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i-manager's Journal on School Educational Technology (JSCH)

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Gender Differences in Professional and Digital Competencies among Secondary School Teachers in Jammu and Kashmir: A Descriptive and Correlational Analysis
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Education for All: Addressing the Digital Divide and Socioeconomic Disparities in Modern Schools
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A Study to Assess the Effectiveness of Behavior Change Techniques on Screen Time Duration among Preschoolers and Parent Satisfaction Levels at a Selected School in Kanniyakumari District, Tamil Nadu

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Volume 15 Issue 3 December - February 2020

Research Paper

21^st Century Skills of Principals in the Secondary Schools of Nakhorn Nayok, Thailand

Willard Jeff Villablanca Pada* , Teresita R. Doctor**

* Faculty of Humanities and Social Sciences, St. Theresa International College, Ongkharak District, Nakhon Nayok, Thailand.

** Faculty of Education, St. Theresa International College, Ongkharak District, Nakhon Nayok, Thailand.

Pada, W. J. V., and Doctor, T. R. (2020). 21^st Century Skills of Principals in the Secondary Schools of Nakhorn Nayok, Thailand. i-manager's Journal on School Educational Technology, 15(3),1-17. https://doi.org/10.26634/jsch.15.3.16635

Abstract

The objectives of this study were to find out the 21^st century skills and the skills quotient of Principals in Nakhorn Nayok public schools based on self-assessment and peer assessment by their Department heads and to find out if there is correlation of the self assessment and the assessment done by the Department heads. Respondents of this study are ten Principals and 67 Department heads. Random sampling was used in the study. This study utilized Descriptive method. The instrument utilized for gathering the data was an adopted questionnaire from the National Association of Secondary School Principals (www.nassp.org), but translation to Thai language was done to suit the respondents and was tested for its validity and reliability. The data were statistically analyzed and interpreted through basic statistics, such as frequency, percentage, and mean; and inferential statistics, such as Pearson's correlation coefficient (Pearson r), t-test for significant difference of the self and peer assessment. Findings revealed that Principals in Nakhorn ayok schools have st high 21^st skills quotient based on self-assessment (4.57) and Department heads assessment (4.49). Specifically, it was also found out that there is no difference in the self assessment in the following indicators: setting instructional direction (t.₀₅ =0.95), teamwork (t.₀₅ = 0.48666), sensitivity (t.₀₅ =1.0409), development of others (t.₀₅ = 1.614), and results orientation (t.₀₅ =0.95). However, it was found out that there is a difference in the following indicators: oral communication (t.₀₅ =4.097), judgment (t.₀₅ = 0.643885), organizational ability (t.₀₅ =2.63), written communication (t.₀₅ = 4.097 ), and understanding strengths and weakness (t.₀₅ = 3.95). Using Pearson's r correlation, it was found out that there is a high correlation (r.01=.468) at .01 level of significance between self and peer assessment of the 21^st century skills of Principals.Therefore, the indicators with significant difference on self evaluation and Department head's evaluation should be given attention. There should be capability building for enhancement of the 21^st century skills of the Principals.

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Research Paper

A Study on Students' Computational Thinking Skills and Self-Efficacy of Block-Based Programming

Pinar Mihci Türker* , Ferhat Kadir Pala**

*-** Department of Computer Education and Instructional Technologies, Aksaray University, Aksaray, Ankara, Turkey.

Türker, P. M., and Pala, F. K. (2020). A Study on Students' Computational Thinking Skills and Self-Efficacy of Block-Based Programming. i-manager's Journal on School Educational Technology, 15(3),18-31. https://doi.org/10.26634/jsch.15.3.16669

Abstract

The aim of this study is to investigate the computational thinking skills of secondary school students and their perceived self-efficacy related to block-based programming. The study group consists of 464 students attending 5 , 6 , 7 , and 8 grades in a province located in the Central Anatolia region, Turkey. Data were collected by Computational Thinking Skills Scale and Self-Efficacy Perception Scale related to Block-Based Programming. Independent sample t-test was used for comparisons of gender, programming education, Scratch and Arduino learning status apart from lessons. According to the findings, it was determined that the computational thinking skills of students were high. Significant differences were found in both computational thinking skills and self-efficacy perceptions of block-based programming according to gender, programming education, and Scratch and Arduino learning status.

