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i-manager's Journal of Educational Technology (JET)

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Preventing Teacher and Counselor Burnout: Self-Care in Training Programs
A Study of Intervention Math Labs and STAAR Math Growth Scores in a South Texas Rural Middle School
Turkish EFL Teachers' Perceptions of their Pedagogical Digital Competence in an EFL Setting
Brief Report: Targeting the Social Communication Skills of an Autistic Adolescent with a Co-Occurring ADHD Diagnosis using Two Formats of a Social Story
The Effectiveness of GeoGebra Assisted Learning on Students' Mathematical Representation: A Meta-Analysis Study

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Volume 16 Issue 4 January - March 2020

Research Paper

Teachers' Readiness for TPC Integration in Higher Education: A Case Study in Eritrea

Saraswati Ghosh* , Samuel Tewelde Yigzaw**

*Associate Professor, College of Education, Eritrea Institute of Technology, MayNefhi, Eritrea, North East Africa.

** Senior Lecturer and Director of ICT & Tele-Education Center, Eritrea Institute of Technology, MayNefhi, Eritrea, North East Africa.

Ghosh, S., and Yigzaw, S. T. (2020). Teachers' Readiness for TPC Integration in Higher Education: A Case Study in Eritrea. i-manager’s Journal of Educational Technology, 16(4), 1-8. https://doi.org/10.26634/jet.16.4.16674

Abstract

A case study comprising of 30 instructors of higher education institutions in Eritrea, as study sample, has been carried out for investigating their readiness to integrate Technology-aided Pedagogy and Content (TPC) in teaching-learning process. Study participants were selected from Eritrea Institute of Technology (EIT) by using a blind-fold method of random sampling technique. Both qualitative and quantitative data collection methods were used. Focus group interviews were conducted in different sessions complying with ethical considerations. To collect descriptive data, semantic differential 7-point scale for bipolar adjectives was used to assess participants' attitudinal readiness and simple scale has been used to understand their level of readiness based on technology characteristics towards TPC integration in higher education. The study findings have indicated that the whole education community is well aware of the technology gadgets available around for teaching-learning support and facilitation. Almost all respondents have showed their favorable attitudinal readiness through positive value rating in a seven-point semantic differential scale of bipolar adjectives. All respondents are well aware about the technologies for teaching-learning process, and half of them have shown their level of readiness at trialability and observability of results as per the technological characteristics followed by 8 respondents at divisibility level closer to TPC integration.

References

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Research Paper

Examining Learners' Interaction Pattern in Asynchronous Text-Based Online Learning

Huang Chwei Ing* , Noraffandy Yahaya, Kumar Laxman*, Waleed Mugahed Al-Rahmi****

* Teacher Education Institute, Sarawak Campus, 98009 Miri, Sarawak, Malaysia.

School of Education Faculty of Social Sciences and Humanities Universiti Teknologi Malaysia, Skudai, Johor, Malaysia.

* Faculty of Education and Social Work Epsom Campus 74 Epsom Ave Epsom University of Auckland, Auckland, New Zealand.

**** School of Education Faculty of Social Sciences and Humanities Universiti Teknologi Malaysia, Skudai, Johor, Malaysia.

Ing, H. C., Yahaya, N., Laxman, K., and Al-Rahmi, W. M. (2020). Examining Learners' Interaction Pattern in Asynchronous Text-Based Online Learning. i-manager’s Journal of Educational Technology, 16(4), 9-19. https://doi.org/10.26634/jet.16.4.16597

Abstract

The purpose of this research is to investigate the learners' interaction patterns when integrating a Collaborative Metacognitive Community (CMC) model within asynchronous text-based online learning in order to enhance their Higher Level Thinking Skills (HLTS). Message postings and reflective journals were extracted from learners' contributions and analyzed thematically. Interviews were used to gather learners' perspectives regarding the implementation of CMC in asynchronous text-based online learning. Furthermore, a checklist for HLTS was constructed to further examine the learners' interaction patterns. The results of this study revealed that learners who exhibited HLTS significantly in their message postings could be classified into three interaction patterns: proactive, progressive and partisan. Learners in the proactive group contributed to the highest number of message postings displaying HLTS. However, partisan learners were found to be dependent on others and contributed to the least number of message postings projected by HLTS. Implications of integrating the CMC model within asynchronous text-based online learning to enhance learners' HLTS and the recommendations for future research work are presented in this article.

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Research Paper

Advancing a Curriculum Toward Improved Online Nurturing of K-12 Students

Michael K. Barbour* , Jason Siko**

* Instructional Design for the College of Education and Health Sciences, Touro University, California.

