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
An Empirical Consideration Of The Use Of R In Actively Constructing Sampling Distributions
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
Integration of virtual learning environments in the learning process may lead to the realization of an educational vision in which autonomous learners realize their personal potential. But the physical separation between teacher and students may lead to “transactional distance”, which may in turn can cause a sense of threat and create anger, gaps in understanding, or misconceptions among the learners about themselves and about the learning process. Students may grasp the situation as a “challenge” or a “threat”. The aim of the study is to determine the factors that are critical to feelings of challenge and threat among student teachers in virtual and blended courses. The sample included 578 participants, divided into two research groups: virtual and blended. In a mixed-method study, participants answered a threat/challenge questionnaire, open-ended, and closed questions. The authors found three critical factors giving rise to a threat or challenge: negative feelings, a sense of threat, and a sense of challenge. A large portion of students considered forums as a “space for dialogue” with the instructor and the other students, and believed that differential interpersonal communication may lead to lowering feelings of threat and increasing the sense of challenge.
As Outcome-Based Education (OBE) is being pursued in Information Technology (IT) education in the Philippines, IT Instructors and Professors are now being challenged to shift their traditional roles as transmitter of knowledge to becoming learners' facilitators. This educational reform could lead to the development of certain attitudes amongst IT educators. This study used descriptive-correlational research design to determine what attitudes they may foster towards the success of its implementation at a Local University in Laguna, Philippines. Findings reveal that IT educators have positive attitude towards OBE. Although their motivation to adopt OBE approach to IT education seems to be high, there is still reservation as they realize the myriad factors to consider for its successful implementation. Result of Pearson's chi-square test reveals significant relationships among education, training, and attitude. While the study helps explicate areas that need much attention, it still appeals for further investigation to help address other concerns of educators. Truly, OBE demands a strong personal and institutional commitment; as with combined commitment will inspire everyone to make a leap forward in its successful implementation in the country.
“Shluvim” social-professional network permits educators at various levels to act in an online professional channel and to address innovative pedagogical challenges. After four years' operation, a case study employed mixed methods to depict a broader picture of the participants in the “Shluvim” network and their activities: Motives for joining the network, members' patterns of activities and factors assisting or inhibiting active participation. 2,200 members participated in Shluvim network (in 152 open and closed groups) over four years. 64 responded to a questionnaire and 15 participated in semi-structured in-depth interviews. Findings suggest that a local social-professional network for educators in their language supports and empowers members' professional development over their professional careers. Different types of users were identified.
Importance of staff professional development on teachers' instructional competence in public secondary school in Nigeria cannot be overemphasized. This is because it leads to effective and efficient instructional delivery in the school setting. This paper therefore discussed theoretical and conceptual frameworks of professional development for teachers. In particular, it reviewed empirical studies on related past literature to underscore the need for staff professional development in a bid to improve on teachers' instructional competence in secondary school system in Nigeria. Discoveries from past studies established that continuous professional development of teachers has a significant role to play in their instructional competence and school performance. It is therefore recommended that, management of schools should embrace motivational practices necessary for enhancing teachers' productivity, governments and policy makers should encourage secondary school management to always imbibe culture of continuous professional training and retaining of their teachers and make provision for adequate funding of schools in their annual budgets so as to enable school administrators implement these recommendations without financial constraints.
Teaching learning is getting realigned itself with new tools and methods in the new educational scenario. ICT tools open up wide arena of opportunities to improve the teaching learning process focusing on higher order thinking and autonomy of the learners. TPACK model reemphasis on the importance of integration of the domain for the meaningful teaching learning processes. Introduction of technology is being done by the majority rather integrating meaningfully in the classroom. Research suggests that simply putting computers into schools is not enough to impact student learning. That said, specific applications of ICT can positively impact student knowledge, skills and attitudes, as well as teaching practices, school innovation, and community services (Kozma, 2005, p. 1). The major challenges faced by the teachers in general, physics teachers in particular are that of constructive integration of technology tools to improve the process of learning and its assessment. In fact, teachers are getting overwhelmed with the variety of tools in teaching physics. Contextualization of tools aligning with the constructivist objectives are not taken up seriously in Physics teaching and mostly just operating the tools are more focused. The present paper discusses about the integration of powerful PhET tools in teaching Physics at Secondary Level in line with the constructivist approach. The modes of integrating simulations, activities, worksheets related to PhET to improve the interactivity which leads to actively engaged classroom environment helping students to enhance higher order thinking skills and exploring Physics learning process. Assessment for learning also focused in order to make the teaching learning more meaningful and productive.
