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
Teachers often adopt a particular teaching and learning approach in their classes to ensure that effective learning takes place. It is assumed that teaching working adults would require the teachers to indirectly adopt an approach that suits the learners. Knowles (1978) theorized that adult learners have distinct and unique characteristics and therefore require continual opportunities to identify their needs and recognize the relevance of their learning (Knowles,1978, Zemke & Zemke, 1981). They need self directed learning opportunities in which they can actively participate. A learner-centred approach is commonly practiced in ESP classes in order to cater to learners' needs and expectations. This paper attempts to make recommendations on the feasible use of IT approach in its material use to enhance the quality of teacher expertise based on an investigation on the course effectiveness of Public Speaking to BBA executives. The data gathered is based on an investigation on the effectiveness of the teaching and learning of a Public Speaking course to a
group of working adult students. We had interviewed four instructors who were involved in teaching a course on Public speaking to a group of BBA executives. Questionnaires were also distributed to the learners to mainly investigate their perceptions of the approach used by their instructors and the effectiveness of the present module in general.
Language teaching methodology has been changing over a period of time. The teacher-centered approach is gradually giving way to learner-centered approach. Until a decade ago, the role of the teacher was that of a constant donor of knowledge and corrector of learner errors. But, the paradigms are shifting and teacher roles are altering. The teacher is now seen as a friend, philosopher and guide of the learner, a facilitator, consultant and co-learner. Simultaneously, the objectives of teaching English as a second and foreign language are constantly being shuffled and reshuffled. There was a time when the goal of English language teaching was to develop linguistic and literary competence in the learner. Accuracy was prioritized over fluency and appropriateness. Recently, we are talking about reordering our priorities. The present paper attempts to explain how it is imperative to place appropriateness before accuracy and narrates the author's personalized views on this issue.
This article reviews the author's work as an evaluator for Internet-related school improvement initiatives in the USA. One of the latest research areas has to do with the processes associated with reading online. Because online information is fundamentally hypertextual, reading online is different from reading printed books. Evidence suggests reading via the Internet requires new metacognitive monitoring abilities, awareness of choice-making among hyperlinks on a web page, and internal narration to synthesize hypertextual information. These points contrast with the more familiar processes associated with reading print. The article explores the current understanding about the nature of read online and poses questions for further investigation.
One of the major shifts in education today under the influence of information and communication technologies is that there is an increased tendency toward the use of computers and Internet. The process of ICT integration in schools reaches a considerable level of maturity and teachers and students are optimizing the learning opportunities with the use of ICT. However it is imperative that the teachers must know how to judge the quality and suitability of information before they can introduce to the students. Some evaluation criteria indicated in the literature are, authority, accuracy, objectivity, currency, coverage and intended audience. This paper describes ways to evaluate suitability of educational websites based on the well defined set of criteria.
In its life-time, the profession of language teaching has undergone many changes. Early attempts at language teaching almost entirely lacked a theory base. In the 20 century, however, two sets of language teaching methods emerged; the first set borrowed theories from psychology, linguistics, and sociolinguistics whereas the second set was based on individual philosophies of method developers. Late in the twentieth century, an attempt on the part of some pedagogists to evaluate the different methods of language teaching resulted in the validity of language teaching methods being called into question. As a result, the question of how the profession of language pedagogy should be approached called into attention such notions as teacher plausibility, autonomy, and reflectivity as well as learner plausibility and autonomy. The result of such an expanded perspective was the introduction of effective and reflective teaching ideologies of the seventies and eighties. In 1994, an attempt at finding an alternative to methods instead of an alternative method culminated in the introduction of the post method era. The present paper tries to provide the reader with a brief account of these trends.
The existing multimedia software in E-Learning does not provide par excellence multimedia data service to the common user, hence E-Learning services are still short of intelligence and sophisticated end user tools for visualization and retrieval. An efficient approach to achieve the tasks such as, regional language narration, regional language captioning system and keywords based efficacious seek to save the bandwidth, is introduced in this paper. The goal is to reduce the language barrier and seeking time for E-Learning videos. The paper presents an innovative solution of E-Learning multimedia delivery package for client-server model.
The functioning of the software tool can be described in different modules. Initially the system integrates keywords enriched subtitle stream with the video file at the server side. At the client side, the algorithm parses the video file into different streams. The synchronized text stream is then transformed into the uncompressed video stream and later overlaid onto the primary video to reproduce regional language captioned video. The system also encompasses a text annotation pad with intention to facilitate the future comprehension. Moreover, the user can upload his notes on server to make it available publicly. Regional language narrator is one of the advanced features supported by the system.Component Object Model (COM) has been used extensively for extending the system to include multiple numbers of language translators and narrators at both the server as well as the client sides.
There is a host of research examining the equivalence of alternative modes of technology-facilitated educational delivery (such as computer-based or online instruction) and traditional classroom instruction. While various studies have promoted each of these modalities for specific populations or topic areas, the bulk of research supports relative equivalence between student learning as a result of any of these forms of instruction. Unfortunately, the majority of studies discuss “learning” as an outcome variable with little consideration to relevant components of learning such as depth of knowledge or level of understanding. The purpose of this study was to examine the educational impact (depth of knowledge) of different forms of instruction (computer-based, lecture, and readings) aimed at teaching basic, introductory-level concepts. Eighty-eight participants received informational material via computer, lecture, or a written article. Participants' knowledge of this material was assessed using three types of questions (multiple choice, fill-in-
the-blank, and essay) that examined three levels of understanding (rote, application, and evaluation) of material from an introductory-level course. The results indicated that computer-based instruction and readings produced a more evaluative understanding of the material than did lecture regardless of question type, but failed to detect significant differences in rote or application level understanding. In addition, computer-based instruction and readings were significantly more efficient means of instruction than lecture. The implication of these findings for educators is discussed.
This paper reports on an ongoing work in designing and developing a personalised search tool for teachers' online searching using Google search engine (repository) for the implementation and testing of the first research prototype.
Participating in small group activities has emerged as a trend in online learning events. However, little is known about how graduate students experience online group work and what instructional behaviors are perceived as helpful during the group process. This article discusses a qualitative research project that revealed how online health care professionals in two graduate studies programs valued knowing their facilitator was consistently present and available. The project was framed from a constructivist theoretical perspective and a descriptive research design. Participants were health care practitioners who graduated from a Master of Nursing or Master of Health Studies program offered exclusively through a WebCT online environment. Data sources included two focus groups and ten individual audio-tape recorded transcribed interviews. The data was analyzed for themes by two researchers and confirmed with participants through ongoing member checking. The following strategies for creating a safe and engaging online learning climate for members of small project groups are presented. 1) Create groups intentionally. 2) Intervene with non-contributing members. 3) Measure individual contributions.
