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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 7 Issue 3 October - December 2010

Article

From Fundamentalists To Structuralists: Bridging The Digital Divide

Ayse Kok*

Ph. D Student in Technology & Learning Sciences, University of Oxford.

Ayse Kok (2010). From Fundamentalists To Structuralists: Bridging The Digital Divide. i-manager’s Journal of Educational Technology, 7(3), 1-12. https://doi.org/10.26634/jet.7.3.1338

Abstract

The purpose of this literature review is to provide information about several ICT initiatives undertaken in education on a global basis in order to overcome the digital divide and summarise the findings of these initiatives. Due to the limited scope of the study, the bulk of the review mainly concerns initiatives undertaken in secondary schools, though general information regarding other areas of digital development has been included where relevant.

References

[1]. Abbott, C. (2001). “ICT: Changing Education”. RoutledgeFalmer.

[2]. Adeya, N. C. (2002). "ICTs and Poverty: A Literature Review".

[3]. Alcántara, C. H. (2001). "The Development Divide in a Digital Age An Issues Paper". United Nations Research Institute for Social Development.

[4]. Arquette, T. J. (2001). "Assessing the Digital Divide Empirical Analysis of a Meta-Analytic Framework for Assessing the Current State of Information and Communication System Development".

[5]. Best, M. L., & Maclay, C. M. (2002). "Community Internet access in rural areas: Solving the Economic Sustainability Puzzle". In The Global Information Technology Report: Readiness for The Networked World. G. S. Kirkman, Cornelius, P.K., Sachs, J.D. & Schwab, K. New York, Oxford University Press: 76-88.

[6]. Bracey, B., Culver, T., Ed. (2005). "Harnessing The Potential of ICT for Education- A Multistakeholder Approach". United Nations ICT Task Force.

[7]. Campbell, D. (2001). "Can the Digital Divide Be Contained?". International Labour Review. 140(2).

[8]. Commission of European Communuties (2001). "Information and Communication Technologies in Development: The Role of ICTs in EC Development Policy". Brussels, Commission of the European Communities.

[9]. Commission of the European Communities (2003). "Towards A Global Partnership in Information Society- EU Perspective in The Context of the United Nations World Summit on the Information Society (WSIS)".

[10]. Compaine, B. M. (2001). “The Digital Divide: Facing A Crisis or Creating A Myth?”. MIT University Press.

[11]. Cossa, G., Cronje, J. (2004). "Computers for Africa: Lessons Learnt from Introducing Computers into Schools in Mozambique”.

[12]. Davies, S., Pinkett, R., Servon, L., & Wiley-Schwartz, A. (2003). "Community Technology Centers as Catalysts for Community Change". New York, Ford Foundation.

[13]. Dufborg, A., Ed. (2005). "GeSCI: ICTs For Global Education and Community Development". In “Harnessing the Potential of ICT for Education”. UNICT Task Force.

[14]. European Commission (2005). “Implementing the Education and Training 2010 Work Programme”. European Commission.

[15]. Forum., W. E. (2000). "From the Global Divide to the Global Digital Opportunity: Proposals Submitted to the G-8 Kyushu—Okinawa Summit." G-8 Kyushu- Okinawa Summit

[16]. Haddad, W., Draxler, A. (2001). “Technologies for Education”. UNESCO.

[17]. Hawkins, R. J. (2002) "Ten Lessons for ICT and Education in the Developing World". International Education Journal. 5(3): 367-380.

[18]. Hawkridge, D., Jaworsky, J. & McMahan, H. (1990). "Computers into Third-World Schools. Examples, Experiences and Issues". McMillan, London.

[19]. Hepp, K. P., Hinostroza, S.E., Laval, M.E., Rehbein, L. F. (2004). "Technology in Schools: Education, ICT and the Knowledge Society".

[20]. Hinostroza, J. E., Guzmán, A., Isaacs, S. (2002). "Innovative Uses of ICT in Chilean Schools". Journal of Computer Assisted Learning, (18) 459-469.

[21]. Hoffman, D. L., Novak, T. P., & Schlosser, A. E., Ed. (2001). "The Digital Divide. Facing a Crisis or Creating a Myth". Cambridge, MA, MIT Press.

