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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 15 Issue 2 July - September 2018

Article

Who wants to be a Chemist? Formative Assessment Made Fun and Engaging

Sangeetha Balakrishnan*

Assistant Professor, Department of Education in Science and Mathematics, Regional Institute of Education, Mysore, Karnataka, India.

Balakrishnan, S. (2018). Who wants to be a Chemist? Formative Assessment Made Fun and Engaging. i-manager’s Journal of Educational Technology, 15(2), 1-7. https://doi.org/10.26634/jet.15.2.14304

Abstract

Formative assessment-----assessment intended to enhance teaching and learning—is an indispensable part of a teacher's tools. As opposed to summative assessment, formative assessment is carried out periodically through the course to get an insight into the students' understanding of the content. Formative assessment is tacit, but planned formative assessments help the teacher and the learner better in their objectives. This article presents the use of a game show format----Who Wants To Be A Millionaire----in a postgraduate chemistry classroom for a formative assessment that was both fun and engaging. The article is an attempt to disseminate a good practice in chemistry education to a wider audience to be adopted as deemed fit.

References

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Research Paper

Computer Science Education: Online Content Modules and Professional Development for Secondary Teachers in West Tennessee – A Case Study

Lee Allen*

Associate Professor, College of Education, University of Memphis, USA

Allen, L. (2018). Computer Science Education: Online Content Modules and Professional Development For Secondary Teachers in West Tennessee – A case Study. i-manager’s Journal of Educational Technology, 15(2), 8-15. https://doi.org/10.26634/jet.15.2.14534

Abstract

With ongoing efforts in the United States to further develop the availability of computer science education in the public schools, federal, state, and local educational agencies are increasing efforts to encourage and promote the inclusion of computer science and programming skills in the middle school curriculum (Grover et al., 2015). The goal for the Online Content Modules: Computer Science in the Middle Grades project was the development of five online content modules with a focus on computer science instruction in three public school districts in West Tennessee, and disseminated through a week-long professional development summer institute.

References

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Research Paper

Video-Based Learning of Quantitative Courses in Higher Education

Yaron Ghilay*

Senior Lecturer, NB School of Design and Education, Haifa, Israel

Ghilay, Y. (2018). Video-Based Learning of Quantitative Courses In Higher Education i-manager’s Journal of Educational Technology, 15(2), 16-27. https://doi.org/10.26634/jet.15.2.14302

Abstract

The aim of the study was to examine the effectiveness of a model called Video-Based Learning (VBL). VBL is designed to improve the learning of higher education courses, especially those based on activities performed on a computer screen, or learning related to the understanding of visual objects, such as formulas, equations, diagrams, etc. The present study aims to examine the effectiveness of the model for quantitative courses, such as statistics, mathematics, computer courses, or equivalent. The research was based on six samples of students (n₁=14, n₂=41, n₃=17, n₄=27, n₅=27, n₆=19, n_total=145) who studied three quantitative courses: Fundamentals of PSPP, Introduction to Statistics and 5 6 total Math for Business Administration. The learners were asked to answer an online questionnaire to assess the characteristics and advantages of VBL for their studies. The findings of the study indicate that, according to the students' perceptions, VBL has a significant advantage for students' learning in quantitative courses in higher education: The learning process is outstanding and is much better than reading texts or listening to live lectures and it is considerably flexible. Therefore, it is recommended to adopt the model in faculties of higher education teaching quantitative courses.

References

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Research Paper

The Measurement of a Novel Conceptual Framework Entitled: “Process Education: Learning to Learn” Via an Explicative Encyclopedia of Innovative Triostatistical Methods, Models, Metrics, and Statistical Procedures

James Edward Osler II* , Philliph Masila Mutisya**

* Associate Professor, Department of Allied Professions, North Carolina Central University, USA.

