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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 11 Issue 1 April - June 2014

Article

Best Practices Of Leadership in Educational Technology

Loren Brown*

Research Scholar, Liberty University.

Brown, L. (2011). Best Practices of Leadership in Educational Technology. i-manager’s Journal of Educational Technology, 11(1), 1-6. https://doi.org/10.26634/jet.11.1.2668

Abstract

Leadership in Educational Technology is a relatively new field that is changing as fast as technology itself. Success for an educational leader includes maintaining a firm grasp of how to diagnose the needs of a district, a school, or a classroom while aligning policies, procedures, and protocols into a format that will empower the individual teacher efficacy and student learning outcomes. Being a leader in educational technology includes more than incorporating new technologies into the classroom. Leadership in educational technology requires an outlook that views technology not as a tool for every occasion, but as a tool that when used, will enhance the learning process. An approach of best practices is essential to maintain effectiveness as an educational leader, and yet there is very little research that includes a synthesis of the best practices or approaches that are certain to increase an educational leader's effectiveness. A best practices approach that relies on the use of constructivist teaching method, that strives for continuous improvement through the use of professional learning networks and communities, and that utilizes online professional development will produce the kind of effectiveness in teachers that is associated with positive student learning outcomes.

References

[1]. Bauer, W. I. (2010). Your professional learning network: Professional development on demand. Music Educators Journal, 97(2), 37-42.

[2]. Carson, J. (2005). Objectivism and education: A response to David Elkind's 'The Problem with Constructivism'. Educational Forum, 69(3), 232-238.

[3]. Chen, C. (2011). Transforming online professional development: The design and implementation of the project-based learning management system (PBLMs) for inservice teachers.British Journal of Educational Technology, 42(1), E5-E8.

[4]. Chitanana, L. (2012). A constructivist approach to the design and delivery of an online professional development course: A case of the iEARNonline course. International Journal of Instruction, 5(1), 23-48

[5]. Doolittle, P. E., & Camp, W. G. (1999). Constructivism: The Career and Technical Education Perspective. Journal of Vocational And Technical Education, 16(1), 23-46.

[6]. Ostashewski, N., Moisey, S., & Reid, D. (2011). Applying constructionist principles to online teacher professional development.International Review of Research In Open & Distance Learning, 12(6), 143-156.

[7]. Picciano, A. G. (2011). Educational leadership and planning for technology (5th ed.). Hunter College, NY: Allyn & Bacon

[8]. Professional Learning Networks - 21things4teachers. (2014).21things 4 teachers. Retrieved March 05, 2014, from http://www.21things4teachers.net/17---professionallearning- networks.html

[9]. Riveros, A., Newton, P., & Burgess, D. (2012). A situated account of teacher agency and learning: Critical reflections on professional learning communities. Canadian Journal of Education, 35(1), 202-216.

[10]. Schweitzer, L., & Stephenson, M. (2008). Charting the challenges and paradoxes of constructivism: A view from professional education. Teaching In Higher Education, 13(5), 583-593.

[11]. Shinsky, E., & Stevens, H. A. (2011). Teaching in educational leadership using web 2.0 applications: Perspectives on what works. Journal of Research on Leadership Education, 6(5), 195-215.

[12]. Slavin, R. E. (2012). Educational psychology: Theory and practice. (10th ed.) New York, NY: Pearson. ISBN: 978- 0-137-03435-2.

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Article

A Novel Approach for Quality Education towards Industry Expectations

N. Santhiyakumari* , C. Babu, C. Gomathi, K. Rajesh, M. Shenbagapriya

* Professor & Head, Department of Electronics and Communication Engineering, Knowledge Institute of Technology, Kakapalayam, Salem (Dt), India.

-***Assistant Professors, Department of Electronics and Communication Engineering, Knowledge Institute of Technology, Kakapalayam, Salem (Dt), India.

