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
Impact of Computer Technology on Design And Craft Education
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
As a growing number of K-12 school districts and the Common Core State Standards (CCSS) require educators to blend educational technology into the curriculum, teachers struggle with effective integration practices. Short-term professional development alone fails to support teachers with helpful approaches. To achieve success, educators need ongoing support through effective professional development practices. Educators also need practical tools to guide them to an advanced understanding of meaningful technology integration. Using the SAMR model as a tool could help educators move towards a more extensive understanding of how to integrate technology effectively. Because technology is constantly evolving, an adaptive leadership approach may support educators through this change. This approach assists educators in adapting to changes in education. The adaptive system also encourages problem-solving, creativity, and adjusting to the ever-evolving educational environment. This paper addresses how an adaptive leadership approach can help educators apply the SAMR model for effective technology integration through ongoing professional development. Also addressed is the ethics of character and conduct adaptive leaders face as they support and encourage change.
This article will describe critical practices for academic advisors in higher education, particularly during a time of global pandemic and crisis in the 2020-2021 academic year, prior to the widespread availability of preventative vaccines. Academic institutions at all levels transitioned to remote delivery during the lockdowns resulting from the COVID-19 global pandemic. Some such transitions were seamless while others took months to streamline to offer user-friendly and effective instructional delivery. Many administrators and educators had little time to adequately plan and prepare for this transition and others had serious deficiencies in navigating synchronous and asynchronous instructional methodologies. They simultaneously dealt with the universal upheaval of crisis, trauma, illness, fear, and death at astounding rates across communities (Daniel, 2020; Izumi et al., 2021). Students and families likewise may have had insufficient or no preparation in online instructional forums, and in impoverished communities, their access to technological devices and reliable Internet access was further limited. Achievement gaps grew wider and depression and anxiety also increased at alarming rates. To bridge these gaps, many educators and student support specialists reached beyond their job descriptions to offer a range of services, particularly in supporting students in crisis and those with special needs. Student wellness, resilience, and retention trumped curricular objectives, and the importance of academic advisement services emerged as a significant bridge to reaching students who were struggling and underserved. The functions of academic advising in maintaining rapport, screening for crisis and trauma, and providing information and resources will be reviewed (Dorn et al., 2020; Abumalloh et al., 2021).
The past decades have witnessed the spectacular development of English language as a principal lingua franca, used by millions of people all over the world. Without a doubt, the transition and acquisition of knowledge in all daily respects, from daily communication to academic disciplines, are more closely linked with the competence of English language than ever before. Under impacts of the Fourth Industrial Revolution lately, English language education has also undergone numerous transformations, which turns mobile-assisted language learning into a phenomenon and seemingly replaces traditional methods of learning vocabulary among English as a Foreign Language (EFL) learners. Realizing the critical value of Anki, a prominent digital flashcard program, to vocabulary learning, this article aims at focally investigating the effectiveness of Anki in enhancing lexical resources together with some implications for users. To be more specific, Anki offers users an opportunity of simultaneously acquiring various linguistic components via spaced-repetition and flexible learning mode. The results reveal that with the support of Anki, learners are able to achieve high lexical retention and retrieval though some shortcomings still do exist.
This study examines the effect of the flipped learning approach on academic achievement based on science and mathematics education fields with the meta-analysis method. For this purpose, including the different uses of the flipped learning approach in the literature; "Science Education & Academic Success & Flipped Classroom," "Mathematics Teaching & Academic Success & Flipped Classroom" have been searched as keywords through national thesis center database in Turkey. A total of 13 Master's and doctoral theses have participated in the research within the inclusion criteria scope. The data were analyzed through the CMA program. As a result of the data analysis, a statistically significant effect size was found in favor of the flipped learning approach in general (g = 1.223; p <.001; 95% confidence interval 0.667–1.769). In addition, it was revealed that the effect size of data showed normal distribution, and showed a high level of heterogeneity. Within the scope of sub-problems, it has been concluded that a statistically significant difference exists in terms of the effect of the flipped learning approach in science and mathematics on academic achievement according to the education level and sample size of the study group. A higher effect size on academic achievement was found in university students' studies and flipped learning with small groups. It was revealed that the learning area (discipline), the duration of the flipped learning approach, and the year of publication do not have a statistically significant effect size.
In the light of the opinion of 43 pre-service teachers who attended the online midterm exam of Physics-II course, the positive and negative aspects of the online exam, and their opinion about its effective use in the education process were tried to be determined. The pre-service teachers' opinions about their feelings during the online evaluation, service and suitability to the purpose of the lesson, usage, reliability, whether it would be an alternative to the traditional exam and its contribution to the education and training process were determined. For the online exam, the candidates stated that they felt weird because they were not used to it, felt it was not an exam, and that they felt excited, relaxed and free. For the online evaluation, the majority of the candidates stated that the exam served the purpose of the course and was appropriate (valid), while the other candidates stated that it was not suitable due to the safety reason (ethical situation). For the online evaluation, half of the candidates stated that they had difficulty using it, while the other half stated that they did not. For online evaluation, the vast majority of candidates did not find it safe due to cheating. For the online evaluation, the majority of the candidates stated that it could not be an alternative to traditional evaluation due to security reasons. For the online evaluation, most of the candidates stated that Physics-II course will contribute to the education-teaching process (pedagogical), but will not contribute to the others due to security. The candidates based their negative opinions on their pedagogical status such as exam safety (ethical situation) and not being used to the exam, their positive opinions, flexibility to take the exam, practicing and reinforcing the subjects, and increasing the permanence of knowledge. To increase the effectiveness and use of online assessment in the educational process, security measures should be increased, and familiarity should be increased by holding exams in various fields on a frequent basis.
Although Social Media is an important and inevitable socializing tool of the modern era, people need to use it with caution for avoiding cybercrime and health issues. The issue is not with social media, it is how individuals use it. This study is being conducted to determine prospective teachers' social media usage awareness based on this viewpoint. It is observed in general that prospective teachers are using social media without proper awareness. A total number of 324 prospective Teachers were selected as respondents from various Teacher Training Institutions in Erode District, Tamil Nadu, India, using a simple random sampling technique. In this descriptive research study, the “Social Media Usage Inventory” developed by Arunkumar and Premalatha (2017) was used as a data collection tool. Data was analysed through mean, standard deviation, Student 't' test and one way ANOVA (Using Microsoft Excel 2007 Data analysis package). The result of the study indicated that prospective teachers' awareness level of social media usage was moderate in Erode District. The study recommends that digital literacy concepts should be included in the Teacher Education curriculum.
COVID-19 pandemic has heavily impacted the education sectors at all levels globally. During the pandemic, the regular academic cycle has been disturbed at a large level. Specifically, the curriculum transaction is a highly challengeable one during the pandemic period. It forced all the educational institutions to adopt online platform for transactional activities. On the other hand, it is a challenge to move forward 100% transactions through online platform and hence the hybrid structure – that is, electronic and physical mode is being followed for transactional purposes. With this background, the present study is a survey piloted among teacher educators to know their perception on hybrid approaches towards curriculum transactions in teacher education programs. The Perception Questionnaire was developed by the investigator and was used for data collection. The developed questionnaire was tailored into Google Forms and the link was sent to more than 150 samples (teacher educators) in Coimbatore district. Finally, 72 samples responded appropriately. The collected data were analysed using descriptive analysis. Based on the findings of the study, it is concluded that there is a positive perception on hybrid approaches towards curriculum transactions in teacher education programs like B.Ed. and M.Ed. during the COVID-19 pandemic among the selected respondents in Coimbatore district.
