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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 18 Issue 2 July - September 2021

Article

Augmenting Teaching-Learning with Google Classroom: A Chemistry Vignette

Sangeetha Balakrishnan*

Department of Education in Science and Mathematics, Regional Institute of Education, Mysuru, India.

Balakrishnan, S. (2021). Augmenting Teaching-Learning with Google Classroom: A Chemistry Vignette. i-manager's Journal of Educational Technology, 18(2), 1-8. https://doi.org/10.26634/jet.18.2.17944

Abstract

This paper presents a personal account of the use of Google Classroom as a Learning Management System in the Chemistry theory and laboratory courses with the undergraduate students. Some useful features of the application are presented, with the focus on its affordances to create engaging learning environments. In its professed role in augmenting in-class activities, particular attention is given to tapping into students' creativity on Google Classroom. A brief segue is also made into our personal teaching philosophies as reflected in our everyday teaching- learning. The final word in this article may well be that the paper is a timely contribution to the annals of best teaching practices.

References

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[14]. Longo, C. (2010). Fostering creativity or teaching to the test? Implications of state testing on the delivery of science instruction. The Clearing House, 83(2), 54-57.

[15]. McGill, T. J., & Klobas, J. E. (2009). A task–technology fit view of learning management system impact. Computers & Education, 52(2), 496-508.

[16]. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

[17]. Nagy A. (2005). The Impact of E-Learning. In: Bruck P. A., Karssen Z., Buchholz A., Zerfass A. (eds) E-Content. Springer, Berlin, Heidelberg.

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Research Paper

What do Eyes Tell about First Language Reading Development: An Eye Movement Analysis of Poor and Skilled Readers

Hülya Kodan * , Emrah Dolgunsoz **

* Department of Primary Education, Bayburt University, Turkey.

** Department of Foreign Language Education, Bayburt University, Turkey.

Kodan, H., and Dolgunsoz, E. (2021). What do Eyes Tell about First Language Reading Development: An Eye Movement Analysis of Poor and Skilled Readers. i-manager's Journal of Educational Technology, 18(2), 9-21. https://doi.org/10.26634/jet.18.2.17919

Abstract

First language literacy is a prerequisite both for proper formal education and second language learning. When children start school, not all of them succeed in learning reading perfectly; for some of them, it may take more time to reach the desired reading proficiency. This study aimed to examine the relationship between the first language oral reading behaviors of poor readers among 3^rd graders. For this purpose, reading comprehension levels and reading behaviors along with eye movements of eight poor readers were investigated. A narrative text suitable for the grade level was utilized to determine the reading skills and analyzed through IRI and Ekwall and Shanker Reading Inventory. Additionally, the eye movements of 8 adult skilled readers were recorded for comparison. Reading speed, word recognition rates, reading errors and comprehension scores were analyzed along with dwell time, fixations and total time spent on each word. Results showed that poor readers had viable difficulties in comprehension and made frequent reading errors which were also accompanied by a low word recognition rate. Poor readers also exhibited inflated eye movement parameters when compared to adult skilled readers. The results were discussed regarding poor reading ability, dyslexia and possible pedagogical interventions.

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Research Paper

E–Learning Trioengineering: Designing Interactive Infometrics using the 4A Metric Algorithmic Standards © for Systemic Student Success via Mastery Learning to Enhance, Produce and Sustain Authentic Expertise; Creative Confidence; Innovative Ideas; and Self-Efficacy

James Edward Osler II*

North Carolina Central University, United States.

Osler, J. E., II. (2021). E–Learning Trioengineering: Designing Interactive Infometrics using the 4A Metric Algorithmic Standards © for Systemic Student Success via Mastery Learning to Enhance, Produce and Sustain Authentic Expertise; Creative Confidence; Innovative Ideas; and Self-Efficacy. i-manager's Journal of Educational Technology, 18(2), 22-52. https://doi.org/10.26634/jet.18.2.17449

Abstract

This paper provides a novel instructional methodology that is designed to conceptually address the four main challenges faced by 21^st century students, who must learn in a multitude of educational settings (face to face, hybrid and online). The online learning neuroscience supported instructional methodology detailed in this article also provides an active solution that when implemented addresses the needs of Colleges and Universities who desire new methods to achieve their academic goal (such as increase student retention and graduation rates, and respond to their high standards of academic rigor) (Osler & Wright, 2016). The use of the “E-Learning Trioengineering” also adds value to informative investigative inquiry through the efficacy of digital instruments and tools via eduscientifically–engineered (Osler, 2013a) research designs (Osler, 2015a). Additional research into “E-Learning Trioengineered” online solutions will further advance learning, and conversely, learning solutions that are much needed in digital classrooms.