Santhiyakumari, N., Babu, C., Gomathi, C., Rajesh, K., and Shenbagapriya, M. (2014). A Novel Approach for Quality Education Towards Industry Expectations. i-manager’s Journal of Educational Technology, 11(1) 7 - 14. https://doi.org/10.26634/jet.11.1.2669

Abstract

This paper presents a new method to improve the quality in technical education in order to meet the industry expectations. The quality of education and training being imparted in the technical education institutions varies from excellent to poor, with some institutions comparing favourably with the best in the world. Few others are suffering from different degrees of faculty shortages infrastructure deficiencies, curricula obsolescence, lack of autonomy in academic, financial, administrative, and managerial matters poor involvement in knowledge creation and dissemination. Skillful manpower of high quality can play a major role in economic development and in export of technology and services, and observing the growing demand for Indian professionals particularly in the area of software and core engineering in all parts of the globe including the highly developed countries. It is necessary to give very high priority in providing quality technical education for Engineering and Technology. In order for the students to succeed, its necessary to prepare themselves for the ever changing world of work, which means not only college readiness, but also career readiness.

References

[1]. Anandakrishnan, M. (2006), “Privatization of Higher Education: Opportunities and Anomalies”, Presented at, National Seminar on Privatization and Commercialization of Higher Education, New Delhi, (2 May)

[2]. Ball, D. L., Thames, M. H. and Phelps, G. (2007) Content knowledge for teaching: What makes it special? Irving, TX: National Symposium for Professional Development for Engineering and Technology Education.

[3]. Borich, G. D. (1996). Effective teaching methods. New Jersey: Prentice Hall.

[4]. Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powel, J. C. Westbrook, A,. and Landes, N., (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. Colorado Springs, CO: BSCS.

[5]. Carnoy, M. (2006), “Higher Education and Economic Development: India, China, and the 21st Century”, Presented at, Pan Asia Conference: Focus on Economic Challenges, Stanford Centre for International Development, Stanford, June 3

[6]. Chesbrough, H. (2006). Open innovation: The new imperative for creating and profiting from technology. Boston, MA: Harvard Business School Press.

[7]. Davenport, T. H. (2005). Thinking for a living: How to get better performance and results from knowledge workers. Boston, MA: Harvard Business School Press.

[8]. Davenport, T. H., & Harris, J. G. (2007). Competing on analytics: The new science of winning. Boston, MA: Harvard Business School Press.

[9]. Eide, A. R., Jenison, R. D., Mashaw, L. H., and Northrup, L.l;(2002). Engineering fundamentals and problem solving. Boston: McGraw Hill.

[10]. Emmer, E. T., Everson, C. M., Clements, B. S., and Worsham,M.E.(1994). Classroom management for secondary teachers. Boston: Allyn and Bacon.

[11]. Government of India, Ministry of Human Resource Development (2005), Report of the CABE Committee on Autonomy of Higher Education Institutions, Department of Secondary and Higher Education, New Delhi, June

[12]. Grasmick, N. S. (2006). The Visionary Panel for Better Schools. Maryland State Department of Education: Baltimore, MD

[13]. Gray, R. C. and Smith, W. H. (1998). Teaching and learning strategies for technology education Baltimore: Technology Education Association of Maryland.

[14]. Joshi, M.M (1998), “Higher Education in India Vision and Action – Country Paper”, Presented at, UNESCO World Conference on Higher Education in the Twenty-First Century, Paris, (5-9 October)

[15]. Kapur, D. and Mehta, P.B. (2004), “Indian Higher Education Reform: From half-Baked Socialism to Half- Baked Capitalism”, Working Paper No. 108, Center for International Development, Harvard University, September

[16]. Luca, J., & Oliver, R. (2001). Developing Generic Skills through On-line Courses. Paper presented at the Ed-Media 2001, Tampere, Finland.

[17]. NIEPA (2000), University Finances in India, New Delhi, (mimeo).

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Research Paper

Continuous Classroom Assessment At Primary Level

Imtiaz Ali* , Manzoor Hussain Shah, Aijaz Ahmed Gujjar*

* Research Scholar, Preston University, Islamabad, Pakistan.

Head of Education Department, Hazara University Manshera,Pakistan.

