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
Cell phone learning (C-learning), as an instructional approach, has been gaining more and more attention in the field of teaching English as a foreign language (EFL) in the last 10 years. While studies have proved C-learning an effective instructional approach in research settings, a review of literature indicates the lack of design principles to guide the design and development of C-learning activities, not to mention the principles specifically for EFL teaching. The effectiveness of C-learning depended on appropriate activity design (Librero, Ramos, Ranga, Trinona, & Lambert, 2007; Prensky, 2005). The purpose of this article is to propose a combined task-based learning approach to guide the design of C-learning activities for EFL teaching. A sample learning activity is also provided to illustrate the suggested principles.
A working paper on how to use common E-Learning platforms to incorporate critical thinking and reflection into traditional and hybrid formatted curriculums. Definitions and conceptual framework of both constructs are discussed and their benefits towards cognitions and memory are highlighted. Best practices, including examples of previous courses are presented as well as the pedagogy and planning necessary for readers to implement successfully into their own courses. Paper also includes strategies and techniques for possible use.
Student success is vitally important. Without academic achievement student self-efficacy is lost, persistence is blocked, and matriculation is unachievable. Exponential growth at online institutions necessitates the inquiry into factors that play a role in student success. In this study, approximately 15,000 cases from the Top 20 enrolled courses of undergraduate students at a large national fully online university were examined to determine if course Grade Point Average was related with student characteristics, e.g., student gender, ethnicity, age, and military status. Multiple semester sessions were analyzed across multiple curricular areas. Results and recommendations are discussed.
The field of education is experiencing a rapid shift as internet-enabled distance learning becomes more widespread. Often, traditional classroom teaching pedagogical techniques can be ill-suited to the online environment. While a traditional entry-level class might see a student attrition rate of 5-10%, the same teaching pedagogy in an online environment can experience dramatically higher student attrition. The CIS Department at Mount Olive College is addressing the challenge of technology/business applications literacy by implementing a new e-learning solution. A customized, self-paced, web-based 100-level tutorial using a novel approach in which students interact with an application’s embedded search and help features. This interactive learning activity encourages students to utilize the built-in “help” features to solve the problem or task at hand. As students become proficient at using these “help” features, their proficiency, confidence, and student engagement in the class material increases. The course online facilitator is able to shift their time and energy from “putting out fires” to focusing on higher-level feedback on assignments and administrative functions. Since more classes require the use of application software in completing assignments, students take this newly acquired problem solving approach to other situations and courses, enhancing their progress throughout their undergraduate program and increasing the probability of program completion.
The nature of literacy is changing. Increased student use of computer-mediated, digital, and visual communication spans our understanding of adolescent multi-modal capabilities that reach beyond the traditional conventions of linear speech and written text in the science curriculum. Advancing technology opens doors to learning that involve literacies far beyond the single textbook classroom. Our research project looked at the effects of utilizing multi-modal strategies and techniques in the middle grades science curriculum and incorporated a qualitative collaborative interactive group action research methodology. We completed one “cycle’ of research and concluded that using the multi-modal tools and techniques students engage in outside of the classroom was a beneficial addition to the traditional curriculum inside the classroom. We recommend more research at other grade levels and content areas to develop specific strategies and techniques to incorporate multi-modal strategies and techniques in more aspects of teaching science.
Digital media applications (DMAs) have emerged in abundance over the last ten years. Enabled by exponential growth in computing power and inexpensive data storage, these applications are easy to use and inexpensive (often free) to own. DMAs not only allow users to produce digital content efficiently they allow users to exploit the connective power of the Internet to distribute their work. These affordances are allowing users to connect with others in significant ways enabling entirely new ecosystems built around collaborative learning and discovery. The purpose of this article is to build a linkage between the interactivity of digital media applications and an ecological model of learning that is also built on the concept of interactivity. The ecological model postulates that the learner interacting with the environmental conditions is important to learning. The article describes the ecological model of learning and how the “subsystems” of the model can serve as an evaluation rubric for DMAs. We conclude that developers of DMAs are creating environmental conditions conducive to learning based on ecology. Based on this analysis we provide several recommendations for selecting applications for learning and for strengthening these learning environments.
This paper is intended as a gender issue to the rural finance practitioners. It highlights the questions that need to be asked and addressed to the gender mainstream. It will also be useful to gender experts to wish to increase their understanding on specific gender issues in rural finance through mobile services. It focuses on rural microfinance that is accessible to poor and low-income rural households and individuals. The delivery of other types of rural finance involves different challenges and issues. The lack of reliable information on gender issues makes difficult to derive any conclusion. The mobile services are further integrated with a mobile cash application. It provides cash in the absence of banks to the isolated remote communities. So the product buyers and companies for outsource the work of the rural women can pay the women, and in turn, to enable women to buy their necessaries.