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Research Paper

Digital Literacy of Selected Senior High School Students: An Analysis for Online Education Readiness

Eunice E. Laudato * , Christopher H. Punzalan **

* Lyceum of the Philippines University, Cavite, Philippines.

** National University, Manila, Philippines.

Laudato, E. E., and Punzalan, C. H. (2021). Digital Literacy of Selected Senior High School Students: An Analysis for Online Education Readiness. i-manager's Journal of Educational Technology, 18(2), 53-62. https://doi.org/10.26634/jet.18.2.17817

World Health Organization : COVID-19 - Global literature on coronavirus disease

https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/en/covidwho-1451049

ProQuest Central | ID: covidwho-1451049

Abstract

The demand for Education 4.0 is believed as response to the onset of the COVID-19 pandemic. Founded on this concept, learners are expected to be digitally literate since Education 4.0 promotes novel ways of learning that focuses on collaboration of men and machines. For this reason, this quantitative-correlational study aimed to analyze the readiness of 204 senior high school students for online education by evaluating the extent of their digital literacy based on sex, strand and grade level, and the interrelationship across their digital literacy domains. It adapted a survey questionnaire from relevant studies that focuses on six digital literacy domains. Results showed that there are significant differences in the extent of digital literacy domains namely Media Analysis, Effective Application of Technology and Interaction through Technologies among the students in terms of sex. Meanwhile, there are no significant differences in the extent of digital literacy of the students in terms of strand and grade level across the six domains as shown by the p-values. When it comes to the relationship between and within the domains of digital literacy of students, results emphasized that the moderate positive correlations among all domains are significant at the 0.01 level (2-tailed). The study recommends to schools to have a focused and improved program that may help male students to cope with the demands of digital learning. Furthermore, there should be quality teaching-learning innovations in online education to promote the digital literacy of senior high school students especially the males through the development of enhancement curricula. Digital literacy across all subjects in senior high school should be integrated and enhanced, especially in the conduct of online education in order to realize the learning competencies of each subject area with provided activities and assignments inclined towards the utilization of internet and online applications.

References

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Research Paper

The Effect of Coding Education on Students’ Efficiency and Scratch Achievements

Aysegül Büyükkarci* , Erdal Taslidere**

* Faculty, Department of Education, Süleyman Demirel University, Turkey.

** Department of Education, Burdur Mehmet Akif Ersoy University, Turkey

Buyukkarci, A., and Taslidere, E. (2021). The Effect of Coding Education on Students’ Efficiency and Scratch Achievements. i-manager's Journal of Educational Technology, 18(2), 63-74. https://doi.org/10.26634/jet.18.2.17970

Abstract

Coding education has been offered to primary school students due to certain reasons: a) coding improves students' problem solving and creative thinking skills; b) it has high visual-quality and easy-to-use block-based tools. In this study, the effects of coding education on 4^th grade students' self-efficacy and scratch coding achievement were examined. The study used a single group pretest-posttest weekly experimental design. The participants consist of 60 students studying in two classes of a primary school located in a small district city of Turkey. Self-efficacy scale and Scratch coding achievement test were used as data collection tools. Following the pre-test applications, coding training was given with the Scratch program for three weeks, and then post-test applications were carried out. In order to examine the effects of the training on students' self-efficacy and scratch coding achievement, dependent samples t-tests were conducted. The results showed that this training significantly affected students' self-efficacy and Scratch coding achievement.

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Review Paper

A Review on the Adoption of E-Learning Technology in Higher Education

Husam A. E. Lahrash * , Mansaf M. Elmansori , Mostafa Salama *

* Department of Data Analysis, Faculty of Economics, Zawia University, Libya.

Department of Computer Science, College of Technical Sciences, Darnah, Libya.

* Department of Computer Science and Information Technology, Higher Institute for Science and Technology Yafran, Libya.

Lahrash, H. A. E., Elmansori, M. M., and Salama, M. (2021). A Review on the Adoption of E-Learning Technology in Higher Education. i-manager's Journal of Educational Technology, 18(2), 75-84. https://doi.org/10.26634/jet.18.2.17862

Abstract

E-learning is a technology which enables to deliver information via the internet for teaching and learning, and still needs to be studied. The main objective of this study is to review the present adoption of E-learning technology in higher education sectors. This study provides an idea to the researchers about the prior studies on the adoption of E-learning technology. A few studies on the adoption of E-learning technology which have been carried out in both developed and developing countries are also indicated. There is high potential in developing countries' for use of technology especially in higher education sector. Future studies should investigate the factors that could affect the adoption of E-learning technology in both developing and developed countries.

