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
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Continuous Classroom Assessment At Primary Level
An Empirical Consideration Of The Use Of R In Actively Constructing Sampling Distributions
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
The study aimed to investigate the effectiveness of a program based on Blended Learning in developing the skills of producing the Augmented Reality Technology among student of Saudi Universities. In order to achieve the objective of the study, descriptive analysis and quasi- experimental design was followed. The study sample was represented in (64) of female students who were enrolled in the Program of Education at Saudi Universities, for the second semester of the academic year 2018/2019. The research tools and materials included were: List of skills for designing the Augmented Reality technology, a cognitive achievement test, productive evaluation card, and learning materials, which was a program based on Blended Learning to design the Augmented Reality technology. In order to obtain the study results, the researchers used SPSS statistics. The study concluded the following results: There were statistically significant difference at the level of significance (0, 05≥) between the two mean scores of the experimental and control group students in the post measurement of the cognitive achievement test of the skills of designing Augmented Reality, in favor of the experimental group. There were statistically significant difference, at the mean level of significance (0,05≥ ) between the average scores of the experimental and control groups on indicators of evaluation of achievement projects in favor of the experimental group. In the light of the findings of the study, a number of recommendations were presented, including the following: Using of the Augmented Reality application to become the standardized version adopted for developing electronic content and preparing teachers to meet the needs of the community, and encouraging faculty members to produce and utilize the Augmented Reality application in teaching all the courses of the different specialties at the university levels.
Today, technology needs to be used effectively in the structuring of learning environments where learners can learn by experimenting and exploring knowledge. Parallel to the adoption of the constructivist approach in the development of teaching programmes in Turkey, individuals should be able to live and practice developing and learning by themselves. To be able to solve problems and to cope with problems in real life are considered to be characteristics that should be present in today's individuals. In order to acquire these qualifications, learning environments and teaching activities must be organised accordingly. To provide these environments, tutoring could be revised according to the relevant points and also new achievements could be included to the curriculum. A pre-test, post-test, semi-experimental design without a control group was employed in the current study. Before and after the start of the experimental work, the scale of 'How creative are you?' adapted by Aksoy (2004) to students and the 'Problem solving inventory' developed by Sahin et al. (1993) were applied. Accordingly, a curriculum was prepared and conducted over a total of 10 weeks, and for 2 hours per week. As a result, it was seen that students who received both programmes of 3D Design and Robotics Programming, increased their problem-solving skill perceptions and creativity levels, according to their creativity point averages and positive expression of problem-solving skill perceptions.
Educational technologies can enhance both learning and teaching. Potential benefits of such technologies are documented in the literature. The use of educational technologies in teacher education classroom is highly recommended by educational researchers and national education associations. Teacher education programs can play a critical role in promoting pre-service teachers to effectively integrate technology into their future classrooms. In doing so, teacher education programs face obstacles; time is one crucial obstacle. During this mixed methods study, we interviewed two pre-service teacher groups who used a Student Response System for different instructional time lengths. Coded interview data were compared both qualitatively and quantitatively. Quantitative analysis revealed that there is no statistical difference between the two groups' ability in identifying the functionality of the system and its' benefits towards teaching and learning. Comparison of qualitative data between the two groups compliments quantitative analysis. Implications of the findings towards teacher education programs and future work are discussed.
The narrative in this paper focuses on a discourse by the authors regarding the ideal method of delivery for online instruction. A research study was conducted with 20 experienced online learners who also happened to have experience with online instructional design. The outcomes of the study provide insight regarding the preferred method of online instructional delivery. Primarily it was determined that: a.) Distance Education as a method of instructional delivery is perceived by the majority of students taking online courses as an opportune way of achieving their educational goals; and b.) Graduate students who work full-time are sometimes limited in their choices of programs they can earn a degree in to maximize their career aspirations. Additionally, the study looked at synchronous versus asynchronous online learning as two course delivery methods used in distance education (to see which one was preferred by graduate students who participated in the study as they worked full-time). The literature that supports the study supported both methodologies for different reasons. Asynchronous online courses are preferred by those who seek a more flexible school schedule and synchronous online courses are preferred by those who prefer live interactions between the instructor and the student.
Massive Open Online Courses (MOOCs) are getting popularity among the stake holders of education as they are assets for the learners as well as teachers. The emergence of education hubs and the fast expansion of MOOCs is a reflection of the changing landscape of cross-border higher education. The online mode of distant education has become very easy and expedited using MOOCs. MOOCs are part of latest development in distance education benefitting learners from different locations and diverse academic backgrounds. This paper is an effort to give broader idea of perception of benefits of usage of MOOCs in Universities. Descriptive exploratory survey design was employed in the present study to answer the research questions. The study was carried out in private and government universities and institutes of higher education, selected region wise from eleven districts of Punjab, and also from the Union Territory of Chandigarh. There were a total of 67 heads 174 teachers and 1058 students who provided data for the study. The findings of the present study revealed that the percentage of government university students taking advantage of MOOCs is higher as compared to the students of private universities. Benefits and usefulness of MOOCs to students as highlighted by 68.09% private and 70% university teachers are: Wider exposure of knowledge from worldwide sources; enhancement of new techniques and skill enhancement was stated by private and government university teachers. MOOCs are required to cater the growing needs of higher education sector in development of skills. MOOCs help in bridging skill gap by providing job oriented training and skills.
Information and knowledge of science are very necessary and vital inputs for growth and survival in modern times. Science is a body of knowledge that can be rationally interpreted and applied consistently in human endeavors. Science as a form of information is a way to examine a process and a way of thinking in the quest for an understanding of nature. The aim of this study is to review teachers' strategies of teaching science. Innovative practices are devices that empower both the students and tutors. The interests of the learners are fulfilled through investing in creative activities as it reflects the students ' desire for learning in doing so. To educators, new approaches are exciting, as they help teachers in involving students in realistic inquiry learning. The authors reviewed articles on innovative teaching strategies. It was concluded from the survey that Innovative teaching strategies are activity-based and characterized by students sharing some degree of responsibility for making decision in the learning process.