* Associate Professor, Department of Education, Sindh Madressatul Islam University, Karachi, Pakistan.

Ali, I., Shah, M. H., and Gujjar, A. A. (2014). Continuous Classroom Assessment at Primary Level. i-manager’s Journal of Educational Technology, 11(1), 15-21. https://doi.org/10.26634/jet.11.1.2670

Abstract

This study was designed to analyze the continuous classroom assessment at primary level in Pakistan. Findings of the study revealed that the students' achievement of single class teacher in the subject of English, General science, Urdu and mathematics were almost on average and rubric observation during continuous classroom assessment ranked single class teacher performance asn fair. Overall, subject teacher students’ achievement in English, General science, Urdu and Mathematics was better as compared to single class teacher. In addition to this, rubric observation during continuous classroom assessment ranked as subject teacher performance was reported very good in the area of students' instruction, writing test items on the writing board, time management, class environment, use of instructional recourses and student record keeping during and after assessment. It was recommended that at primary level, there is need of subject wise teacher to teach students more effectively. It is also recommended that primary teachers should be familiar with the new curricular terms such as Student Learning Outcomes (SLOs) used in curriculum 2006 and they can be trained to develop and use the new assessment tools that is, rubric in the classroom.

References

[1]. Ainsworth, Larry & Viegut, Donald (2006). Common formative assessments, How to connect standards-based instruction and assessment. Thousand Oaks, CA Corwin.

[2]. Airasian, P.W. (1991), Classroom assessment. New York. Mc Graw Hill.

[3]. Andrade, H. L., Ying, D., & Xiaolei, W. (2008). Putting Rubrics to the Test: The Effect of a Model, Criteria Generation, and Rubric-Referenced Self-Assessment on Elementary School Students' Writing. Educational Measurement: Issues & Practice, 27(2), 3-13

[4]. Assessment(2004), A beginning framework.

[5]. Black, P., and William, D. (2004). Inside the Black Box: Phi-Delta Kappan, 86(1):9-21

[6]. Cohen, D. K. (2003). Teaching practice: Plus ça change . In P. Jackson (Ed.), Contributing to educational change: Perspectives on research and practice. Berkeley, CA: McCutchan.

[7]. Dhankar, R. (2003) “The notion of quality in DPEP pedagogical interventions.” Education Dialogue. Volume 1:1, Monsoon 2003. 5-34.

[8]. Fouberg, E. H (2004) Summative versus Formative Assessment.

[9]. James, D. (2003 ). Making the graduate. Perspectives on student experience of assessment in higher education. In Ann Filer (2003 ).Assessment: Social practice and social product. London: Rutledge

[10]. Lee, E., & Lee, S. (2009). Effects of Instructional Rubrics on Class Engagement Behaviors and the Achievement of Lesson Objectives by Students with Mild Mental Retardation and Their Typical Peers. Education and Training in Developmental Disabilities, 44(3), 396-408.

[11]. Lewis, A. C. (1997), Changing assessment, changing curriculum. Education Digest. Pages 12-17

[12]. National Research Council. (2002). Scientific Research in Education. Washington DC: NAP. NCCA, ( 2004) Aassessment in Primary Schools. Available.[online].

[13]. Nunes, A. (2004). Portfolios in the EFL classroom: disclosing an informed practice. English Language Teachers Journal, 58(4).

[14]. Paris, S.G., Lawton, T.A., et al. (1991), A developmental perspective on standardized achievement testing. Educational Researcher. 20(4) page 409

[15]. Palomba, C.A. & Banta, T.W.(1999). Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education. San Francisco: Jossey- Bass.

[16]. Pellegrino, J., Chudowsky, N., & Glaser, R. (2001). (eds). Knowing what students know: The science and design of educational assessment. National Academy of Sciences. Washington DC: National Academy Press.

[17]. Powell, A., Farrar, E., and Cohen, D. (1985). The shopping mall high school: Winners and losers in the educational marketplace. Boston: Houghton Mifflin.