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[46]. Tubaishat, A. (2008, January). Adoption of learning technologies to alleviate the impact of social and cultural limitations in higher education. In Proceedings of the 1^st E-learning Excellence Forum (pp. 40-50).

[47]. Yang, F. Y., Chang, C. Y., Chien, W. R., Chien, Y. T., & Tseng, Y. H. (2013). Tracking learners' visual attention during a multimedia presentation in a real classroom. Computers & Education, 62, 208-220.

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

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Volume 18 Issue 2 July - September 2021

Augmenting Teaching-Learning with Google Classroom: A Chemistry Vignette

Sangeetha Balakrishnan*

Department of Education in Science and Mathematics, Regional Institute of Education, Mysuru, India.

Balakrishnan, S. (2021). Augmenting Teaching-Learning with Google Classroom: A Chemistry Vignette. i-manager's Journal of Educational Technology, 18(2), 1-8. https://doi.org/10.26634/jet.18.2.17944

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What do Eyes Tell about First Language Reading Development: An Eye Movement Analysis of Poor and Skilled Readers

Hülya Kodan * , Emrah Dolgunsoz **

* Department of Primary Education, Bayburt University, Turkey. ** Department of Foreign Language Education, Bayburt University, Turkey.

Kodan, H., and Dolgunsoz, E. (2021). What do Eyes Tell about First Language Reading Development: An Eye Movement Analysis of Poor and Skilled Readers. i-manager's Journal of Educational Technology, 18(2), 9-21. https://doi.org/10.26634/jet.18.2.17919

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E–Learning Trioengineering: Designing Interactive Infometrics using the 4A Metric Algorithmic Standards © for Systemic Student Success via Mastery Learning to Enhance, Produce and Sustain Authentic Expertise; Creative Confidence; Innovative Ideas; and Self-Efficacy

James Edward Osler II*

North Carolina Central University, United States.

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Digital Literacy of Selected Senior High School Students: An Analysis for Online Education Readiness

Eunice E. Laudato * , Christopher H. Punzalan **

* Lyceum of the Philippines University, Cavite, Philippines. ** National University, Manila, Philippines.

Laudato, E. E., and Punzalan, C. H. (2021). Digital Literacy of Selected Senior High School Students: An Analysis for Online Education Readiness. i-manager's Journal of Educational Technology, 18(2), 53-62. https://doi.org/10.26634/jet.18.2.17817

World Health Organization : COVID-19 - Global literature on coronavirus disease

ProQuest Central | ID: covidwho-1451049

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The Effect of Coding Education on Students’ Efficiency and Scratch Achievements

Aysegül Büyükkarci* , Erdal Taslidere**

* Faculty, Department of Education, Süleyman Demirel University, Turkey. ** Department of Education, Burdur Mehmet Akif Ersoy University, Turkey

Buyukkarci, A., and Taslidere, E. (2021). The Effect of Coding Education on Students’ Efficiency and Scratch Achievements. i-manager's Journal of Educational Technology, 18(2), 63-74. https://doi.org/10.26634/jet.18.2.17970

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A Review on the Adoption of E-Learning Technology in Higher Education

Husam A. E. Lahrash * , Mansaf M. Elmansori **, Mostafa Salama ***

* Department of Data Analysis, Faculty of Economics, Zawia University, Libya. ** Department of Computer Science, College of Technical Sciences, Darnah, Libya. *** Department of Computer Science and Information Technology, Higher Institute for Science and Technology Yafran, Libya.

Lahrash, H. A. E., Elmansori, M. M., and Salama, M. (2021). A Review on the Adoption of E-Learning Technology in Higher Education. i-manager's Journal of Educational Technology, 18(2), 75-84. https://doi.org/10.26634/jet.18.2.17862

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* Department of Primary Education, Bayburt University, Turkey.

** Department of Foreign Language Education, Bayburt University, Turkey.

* Lyceum of the Philippines University, Cavite, Philippines.

** National University, Manila, Philippines.

* Faculty, Department of Education, Süleyman Demirel University, Turkey.

** Department of Education, Burdur Mehmet Akif Ersoy University, Turkey

Husam A. E. Lahrash * , Mansaf M. Elmansori , Mostafa Salama *

* Department of Data Analysis, Faculty of Economics, Zawia University, Libya.

Department of Computer Science, College of Technical Sciences, Darnah, Libya.

* Department of Computer Science and Information Technology, Higher Institute for Science and Technology Yafran, Libya.