[22]. ITU (2002). "Chairman's Report on the Special Session on the Digital Divide". World Telecommunication Development Conference, Istanbul.

[23]. ITU (2003). “World Telecommunication Development Report. Access Indicators for the Information Society”. ITU.

[24]. Jhurree, V. (2005). "Technology Integration in Education in Developing Countries: Guidelines to Policy Makers". International Education Journal, 6(4), 467-483.

[25]. Kozma (a), R. (2005) "ICT, Education Reform and Economic Growth". International Education Journal, 4(2): 244-280

[26]. Kozma (b), R. (2005). "National Policies that Connect ICT-Based Education Reform to Economic and Social Development", Human Technology, 4 (2): 34-38.

[27]. Kozma, R., Anderson, R.E. (2002). "Qualitative Case Studies of Innovative Pedagogical Practices Using ICT". Journal of Computer Assisted Learning, (18), 387-394.

[28]. Kozma, R., Wagner, D., (2003). "New Technologies for Literacy and Adult Education: A Global Perspective". The Education for All Initiative, World Summit on the Information Society, and Leave No Child Behind.

[29]. Leask, M., Kington, A. (2000). "A Case Study of ICT and School Improvement". OECD/CERI ICT Programme.

[30]. Lim, P. C. (2002). "A Theoretical Framework for the Study of ICT in Schools: A Proposal". British Journal of Educational Technology, 33(4), 411-421.

[31]. Michalchik, V., & Penuel, W. (2003). "Community Technology Centers Program: Case Study of Technology Access and Learning in Twelve Communities". Menlo Park, CA, SRI International.

[32]. Monstad, S. (2004). “Evaluating and Understanding the Challenges and Potential of ICT based aid to least developed countries- A Case Study in the Lao PDR”. Department of Information Science and Media Studies University of Bergen.

[33]. Norris, P. (2001). “Digital Divide”. Cambridge University Press.

[34]. OECD (2000). “Schooling for Tomorrow. Learning To Bridge the Digital Divide”. OECD.

[35]. OECD. (2001). "Information and Communication Technologies and Rural Development".

[36]. Pelgrum, W. J., Law, N. (2003). "ICT in Education around the World: Trends, Problems and Prospects". UNESCO- International Institute for Educational Planning.

[37]. Proenza, F., Bastidas-Buch, R., & Montero, G. (2001). "Telecenters for socioeconomic and Rural Development in Latin America and the Caribbean: Investment Opportunities and Design Recommendations, with Special Reference to Central America". Washington, DC, Inter-American Development Bank.

[38]. Rice, M. F. (2001). "The Digital Divide and Race in the United States". Politics, Administration and Change 36(20-31).

[39]. Rice, M. F. (2003). "Information and Communication Technologies and the Global Digital Divide Technology Transfer, Development, and Least Developing Countries". Comparative Technology Transfer and Society, 1(1), 72-88.

[40]. Sayan, S., Elci, S., Avci, H. (2004). “Factors and Impacts in the Information Society- A Prospective Analysis in the Candidate Countries- Report on Turkey”. European Commission Joint Research Centre.

[41]. Smolenski, M. (2000). "The Digital Divide and American Society".

[42]. Stephen, S. (1998). “Access Denied In the Information Age”. Palgrave Macmillan.

[43]. Tambo, I. (2003). “ICT and Economic Growth in Developing Countries”. OECD Development Co-operation Directorate

[44]. Trujillo, M. (2000) "The Global Digital Divide: A Practical and Theoretical Overview". International Education Journal, 3(1) 160-180.

[45]. Twinomugisha, A., Callan, J.P., Bunworth, K., Ed. (2005). "Deploying ICTS in Schools: A Framework for Identifying and Assessing Technology Options, their Benefits, Feasability and Total Cost of Ownership". In “Harnessing the Potential of ICT for Education”, UNICT Task Force.

[46]. UNDP (2000). "Driving Information and Communications Technology for Development: A UNDP Agenda for Action". UNDP.

[47]. UNESCO (2003). “Developing and Using Indicators of ICT use in Education”. UNESCO.

[48]. van Dijk, J., Hacker, K. (2003). "The Digital Divide as a Complex and Dynamic Phenomenon". The Information Society, 19, 315-326.