[18]. R.O. Ohuche (1998). Optimal Computer Solutions in association with Nigerian Academy of Education, Faculty of Education, University of Lagos

[19]. Rueda R & Garcia E (1994). Teachers' beliefs about reading assessment with Latino language minority students. Research Report 9. National Center for Research on Cultural Diversity and Second Language Learning a t the University of California at Santa Cruz.

[20]. Stiggins, R. (2001). Student-Involved Classroom Assessment (3rd Ed.). New York: Merrill.

[21]. Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expanded 2nd Ed.). Alexandria, VA: ASCD.

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Research Paper

Tri–Center Analysis: Determining Measures of Trichotomous Central Tendency for the Parametric Analysis of Tri–Squared Test Results

James Edward Osler II*

North Carolina Central University

Osler , J. E. (2014). Tri-Center Analysis: Determining Measures of Trichotomous Central Tendency For The Parametric Analysis of Tri-Squared Test Results. i-manager’s Journal of Educational Technology, 11(1), 22-29. https://doi.org/10.26634/jet.11.1.2671

Abstract

This monograph provides an epistemological rational for the design of a novel post hoc statistical measure called “Tri–Center Analysis”. This new statistic is designed to analyze the post hoc outcomes of the Tri–Squared Test. In Tri–Center Analysis trichotomous parametric inferential parametric statistical measures are calculated from statistically significant Tri–Squared Test data. The Tri–Squared Test was first introduced in i-manager’s Journal on Mathematics as a qualitative to quantitative transformative mixed methods data analysis procedure. Tri–Center Analysis is an advanced statistical post hoc holomorphic that rigorously examines trichotomous investigative inquiry outcomes as in–depth parametric relations.

References

[1]. Aldrich, J. & Miller, J. (2007). “Earliest uses of symbols in probability and statistics”. Retrieved March 10, 2014, from http://jeff560.tripod.com/stat. html

[2]. Aldrich, J. & Miller, J. (2014). “Earliest known uses of some of the words of mathematics”. Retrieved March 10, 2014, from http://jeff560.tripod.com/c.html

[3]. Apostol, T. M. (1967). Calculus, second edition, Volume one: One-variable calculus, with an introduction to linear algebra. Waltham, MA: Blaisdell.

[4]. Kant, I. (2007). Critique of pure reason (based on Max Müller's translation). P. Classics a Division of Pearson PLC. New York, NY.

[5]. Osler, J. E. (2012a). Trichotomy–Squared – A novel mixed methods test and research procedure designed to analyze, transform, and compare qualitative and quantitative data for education scientists who are administrators, practitioners, teachers, and technologists. July–September, 2012 i-manager's Journal on Mathematics,1 (3), pp. 23–31.

[6]. Osler, J. E. &Waden, C. (2012b). Using innovative technical solutions as an intervention for at risk students: A meta–cognitive statistical analysis to determine the impact of ninth grade freshman academies, centers, and center models upon minority student retention and achievement. September–November, 2012 i-manager's Journal on School Educational Technology, 8 (2), pp. 11–23.

[7]. Osler, J. E. (2013a). The Psychometrics of Educational Science: Designing Trichotomous Inventive Investigative Instruments for Qualitative and Quantitative for Inquiry. December 12–February 13 i-manager's Journal on School Educational Technology,8 (3), pp. 15–22.

[8]. Osler, J. E. (2013b). The Psychological Efficacy of Education as a Science through Personal, Professional, and Contextual Inquiry of the Affective Learning Domain. February–April, 2013 i-manager's Journal on Educational Psychology,6 (4), pp. 36–41.

[9]. Osler, J. E. (2013c). Algorithmic Triangulation Metrics for Innovative Data Transformation: Defining the Application Process of the Tri–Squared Test. April–June 2013 imanager's Journal on Mathematics,2 (2), pp. 10–16.