** Professor, Educational Technology Program, North Carolina Central University, USA.

Osler, J. E., II. & Mutisya, P. M. (2018). The Measurement of a Novel Conceptual Framework Entitled: “Process Education: Learning to Learn” Via an Explicative Encyclopedia of Innovative Triostatistical Methods, Models, Metrics, and Statistical Procedures i-manager’s Journal of Educational Technology, 15(2), 28-43. https://doi.org/10.26634/jet.15.2.14961

Abstract

This paper is part two of the research paper entitled, “AMOVA” [“Accumulative Manifold Validation Analysis”]: An Advanced Statistical Methodology designed to measure and test the Validity, Reliability, and Overall Efficacy of Inquiry–Based Psychometric Instruments” published in the 2015 Journal of Educational Technology. In this narrative AMOVA is operationalized via successful “Process Education: Learning to Learn” (or “PE: L2L”). PE: L2L experiences, whether taught in a camp, course or as professional development requires addressing specific principles, practices, scales, strategies, and concepts that are native to both “Process Education (PE)” and “Learning to Learn” (L2L). PE and L2L were once separate methodologies but are now combined here to create a novel, innovative, and comprehensive learning practice. This new learning model as an all-inclusive learning strategy uniquely unifies the implementation of L2L experiences using the PE philosophy through the idea of “Transformational Education”. Facilitating L2L through the lens of PE requires the implementation and use of a preset of PE: L2L practices and principles that are measureable via AMOVA. L2L has been implemented and researched in Europe and Process Education as a model has been implemented and its concepts have been tested and measured in the United States. This paper provides a unique cohesive perspective that incorporates the best of PE and the best of L2L to create “PE: L2L”. PE: L2L is a novel conceptual framework that incorporates the principles, practices, scales, strategies, and concepts of both PE and L2L into a new measurable paradigm. In addition, three triostatistical models are presented in this text as ideal data analysis methods for the measurement of the new PE and L2L unification, they are: 1.) Tri–Squared Analysis (Osler, 2012); 2.) AMOVA (Osler, 2015); and 3.) The Taxonomy of Process Education (Osler, 2015). The philosophical and theoretical foundational narrative in this paper is adapted from the results of successful PE “Learning to Learn Camps”; “Teaching Institutes”; and online PE professional development.

References

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[21]. Osler, J. E. & Mutisya, P. M. (2013). A Tri–Squared analysis to establish the need for a statistical framework for k–20 faculty as academic leaders. Special Edition: “Instructional Technique and Technologies”. Creative Education (Special Issue on Instructional Technique and Technologies), 4(8), 12-18.

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

[23]. Osler, J. E. (2014). Triostatistics: The application of innovative in–depth advanced post hoc statistical metrics for the assessment and analysis of statistically significant tri–squared test outcomes. Kentucky Journal of Excellence in College Teaching and Learning, 12(3), 27- 39.

[24]. Osler, J. E. (2015). AMOVA [“Accumulative Manifold Validation Analysis ”]: An advanced statistical methodology designed to measure and test the validity, reliability, and overall efficacy of inquir y–based psychometric instruments. i-manager's Journal of Educational Technology, 12(3), 37-47.

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Research Paper

Learning Biology through Problem Based Learning –Perception of Students

Preeti Thakur * , Sunil Dutt, Abhishek Chauhan*

* Research Scholar, Department of Education, Panjab University, Chandigarh, India.

Professor & Head, Department of Education & Educational Management, National Institute of Technical Teachers Training & Research, Chandigarh, India..

* Assistant Professor, Department of Mechanical Engineering, Panjab University Swami Sarvanand Giri Regional Centre, Hoshiarpur, Punjab, India

Thakur, P., Dutt, S., & Chauhan, A. (2018). Learning Biology through Problem Based Learning –Perception of Students. i-manager’s Journal of Educational Technology, 15(2), 44-54. https://doi.org/10.26634/jet.15.2.14303

Abstract

The study was undertaken to assess the student's perception while learning class 9 biology through Problem-Based Learning (PBL) method. Two hundred students of Government School of Chandigarh affiliated to Central Board of Secondary Education (CBSE), New Delhi, India, constituted the sample for the study. Hundred students were randomly assigned to the experimental group while hundred students were randomly assigned to the control group. Both the groups consisted of the students which had average, below average, and high academic achievement. Experimenter did not disturb the normal set up of the classroom in the school while undertaking the study. Both the groups were taught the topics of biology of class 9^th Science as per science text book issued by NCERT (National Council for Education, Research, and Training). On completion of the selected topics of biology, students of experimental group were asked to fill the opinnionaire which consisted of 25 items to analyze their perception towards PBL. Percentage technique was employed for analyzing the results. The study revealed that PBL makes learning an enjoyable experience by exploring new knowledge, increasing curiosity amongst the learners, linking previous knowledge, and creating interest.

References

[1]. Abu-Hijleh, M. F., Kassab, S., Al-Shboul, Q., & Ganguly, P. K. (2004). Evaluation of the teaching strategy of cardiovascular system in a problem-based curriculum: Student perception. Advances in Physiology Education, 28(2), 59-63.