[49]. Wagner, D. A. (2001). "IT and Education for the Poorest of the Poor: Constraints, Possibilities, and Principles". TechKnowlogia: International Journal for the Advancement of Knowledge and Learning.

[50]. W. C. S. Plenary (2003). "Shaping Information Societies For Human Needs".

[51]. Wijewardena, M. (2002). “Assessment of Existing Empirical Analyses of the Underlying Causes of the Digital Divide and Policy. Prescriptions to Deal With Such Underlying Causes of the Digital Divide-Ideas for Policy Makers". Communications Research Forum.

[52]. World Bank. (2002). “ICT- A World Bank Group Strategy”. Washington, DC, World Bank.

[53]. Morrisett in Compaine (2001) " The Digital Divide : Facing A Crisis or Creating A Myth?"

[54]. InfoDev in United Nations Development Program (2000)

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Article

Second Life for Distance Language Learning: A Framework for Native/Non-Native Speaker Interactions in a Virtual World

Jennifer Tusing* , Zane L. Berge**

*-** Professor of Education, University of Maryland.

Jennifer Tusing and Zane L. Berge (2010). Second Life For Distance Language Learning: A Framework For Native/Non-Native Speaker Interactions In A Virtual World. i-manager’s Journal of Educational Technology, 7(3), 13-20. https://doi.org/10.26634/jet.7.3.1339

Abstract

This paper examines a number of theoretical principles governing second language teaching and learning and the ways in which these principles are being applied in 3D virtual worlds such as Second Life. Also examined are the benefits to language learning afforded by the Second Life interface, including access, the availability of native speakers of the target language, and the enhanced presence afforded by 3D virtual worlds as compared to multi-user object oriented domains and other chat interfaces that provide no sense of place. It is concluded that while an appropriate environment for communicative foreign language practice, not all students may be ready to meet the technological demands required by the use of Second Life.

References

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[11]. Dahl, L. B. (2008, May 7). A quest game on Second Life.

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Article

Preparing E-Excellent Teachers For The World Of E-Education: Potential Strategies

Pradeep Kumar Misra*

Faculty of Education & Allied Sciences,M.J.P. Rohilkhand University, Bareilly, India.

Pradeep Kumar Misra (2010). Preparing E-Excellent Teachers For The World Of E-Education: Potential Strategies. i-manager’s Journal of Educational Technology, 7(3), 21-29. https://doi.org/10.26634/jet.7.3.1340

Abstract

The world we live in is constantly changing. Learning is changing as well, especially the technologies mediated learning. The technologies have contributed significantly for evolution of the world of E-education where learners can access higher education in new ways, anywhere and at anytime. The world of E-education demands that teacher must become informed users and ensure effective utilization of technologies to satisfy the digital native generation of learners. These types of teachers may be termed as E-excellent teachers. Here a pertinent question arises that what strategies should be adopted to prepare E-excellent teachers? The present paper critically and systematically answers this question. In preliminary phase, it talks about the World of E- education and key challenges before teachers and desired competencies for becoming E- excellent teacher. Afterwards, it presents six innovative strategies to prepare ‘E-excellent teachers’ for the world of E-education. The proposed strategies are: learning e-based operations and concepts; creating e-supported learning environments; practicing e-mediated teaching; making e-enabled assessment and evaluation; supporting e-enhanced professional development; and offering e-empowered learner support.

References

[1]. Bauer, J. & Kenton, J. (2005). Toward Technology Integration in the Schools: Why it isn't Happening. Journal of Technology and Teacher Education. 13(4), 519-546.

[2]. Cobcroft, R.S., Towers, S., Smith, J., & Bruns, A. (2006). Mobile learning in review: Opportunities and challenges for learners, teachers, and institutions. In Proceedings Online Learning and Teaching (OLT) Conference 2006, pp. 21-30, Brisbane: Queensland University of Technology.

[3]. Daanen, H., & Facer, K. (2007). 2020 and beyond Future scenarios for education in the age of new technologies. Bristol, UK: Futurelab.

[4]. Deaney, R., Ruthven, K. & Hennessy, S. (2003). Pupil perspectives on the contribution of information and communication technology to teaching and learning in the secondary school. Research Papers in Education, 18(2), 141-165.

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Research Paper

Participant Perceptions of an Online Discussion Among University Students in Israel, Taiwan and the United States

Lynn W. Zimmerman*

Associate Professor of Education, Purdue University Calumet, Hammond, USA.

