge and awareness about Teacher Eligibility Test.
Technology based teaching has been supported for nearly five decades in India. The Universalisation of Secondary Education policy of our government (India) in its Rashtriya Madhyamik Shiksha Ashiyan (RMSA) programme introduced Smart classroom and provided amenities for operation. Support for the significance in teaching learning programme is clear through the mandates and program development yet the question still arises related to the rigor of this approach to teaching and learning. The researchers had the finding out its utility in reality. This study focuses on work done in the Pondicherry Union territory. A Stratified random sampling technique was used for analysis to identify participants to determine if rigor was evident and at what levels. Therefore, the findings may be of help to the policymakers to make necessary actions in future implementation.
In U.S. K-12 academia, Conditions of Empowerment and Conflict Resolution are interlinked. Covey's (1991, 2004a, 2004b) Conditions of Empowerment and Short's et al. (1993,1994a,1994b), 3 articles of Conflict Resolution connect these two examples. Covey (1991, 2004a, 2004b) suggests educational stakeholders start with the element of trust, while deriving from an honorable character. Drucker's philosophy mirrors this as well (Cohen, 2010). In order for a school district to assess empowerment for long-term goals, one must look at the strength of the faculty, not administration's in isolation. This would disregard personality traits or behavioral styles of employees. This study assessed Covey's (1991, 2004a, 2004b) Conditions of Empowerment; they include, 1. Character (i.e., Abundance Mentality), 2. Skills (i.e., communication, effective interaction, and listening with intent), 3. Win-Win Agreements, 4. Self-Supervision, and the five steps toward Accountability. Short's articles (1993, 1994a, 1994b) reveal that empowerment includes conflict resolution. Teacher-empowerment is a main criterion of managing faculty expectations and preventing unnecessary conflict in the K-12 school district. This is achieved by shared- responsibility and consistent positive communication. However, future research is needed to assess how teachers perceive empowerment from administrators.