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Research Paper

Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources

Sankaranarayanan Paleeri*

Assistant Professor and Head, Department of Social Science Education, NSS Training College, Ottapalam (University of Calicut), Kerala, India..

Paleeri, S. (2018). Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources. i-manager’s Journal of Educational Technology, 15(2), 55-61 https://doi.org/10.26634/jet.15.2.14446

Abstract

Teacher educators are confronting myriads of challenges in identifying and utilizing the Open Education Resources (OER). This study is intended to analyze the perception and dilemmas faced by teacher educators in integrating OER for teaching. The conceptual frame work of the study is focused on teachers' access and utilization of the online resources. Sample is 108 teacher educators drawn from Kerala and Tamil Nadu. OER Utilization Inventory and Informal Interview were the tools used. The collected data propelled for a mixed approach of quantitative and qualitative analyses. Findings of the study show that there is inadequate perception among teacher educators on availability and usability of relevant OER for teaching the contents. Teacher Educators are varied on their perception regarding OER as relevant and active support to teach content. 18% of teacher educators perceived the OER as need of the hour while 13.88% perceived OER as not supportive. 68% perceived with neutrality. 82% of teacher educators are skeptic on authenticity of available online resources including OER materials. Most of the teacher educators guarantee the credibility of online resources only after verifying with the text book resources. They have 'tendency to compare' the relevance and quality of online materials with Books. The study reflects need of awareness programmes for teacher educators on OER and its utilization. Centralized monitoring on authenticity of OER is suggested to adjudicate the credence and quality of the materials.

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

Current Issue Vol. 21 Issue 2

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Volume 15 Issue 2 July - September 2018

Who wants to be a Chemist? Formative Assessment Made Fun and Engaging

Sangeetha Balakrishnan*

Assistant Professor, Department of Education in Science and Mathematics, Regional Institute of Education, Mysore, Karnataka, India.

Balakrishnan, S. (2018). Who wants to be a Chemist? Formative Assessment Made Fun and Engaging. i-manager’s Journal of Educational Technology, 15(2), 1-7. https://doi.org/10.26634/jet.15.2.14304

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Computer Science Education: Online Content Modules and Professional Development for Secondary Teachers in West Tennessee – A Case Study

Lee Allen*

Associate Professor, College of Education, University of Memphis, USA

Allen, L. (2018). Computer Science Education: Online Content Modules and Professional Development For Secondary Teachers in West Tennessee – A case Study. i-manager’s Journal of Educational Technology, 15(2), 8-15. https://doi.org/10.26634/jet.15.2.14534

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Video-Based Learning of Quantitative Courses in Higher Education

Yaron Ghilay*

Senior Lecturer, NB School of Design and Education, Haifa, Israel

Ghilay, Y. (2018). Video-Based Learning of Quantitative Courses In Higher Education i-manager’s Journal of Educational Technology, 15(2), 16-27. https://doi.org/10.26634/jet.15.2.14302

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The Measurement of a Novel Conceptual Framework Entitled: “Process Education: Learning to Learn” Via an Explicative Encyclopedia of Innovative Triostatistical Methods, Models, Metrics, and Statistical Procedures

James Edward Osler II* , Philliph Masila Mutisya**

* Associate Professor, Department of Allied Professions, North Carolina Central University, USA. ** Professor, Educational Technology Program, North Carolina Central University, USA.

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Learning Biology through Problem Based Learning –Perception of Students

Preeti Thakur * , Sunil Dutt**, Abhishek Chauhan***

Thakur, P., Dutt, S., & Chauhan, A. (2018). Learning Biology through Problem Based Learning –Perception of Students. i-manager’s Journal of Educational Technology, 15(2), 44-54. https://doi.org/10.26634/jet.15.2.14303

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Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources

Sankaranarayanan Paleeri*

Assistant Professor and Head, Department of Social Science Education, NSS Training College, Ottapalam (University of Calicut), Kerala, India..

Paleeri, S. (2018). Perception and Dilemmas of Teacher Educators on Utilization of Open Education Resources. i-manager’s Journal of Educational Technology, 15(2), 55-61 https://doi.org/10.26634/jet.15.2.14446

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* Associate Professor, Department of Allied Professions, North Carolina Central University, USA.

** Professor, Educational Technology Program, North Carolina Central University, USA.

Preeti Thakur * , Sunil Dutt, Abhishek Chauhan*