Lynn W. Zimmerman (2010). Participant Perceptions Of An Online Discussion Among University Students In Israel, Taiwan And The United States. i-manager’s Journal of Educational Technology, 7(3), 30-41. https://doi.org/10.26634/jet.7.3.1341

Abstract

This study examines whether and how online discussions used in learning situations help develop interactive intercultural communication. Undergraduate university students in the US, Taiwan, and Israel engaged in an online discussion about gender stereotypes. This study examines their perceptions of the interactions. There were 31 undergraduate participants from the US, 119 participants from Taiwan, and 28 participants from Israel. The study compares pre- and post-assignment questionnaires with a mixture of scaled responses and short narrative responses to determine the participants’ perceptions of the assignment as a learning activity and as interactive intercultural communication. The analysis identifies and evaluates technical, logistical, and linguistic issues which can be used to refine this assignment to better meet the goal of developing interactive intercultural communication.

References

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[2]. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

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[9]. Liaw, M. (2006). E-learning and the development of intercultural competence. Language Learning & Technology ,10 (3), 49-64.

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Research Paper

A proposal for a preventive program for risks associated with the use of the internet and its impact upon students' awareness of perverse issues

Abdulkarim A. Al Saif*

Qassim University, Saudi Arabia.

Abdulkarim A. Al Saif (2010). A Proposal For A Preventive Program For Risks Associated With The Use Of The Internet And Its Impact Upon Students' Awareness Of Perverse Issues. i-manager’s Journal of Educational Technology, 7(3), 42-53. https://doi.org/10.26634/jet.7.3.1342

Abstract

The current study attempts to develop a preventive program to fend off the risks of using the internet by trying to test the effectiveness of raising students’ awareness on various new technology-related issues. In order to achieve this goal, descriptive, analytical, and experimental approaches have been utilized. The program has been applied to a sample of intermediate and high school students in the cities of Jeddah, Al-Qassim and Riyadh before and after the experiment to gain more insight into the effectiveness of the designed program. A special measure of the level of students' awareness has been established. As shown in the findings, the program has proved to be highly effective in raising the awareness of intermediate and high school students about the problems and risks of misusing the internet. In particular, results show a statistically significant difference in the mean of students' awareness between the experimental and control groups in favor of the experimental groups. The students' responsiveness to the awareness scale has shown no statistically significant differences between the two groups with regard to gender, but with the students of Jeddah and Riyadh showing a higher level of risk than those of Al-Qassim. Based on these findings, the researchers recommend the use of information technology to create communication networks across the Kingdom of Saudi Arabia to exchange knowledge and experience in a risk-free internet environment, passing on such knowledge and experience to students through school curricula, special programs , or its incorporation into a computer course.

References

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[11]. Talleeb , H. (2000). The impact of the internet to linguistic life in the Arab community , the magazine of libraries and information, the twentieth year, no.1 January 2000dar al mareekh London.

[12]. Tsai, C., Lin, S. & Tsai, M. (2001). Developing an internet attitude scale for high school students. Computers & Education, 37, 41-51.

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Research Paper

A critical study of effect of Web-Based software tools in finding and sharing digital resources - A literature review

Muntajeeb*

Assistant Professor, Marathwada College of Education, Aurangabad.

Muntajeeb Ali Baig (2010). A Critical Study Of Effect Of Web-Based Software Tools In Finding And Sharing Digital Resources- A Literature Review. i-manager’s Journal of Educational Technology, 7(3), 54-62. https://doi.org/10.26634/jet.7.3.1343

Abstract

An experimental design was carried out to study the effectiveness in learning of the X grade students in Physics, when taught through online and face to face. A mash-up of different online tools and learning environment is used for the study. Website ‘Wiziq.com’ provides these online tools and learning environment hence it is used for the study of effectiveness of online learning on students’ achievement. A high score in achievement among students taught and studied through online tools and online learning environment was found through this research. Similarly achievement among students of face to face teaching was found low, this is because in face to face learning, collaborating and sharing of resources is limited to the walls of classroom, but online learning made possible to learning, collaborating, and sharing of resources beyond four walls. Online learning provides the features such as, user center, user control and communication, and making teaching learning process learner centric.