** Instructional Technology Consultant, Wayne RESA, Michigan, United States.

Barbour, M. K., and Siko, J. (2020). Advancing a Curriculum Toward Improved Online Nurturing of K-12 Students. i-manager’s Journal of Educational Technology, 16(4), 20-32. https://doi.org/10.26634/jet.16.4.16560

Abstract

Despite the massive growth in K-12 online learning, there are no opportunities for teachers to learn and develop skills to succeed as online instructors. This study is the third iteration of an action research project, which focused on improving a graduate instructional technology course and developing teachers with these skills. Previous results of the first two iterations are summarized, and qualitative data from the third round, consisting of blogs and course assignments were analyzed for emerging themes. These themes emphasize instructional design to solve problems associated with student performance, improve communication channels, and ensures that student age as a non-factor in online course success. Recommendations for future course iterations are presented as well.

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Research Paper

Awareness and Use of ICT among Government College Students in Himachal Pradesh

Rajeev Sharma* , Poonam**

* Government PG College Solan, Himachal Pradesh, India.

** Government College Sanjauli, Shimla, Himachal Pradesh, India.

Sharma, R., and Poonam. (2020). Awareness and Use of ICT among Government College Students in Himachal Pradesh. i-manager’s Journal of Educational Technology, 16(4), 33-41. https://doi.org/10.26634/jet.16.4.16777

Abstract

In the 21^st century, Information and Communication Technology (ICT) has become common in all aspects of human life. Processing and enhancing the knowledge of ICT is the need of the present time. ICT is the fusion of computers and telecommunications. Nowadays, ICT is the backbone of Indian education system. ICT is accepted as an essential tool for sustenance in today's highly competitive environment. The Government of India has recognized the importance and need of digital literacy and has taken initiatives in this direction. Higher education institutions are responsible for generating skilled and informed citizens. ICT can be used in discussing, questioning, debating, sharing data, analyzing, seeking, collecting, organizing, and accessing online information in real world. Hence, ICT awareness must be a regular feature in higher education institutions. The present study is aimed at examining the level of awareness and use of ICT among Government College students in Himachal Pradesh. The major objectives of the study were to find out the familiarity of students with the internet and web based applications, to investigate the frequency of time regarding use of various sites/apps and to know the purpose and preference of use of various web services and e-resources. For this purpose, a survey was carried out using the tool of questionnaire. A total of 160 samples were taken from three government colleges by students of the Arts, Science and Commerce stream. The findings indicated that more than 85% of respondents learnt ICT and internet skill by self-study/instruction mode. The results showed that majority of respondents use internet for one to four hours a day to explore online information. The study concluded that majority of the respondents spent time on internet for accessing social sites, playing games and for chatting purpose, in comparison to accessing study material and employment opportunities.

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Research Paper

Training for 'ICT in Education' Via Blended Learning Mode: Educators' Experiences and Perceptions

Gomathi Jatin Shah*

Centre for Education Innovation and Action Research, Tata Institute of Social Sciences, Mumbai, India.

Shah, G. J. (2020). Training for 'ICT in Education' Via Blended Learning Mode: Educators' Experiences and Perceptions. i-manager’s Journal of Educational Technology, 16(4), 42-52. https://doi.org/10.26634/jet.16.4.16551

Abstract

The initiatives of the Indian government towards encouraging integration of Information and Communication Technology (ICT) in classroom teaching has made its way to the school system to a great extent. But, has the initiative added value to the teaching learning process in the true sense and are teacher education programmes responsive to these requirements is a question that draws attention to the issues of integrating ICT in classroom teaching. The present paper seeks to study the teachers' and teacher educators' ICT competencies and ICT integrated teaching practices prior to enrolling in the course 'ICT and Education', the experiences they encounter during the course of training, their reflections through their training sessions and their overall perceptions about ICT in the course of training and in general. The key findings demonstrate the opportunities and challenges faced by teachers and teacher educators in using ICT for teaching in classrooms. This paper concludes with suggestions to policy makers and institution heads to include effective practices as a result of the meaningful integration of ICT in the classrooms.

References

[1]. Bain, J. D., & McNaught, C. (2006). How academics use technology in teaching and learning: Understanding the relationship between beliefs and practice. Journal of Computer Assisted Learning, 22(2), 99-113.

[2]. Göktaş, Y., & Yıldırım, S.,& Yıldırım, Z. (2009). Teacher educator ICT competentices, usage, and perceptions Gazi university, Journal of Gazi Educational Facility (gujcef), 29(1),109-125.

[3]. Gulhane, G.L. (2016). Integrating ICT in teacher education. MIER Journal of Educational Studies, Trends and Practices, 1(2), 197-203.

[4]. Gupta, D. (2015). Teacher education curriculum in context of information & communication technology. Issues and Ideas in Education. 3(2), 85-101.

