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
India has made impressive strides in the application of information and communication technology in recent years and this is reflected in a vibrant and fast growing economy. It is now an acknowledged world leader in the knowledge industry. In this paper an attempt is made to highlight the role of Information and Communication Technology (ICT) in teacher education. A brief introduction to ICT, and the role of ICT in teacher education and herewith presented. Some suggestive ideas for designing the teacher education course are also presented. ICT is a generic term referring to technologies, which are being used for collecting, storing, editing and passing on information in various forms. Information and Communications Technologies are one of the major contemporary factors shaping the global economy and producing rapid changes in society. Research and evaluation indicate that exposure to ICTs has really changed the lives of lectures and students in tremendous and positive ways. The teacher training institute is providing the teachers of the future and National Council for Teacher Education (NCTE) assumes that teachers are the new figures in arranging learning process. At the degree level an entire paper on ICT titled “Educational technology and Computer Education” is offered to the students.
Technology is becoming more and more prevalent in the American classroom. Students are becoming extremely knowledgeable of computer programs, iPads, and their applications in an increasing manner. The reasoning behind the push for such technology in the classroom is for students to become accomplished twenty-first century learners, college- or career-ready upon graduation. The motivation of this research is to determine the effectiveness of technology in the classroom. Questions used in this inquiry include: What subject areas can technology successfully be integrated into; is technology an effective source of individualized instruction to create a successful learning atmosphere; and what types of technology are most effective in educational settings? Concluding evidence determined that technology can be highly effective with various forms of implementation in classrooms ranging from kindergarten to twelfth grades. Further research would be helpful in the various ways that technology can be implemented more successfully for individualized instruction and whether particular types of technologies are superior to others.
This study examined the impact of e-book text-tracking design on 4th graders’ (10-year-old children’s) learning of Chinese characters. The e-books used in this study were created with Adobe Flash CS 5.5 and Action Script 3.0. This study was guided by two main questions: 1) Is there any difference in learning achievement (Chinese character writing, lexical comprehension, and lexical usage) between groups with different e-book text-tracking designs? 2) Is there any difference in learning motivation (attention, confidence, relevance, satisfaction) between groups with different e-book text-tracking designs? This study was an experimental design where the independent variable was text-tracking design for e-books: word-based tracking or line-based tracking. A sample of forty-nine 4th graders participated in the study and participants were randomly assigned into these two groups. They were asked to do a pre-test, and then they read their assigned e-books for forty minutes. After they finished reading, they were gave a post-test and motivation survey. The result showed that students in the line-based tracking design group performed better in Chinese character writing and lexical comprehension. There was no significant difference in learning motivation between groups. This study hopes to contribute to e-book design principles for young learners and serve as a reference for elementary school teachers and e-book publishers.
E-content learning package will progress the learning process of students in formal or informal setting. It allows us to sort out the information to analyse and make meaning for conceptualization and applications which is suitable for individual learners. The objectives of the study was to measure the effectiveness of the E-content learning package in learning Mathematics for prospective teachers and the experimental research is essential for finding out into effective from the population of prospective teachers, the investigator selected 30 students from a college of education in Tamil Nadu. Tools used were E-content learning package for Mathematics prospective teachers developed by the investigator and pre-test in Mathematics developed by the investigator. In the experimental group, students learn the subject Mathematics by using this E-content learning package for Mathematics. The control group student teachers were taught using conventional method. Findings of the study showed that there was significant difference between pre-test and post-test scores for the experimental group in learning Mathematics. That is experimental group Prospective Teachers have achieved high in post- test than the Pre-test. And also there was significant difference in the Post-test Scores of the experimental and control group. That is experimental group Prospective Teachers have achieved high in post- test than the control group Prospective Teachers. The investigator concludes that the experimental group is more effective than the control group. Thus E-content learning package in Mathematics Education for the prospective teachers is more effective.
This paper is based on a qualitative study that investigated graduate student perspectives of online discussions in higher education courses. The data are drawn primarily from interviewsand student journal entries. The study examined student experiences of online discussions from a “technorealist” perspective thereby taking into account not only the potential but also the limitations of online spaces for teaching and learning. This paper focuses on some of the popular claims of asynchronous discussions as presented in the literature; along with findings from a study of student perspectives of the same. Finally, the implications of the findings for online instructors are discussed.
This monograph provides an epistemological rational for the design of an advanced novel analysis metric. The metric is designed to analyze the outcomes of the Tri–Squared Test. This methodology is referred to as: “Tri–Squared Mean Cross Comparative Analysis” (given the acronym TSMCCA). Tri–Squared Mean Cross Comparative Analysis involves the computation and in–depth study of means extracted from an initial Tri–Squared Test. The Tri–Squared Testhad an established level of statistical significance that provided the grounds for further Post Hoc investigation. The TSMCCA statistic is an Advanced Post Hoc test of the transformative process of qualitative data into quantitative outcomes through the Tri–Squared Test first introduced in the Journal on Mathematics. Advanced statistical analytics are involved in the TSMCCA mathematical model that allows for critical analysis of mean scores on item results.This type of in–depth post hoc statistical analysis permits a higher level of Tri–Squared meta–analytical investigative inquiry.