References

[1]. Anderson, P. (2007, February). What is Web 2.0?

[2]. Anderson, T. (2008, May). The Theory and Practice of Online Learning.

[3]. Cobb, J. (n.d.). Learning 2.0 eBook.

[4]. Curran, K., O'Kane, P., McGinley, R., & Kelly, O. (2010). Social Networking. In S. Dasgupta, Social Computing: Concepts, Methodologies,Tools, and Applications. New York: Information Science Reference.

[5]. Dorn, J. (2010). Social Software (and Web 2.0). In D. Subhasish, Social Computing: Concepts, Methodologies, Tools, and Applications (p. 308). New York: Information Science Reference.

[6]. Horton, W., & Horton, K. (2003). E-learning Tools and technologies. Indianapolis: Wiley Publishing, Inc.

[7]. Jancaríková, K., & Jancarík, A. (2010). Wiki Tools in the Preparation and Support of e-Learning Courses. Retrieved May 14, 2010, from Electronic Journal of e-Learning Volume 8 Issue 2 2010.

[8]. Mishra, S., Naidu, S., Bates, T., Baggaley, J., Khan, B., McCarty, S., et al. (2009). STRIDE Handbook 8: E-Learning.

[9]. Moore's Law . (n.d.). Intel.

[10]. Moskaliuk, J., Kimmerle, J., & Cress, U. (2010). Virtual Reality 2.0 and its Application in Knowledge building. In S. Murugesan, Handbook of Research on Web 2.0, 3.0, and X.0: Technologies, Business, and Social Application (pp. 574-586). New York: Information Science Reference (an imprint of IGI Global).

[11]. Murugesan, S. (2010). Web X.0: A road Map. In S. Murugesan, Handbook of Research on Web 2.0, 3.0, and X.0: Technologies, Business, and Social Application (p. 4). New York: Information Science Reference (an imprint of IGI Global).

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Research Paper

Impact Of E-Learning On Teacher Effectiveness

M.Rajesh Kumar* , R.Krishna Kumar**

* Assistant Professor, Centre for Educational Research, Madurai Kamaraj University, India.

** Professor of Education, Department of Education, Annamalai University, India.

Rajesh Kumar and R. Krishna Kumar (2010). Impact Of E-Learning On Teacher Effectiveness. i-manager’s Journal of Educational Technology, 7(3), 63-68. https://doi.org/10.26634/jet.7.3.1344

Abstract

Technology offers tremendous opportunities for increasing the effectiveness and efficiency of education. Students, faculty and administrators now use technology extensively in their daily activities and have become technologically literate. The trend of using e-learning as learning and teaching tool is now rapidly expanding into education. Many educators and researchers have high hopes for e-learning, believing that it would provide more access to information and communication, and would ultimately lead to a new revolution in education. This paper focuses on impact of e-learning environment on the teacher effectiveness, with reference to Personal effectiveness, Teaching skill and Research and academic activities. This study intends to find the relationship between the teacher effectiveness and the selected background variables, to identify the background variables which are contributing to the impact of e-learning on teacher effectiveness and to estimate the extent of the contribution of the background variables to the impact of e-learning on teacher effectiveness. In order to measure this researcher developed a research tool to measure the teacher effectiveness. The tool was administered to 250 teachers serving in colleges of engineering and technology and university departments. The finding of the study reveals that the teacher effectiveness of the teachers on the whole is high with the assistance of e-learning environment.

References

[1]. Deepak,K., Srivastava. (2005). e-learning: A New way of Education. University News, 43(26).

[2]. Hamdan Mubarak Al-Khashab. (2007). Attitudes towards e-learning: An Empirical Study in Kuwait. (Dissertation, Masters of Business Administration (MBA) of the Maastricht School of Management (MSM), Maastricht, the Netherlands).

[3]. Kuzmicic, A.W. (2006). Perceptions of elementary and middle school teachers toward technology integration. Ph.D. dissertation, The University of Alabama at Birmingham, United States, Alabama. Retrieved March 14, 2008 from ProQuest Dissertations & Theses: Full text database. (Publication No. AAT 3253057).

[4]. Murahari, B. (2008). Teaching Today for Tomorrow, University News, 46(15).April, pp. 14-20.