[10]. Rust, J. &Golombok, S. (1989). Modern psychometrics: The science of psychological assessment (2nd ed.). Florence, KY, US: Taylor & Frances/Routledge. Sensagent: Retrieved, May 9, 2012:http://dictionary. sensagent. com/trichotomy +(mathematics)/en-en/

[11]. Singh, S. (1997). Fermat's enigma: The epic quest to solve the world's greatest mathematical problem. A. Books a Division of Random House. New York, NY.

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Research Paper

Usage of E-Learning Tools: A Gap in Existing TeacherEducation Curricula in India

Deepty Gupta* , Gaurav Singh**

* Research Scholar, School of Education, Indira Gandhi National Open University, New Delhi (India).

** Assistant Professor, School of Education, Indira Gandhi National Open University, New Delhi (India).

Gupta, D., and Singh, G. (2014). Usage of E-Learning Tools: A Gap In Existing Teacher Education Curricula In India. i-manager’s Journal of Educational Technology, 11(1), 30-40. https://doi.org/10.26634/jet.11.1.2672

Abstract

In India usage of internet in education is not an innovation, but it is still considered to be in initial stages. Government of India has taken lot of initiatives for the implementation of e-learning at all the levels of education from past many years, but still teacher education programme around the nation continue to be challenged to prepare prospective teachers for using technology meaningfully in their instruction, as they are not yet prepared to do so. National Curriculum Framework for Teacher Education (2009) has also embedded the part of ICT (Information and Communication Technology) in the curricula of teacher education but there is disinclination for the usage by both teacher educators and trainee teachers. In order to explore deeper in the realm of it, the researchers had conducted a study to identify the status of e-learning in curricula of teacher education, infrastructural facilities, and usage of e- learning tools for instruction by teacher educators and trainee teachers. The findings of the study have revealed that though the curricula related to e- learning was ample in the selected university but the infrastructural facilities were not accomplished in many terms like internet connection and time provided to use it. The trainee teachers were skilled with the basic computer applications but they are lacking the skill of using various special skills required for e- learning. Also the usage of e-learning tools by teacher educators like email, chat, discussion groups, downloading the content was average but they are not involved in preparing online courses, taking online classes, video conferencing and uploading the educational content. Similar results were found in case of trainee teacher for which they are motivated to use the elearning tools.

References

[1]. Becta (2008b). Harnessing Technology Review 2008: The role of technology and its impact on education: full report. Retrieved December 22, 2013 , from: http://publications.becta.org.uk/display.cfm?cfid=149311 9&cftoken=ca84ebfe5f7f33e6-BBF87A17-F854-08E8- 952FA5FB55EA4514&resID=38751

[3]. Marshall, M., Teeman, D., Mundy, E., Lin, Y., Morrison, J., Yeshanew, T., Cardozo, V., Stoddart, S., Brown, M. and Rudd, P. (2009). Harnessing technology schools survey 2009 data report – part 1, descriptive analysis. Retrieved December 22, 2013 , from: http://research.becta.org.uk/ uploaddir/downloads/page_documents/research/reports/ hts_data_report_part1.pdf

[4]. Mittal, K. (2007). ICT Integration in Teacher Education India Report NCERT. Retrieved December 22, 2013 , from: http://gauge.u-gakugei.ac.jp/apeid/apeid07/Coutr y Report/India.pdf

[5]. Nachimuthu, K. (2010). Usability of eLearning resources in teacher education of India, The seventh international conference on e-Learning for knowledge-based society, 16-17 December 2010, Thailand

[6]. National Policy on Information and Communication Technology (ICT) In School Education (2012) Department of School Education and Literacy Ministry of Human Resource Development, Government of India.

[7]. Prasad, S.N. (2005). ICT in pre-service teacher training. India Case Study Survey Report on Pre-service Teacher Training on ICT Use in Education in Asia and the Pacific.

[8]. Sarsani, M.R. (2007). The attitude of teacher trainees towards the teaching of computer education at B.Ed Level. December’06-February’07 i-manager's Journal on School Educational Technology, Vol.2, No.3.