[5]. Hue, L. T., & Ab Jalil, H. (2013). Attitudes towards ICT integration into curriculum and usage among university lecturers in Vietnam. International Journal of Instruction, 6(2), 53-66.

[6]. Khan, A., (2015). ICT enabled professional development of English teachers in Mumbai: A case study (Master's Thesis). RMIT University, Melbourne, Australia.

[7]. Khan, A., (2017). Blog-based professional development of English teachers in Mumbai: The potential of innovative practice under scrutiny. Australasian Journal of Educational Technology, 33(4), 88-106.

[8]. Meenakshi. (2013). Importance of ICT in education. IOSR Journal of Research & Method in Education, 1(4), 3-8.

[9]. National Council of Educational Research and Training. (2005). National Curriculum Framework, New Delhi, India.

[10]. Prestridge, s., (2008). Teachers’ orientation towards ICT professional development. Australian Computers in educational Conference (pp,1-11), Canberra.

[11]. Patton, M.Q. ( 2002). Qualitative Interviewing (Chapter 7). In Qualitative research and Evaluation Methods (3{sup}rd{sup} Ed.) Sage Publications, Inc.

[12]. Singh, A. (2019). ICT initiatives in school education of India. Indian Journal of Educational Technology, 1(1), 38-49.

i-manager's Journal of Educational Technology (JET)

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Volume 16 Issue 4 January - March 2020

Teachers' Readiness for TPC Integration in Higher Education: A Case Study in Eritrea

Saraswati Ghosh* , Samuel Tewelde Yigzaw**

*Associate Professor, College of Education, Eritrea Institute of Technology, MayNefhi, Eritrea, North East Africa. ** Senior Lecturer and Director of ICT & Tele-Education Center, Eritrea Institute of Technology, MayNefhi, Eritrea, North East Africa.

Ghosh, S., and Yigzaw, S. T. (2020). Teachers' Readiness for TPC Integration in Higher Education: A Case Study in Eritrea. i-manager’s Journal of Educational Technology, 16(4), 1-8. https://doi.org/10.26634/jet.16.4.16674

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Examining Learners' Interaction Pattern in Asynchronous Text-Based Online Learning

Huang Chwei Ing* , Noraffandy Yahaya**, Kumar Laxman***, Waleed Mugahed Al-Rahmi****

Ing, H. C., Yahaya, N., Laxman, K., and Al-Rahmi, W. M. (2020). Examining Learners' Interaction Pattern in Asynchronous Text-Based Online Learning. i-manager’s Journal of Educational Technology, 16(4), 9-19. https://doi.org/10.26634/jet.16.4.16597

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Advancing a Curriculum Toward Improved Online Nurturing of K-12 Students

Michael K. Barbour* , Jason Siko**

* Instructional Design for the College of Education and Health Sciences, Touro University, California. ** Instructional Technology Consultant, Wayne RESA, Michigan, United States.

Barbour, M. K., and Siko, J. (2020). Advancing a Curriculum Toward Improved Online Nurturing of K-12 Students. i-manager’s Journal of Educational Technology, 16(4), 20-32. https://doi.org/10.26634/jet.16.4.16560

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Awareness and Use of ICT among Government College Students in Himachal Pradesh

Rajeev Sharma* , Poonam**

* Government PG College Solan, Himachal Pradesh, India. ** Government College Sanjauli, Shimla, Himachal Pradesh, India.

Sharma, R., and Poonam. (2020). Awareness and Use of ICT among Government College Students in Himachal Pradesh. i-manager’s Journal of Educational Technology, 16(4), 33-41. https://doi.org/10.26634/jet.16.4.16777

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Training for 'ICT in Education' Via Blended Learning Mode: Educators' Experiences and Perceptions

Gomathi Jatin Shah*

Centre for Education Innovation and Action Research, Tata Institute of Social Sciences, Mumbai, India.

Shah, G. J. (2020). Training for 'ICT in Education' Via Blended Learning Mode: Educators' Experiences and Perceptions. i-manager’s Journal of Educational Technology, 16(4), 42-52. https://doi.org/10.26634/jet.16.4.16551

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*Associate Professor, College of Education, Eritrea Institute of Technology, MayNefhi, Eritrea, North East Africa.

** Senior Lecturer and Director of ICT & Tele-Education Center, Eritrea Institute of Technology, MayNefhi, Eritrea, North East Africa.

Huang Chwei Ing* , Noraffandy Yahaya, Kumar Laxman*, Waleed Mugahed Al-Rahmi****

* Instructional Design for the College of Education and Health Sciences, Touro University, California.

** Instructional Technology Consultant, Wayne RESA, Michigan, United States.

* Government PG College Solan, Himachal Pradesh, India.

** Government College Sanjauli, Shimla, Himachal Pradesh, India.