[5]. Mahdizadah, H., Harm, Biemans., & Martin Mulder. (2008). Determining factors of the use of e-learning environments by University teachers. Computers & Education. 51(1), 142-154.

[6]. Norah jones., & John o'shea. (2004). Challenging hierarchies: The impact of e-learning. Higher Education, 48(3), 379–395.

[7]. Sarah Golden, et al. (2006). Impact of e-learning in Further Education: Survey of Scale and Breadth, National Foundation for Educational Research, Research report RR745, DFES Publications, Nottingham.

[8]. Shu-Sheng Liaw., Hsiu-Mei Huang., Gwo-Dong Chen. (2007). Surveying instructor and learner's attitude towards e-learning. Computers & Education, 49(4), 1066–1080.

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

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Volume 7 Issue 3 October - December 2010

From Fundamentalists To Structuralists: Bridging The Digital Divide

Ayse Kok*

Ph. D Student in Technology & Learning Sciences, University of Oxford.

Ayse Kok (2010). From Fundamentalists To Structuralists: Bridging The Digital Divide. i-manager’s Journal of Educational Technology, 7(3), 1-12. https://doi.org/10.26634/jet.7.3.1338

Abstract

References

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Second Life for Distance Language Learning: A Framework for Native/Non-Native Speaker Interactions in a Virtual World

Jennifer Tusing* , Zane L. Berge**

*-** Professor of Education, University of Maryland.

Jennifer Tusing and Zane L. Berge (2010). Second Life For Distance Language Learning: A Framework For Native/Non-Native Speaker Interactions In A Virtual World. i-manager’s Journal of Educational Technology, 7(3), 13-20. https://doi.org/10.26634/jet.7.3.1339

Abstract

References

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Preparing E-Excellent Teachers For The World Of E-Education: Potential Strategies

Pradeep Kumar Misra*

Faculty of Education & Allied Sciences,M.J.P. Rohilkhand University, Bareilly, India.

Pradeep Kumar Misra (2010). Preparing E-Excellent Teachers For The World Of E-Education: Potential Strategies. i-manager’s Journal of Educational Technology, 7(3), 21-29. https://doi.org/10.26634/jet.7.3.1340

Abstract

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Participant Perceptions of an Online Discussion Among University Students in Israel, Taiwan and the United States

Lynn W. Zimmerman*

Associate Professor of Education, Purdue University Calumet, Hammond, USA.

Lynn W. Zimmerman (2010). Participant Perceptions Of An Online Discussion Among University Students In Israel, Taiwan And The United States. i-manager’s Journal of Educational Technology, 7(3), 30-41. https://doi.org/10.26634/jet.7.3.1341

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A proposal for a preventive program for risks associated with the use of the internet and its impact upon students' awareness of perverse issues

Abdulkarim A. Al Saif*

Qassim University, Saudi Arabia.

Abdulkarim A. Al Saif (2010). A Proposal For A Preventive Program For Risks Associated With The Use Of The Internet And Its Impact Upon Students' Awareness Of Perverse Issues. i-manager’s Journal of Educational Technology, 7(3), 42-53. https://doi.org/10.26634/jet.7.3.1342

Abstract

References

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A critical study of effect of Web-Based software tools in finding and sharing digital resources - A literature review

Muntajeeb*

Assistant Professor, Marathwada College of Education, Aurangabad.

Muntajeeb Ali Baig (2010). A Critical Study Of Effect Of Web-Based Software Tools In Finding And Sharing Digital Resources- A Literature Review. i-manager’s Journal of Educational Technology, 7(3), 54-62. https://doi.org/10.26634/jet.7.3.1343

Abstract

References

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Impact Of E-Learning On Teacher Effectiveness

M.Rajesh Kumar* , R.Krishna Kumar**

* Assistant Professor, Centre for Educational Research, Madurai Kamaraj University, India. ** Professor of Education, Department of Education, Annamalai University, India.

Rajesh Kumar and R. Krishna Kumar (2010). Impact Of E-Learning On Teacher Effectiveness. i-manager’s Journal of Educational Technology, 7(3), 63-68. https://doi.org/10.26634/jet.7.3.1344

Abstract

References

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* Assistant Professor, Centre for Educational Research, Madurai Kamaraj University, India.

** Professor of Education, Department of Education, Annamalai University, India.