[9]. Smyth, J. & Shacklock, G. (1998). Re making teaching: Ideolology, policy and practice. London: Routeledge

[10]. UNESCO (2002). A Framework for ICTs in Teacher Education: A holistic framework

[11]. Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Retrieved December 22, 2013 from

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

Current Issue Vol. 21 Issue 2

Most Read

Most Cited

Volume 11 Issue 1 April - June 2014

Best Practices Of Leadership in Educational Technology

Loren Brown*

Research Scholar, Liberty University.

Brown, L. (2011). Best Practices of Leadership in Educational Technology. i-manager’s Journal of Educational Technology, 11(1), 1-6. https://doi.org/10.26634/jet.11.1.2668

Abstract

References

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A Novel Approach for Quality Education towards Industry Expectations

N. Santhiyakumari* , C. Babu**, C. Gomathi***, K. Rajesh****, M. Shenbagapriya*****

* Professor & Head, Department of Electronics and Communication Engineering, Knowledge Institute of Technology, Kakapalayam, Salem (Dt), India. **-*****Assistant Professors, Department of Electronics and Communication Engineering, Knowledge Institute of Technology, Kakapalayam, Salem (Dt), India.

Santhiyakumari, N., Babu, C., Gomathi, C., Rajesh, K., and Shenbagapriya, M. (2014). A Novel Approach for Quality Education Towards Industry Expectations. i-manager’s Journal of Educational Technology, 11(1) 7 - 14. https://doi.org/10.26634/jet.11.1.2669

Abstract

References

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Continuous Classroom Assessment At Primary Level

Imtiaz Ali* , Manzoor Hussain Shah**, Aijaz Ahmed Gujjar***

* Research Scholar, Preston University, Islamabad, Pakistan. ** Head of Education Department, Hazara University Manshera,Pakistan. *** Associate Professor, Department of Education, Sindh Madressatul Islam University, Karachi, Pakistan.

Ali, I., Shah, M. H., and Gujjar, A. A. (2014). Continuous Classroom Assessment at Primary Level. i-manager’s Journal of Educational Technology, 11(1), 15-21. https://doi.org/10.26634/jet.11.1.2670

Abstract

References

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Tri–Center Analysis: Determining Measures of Trichotomous Central Tendency for the Parametric Analysis of Tri–Squared Test Results

James Edward Osler II*

North Carolina Central University

Osler , J. E. (2014). Tri-Center Analysis: Determining Measures of Trichotomous Central Tendency For The Parametric Analysis of Tri-Squared Test Results. i-manager’s Journal of Educational Technology, 11(1), 22-29. https://doi.org/10.26634/jet.11.1.2671

Abstract

References

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Usage of E-Learning Tools: A Gap in Existing TeacherEducation Curricula in India

Deepty Gupta* , Gaurav Singh**

* Research Scholar, School of Education, Indira Gandhi National Open University, New Delhi (India). ** Assistant Professor, School of Education, Indira Gandhi National Open University, New Delhi (India).

Gupta, D., and Singh, G. (2014). Usage of E-Learning Tools: A Gap In Existing Teacher Education Curricula In India. i-manager’s Journal of Educational Technology, 11(1), 30-40. https://doi.org/10.26634/jet.11.1.2672

Abstract

References

Full Article (HTML)

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N. Santhiyakumari* , C. Babu, C. Gomathi, K. Rajesh, M. Shenbagapriya

* Professor & Head, Department of Electronics and Communication Engineering, Knowledge Institute of Technology, Kakapalayam, Salem (Dt), India.

-***Assistant Professors, Department of Electronics and Communication Engineering, Knowledge Institute of Technology, Kakapalayam, Salem (Dt), India.

Imtiaz Ali* , Manzoor Hussain Shah, Aijaz Ahmed Gujjar*

* Research Scholar, Preston University, Islamabad, Pakistan.

Head of Education Department, Hazara University Manshera,Pakistan.

* Associate Professor, Department of Education, Sindh Madressatul Islam University, Karachi, Pakistan.

* Research Scholar, School of Education, Indira Gandhi National Open University, New Delhi (India).

** Assistant Professor, School of Education, Indira Gandhi National Open University, New Delhi (India).