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Research Paper

Using Open Learning Resources – The Difference between Teachers of Different Disciplines, Gender, and Roles in School

Orit Zeichner*

Kibbutzim College of Education, Technology and the Arts, TelAviv, Israel.

Orit, Z. (2020). Using Open Learning Resources – The Difference between Teachers of Different Disciplines, Gender, and Roles in School. i-manager's Journal on School Educational Technology, 15(3), 32-46. https://doi.org/10.26634/jsch.15.3.16955

Abstract

This study examines gender differences and teacher's profession in teachers' use of open learning resources. It aims to help understand the way Open Educational Resources (OER) should be assimilated in the education system. This study was conducted in a qualitative research approach that checked correlations between variables. The research participants are 76 teachers from various schools, about half of them from a vocational school chain and the other half are from academic schools. The results show that teachers of technological subjects use open educational resources more than teachers of humanities do. Gender differences were found in the use of open learning resources. Among male teachers there was greater use of open learning resources than among female teachers.

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[16]. Hertz, M. B. (2012). Digital Native vs Digital Citizen? Examining a Dangerous Stereotype. Edutopia,

[17]. Hilton III, J., & Wiley, D. A. (2010). The creation and use of open educational resources in Christian higher education. Christian Higher Education, 9(1), 49-59.

[18]. Hilton III, J., Wiley, D., Stein, J., & Johnson, A. (2010). The four 'R's of openness and ALMS analysis: Frameworks for open educational resources. Open Learning: The Journal of Open, Distance and e-Learning, 25(1), 37-44.

[19]. Hilton III, J. L., Lutz, N., & Wiley, D. (2012). Examining the reuse of open textbooks. The International Review of Research in Open and Distributed Learning, 13(2), 45-58. https://doi.org/10.19173/irrodl.v13i2.1137

[20]. Hsu, C. K., Hwang, G. J., Chuang, C. W., & Chang, C. K. (2012). Effects on learners' performance of using selected and open network resources in a problem-based learning activity. British Journal of Educational Technology, 43(4), 606-623. https://doi.org/10.1111/j.1467-8535.20 11.01235.x

[21]. Hylén, J. (2006). Open educational resources: Opportunities and challenges. Proceedings of Open Education, 4963.

[22]. Ischinger, B. (2007). Giving Knowledge Free: The Emergence of Open Educational Resources. OECD.

[23]. Kochavi, E. (2010). Interactive whiteboard in the classroom and methods of implementation — From technological change to pedagogical change, In: Y. Eshet-Alkalai, A. Caspi, & S. Eden (Eds.), Learning in the Technological Era, (pp. 220-222).

[24]. Mishra, P., & Koehler, M. J. (2008, March). Introducing technological pedagogical content knowledge. In Annual Meeting of the American Educational Research Association (pp. 1-16).

[25]. McAndrew, P., Santos, A., Lane, A., Godwin, S., Okada, A., Wilson, T., & Webb, R. (2009). Open Learn Research Report 2006-2008. The Open University, Mitton Keynes, England.

[26]. Petrides, L., Jimes, C., Middleton-Detzner, C., & Howell, H. (2010). OER as a Model for Enhanced Teaching and Learning.

[27]. Phillips, R., McNaught, C., & Kennedy, G. (2012). Evaluating e-Learning: Guiding Research and Practice. Routledge.

[28]. Pirkkalainen, H., & Pawlowski, J. M. (2010). Open educational resources and social software in global elearning settings. Inp.yli-Luoma (Ed.). Sosiaalinen Verkko oppiminen. (pp: 23-40), Naantali: IMDL.

[29]. Prensky, M. (2009). Educational technology: Listen to the natives. In J.M. Cooper & k.Ryan (Eds.). Kaleidoscope: Contemporary and Classic Readings in Education, (pp: 306-310).

[30]. Richter, T., Bruce, A., Hoel, T., Megalou, E., Kretschmer, T., Mazar, I., & Stracke, C. M. (2013). Barriers against open educational resources and possible solutions: Teachers' perspectives and recommendations. In EDEN Conference, Oslo, Norway.

[31]. Rotem, A., & Avni, O. (2011). Ethical literacy in the digital age – From competences to a world view.

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[34]. Wadmany, R. (2012). Patterns of change and development in teachers' perceptions of the meaning of teaching and learning in technology-based environments. Dapim-Journal for Studies and Research in Education, 54, 167-193.

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[36]. Yuan, L., MacNeill, S., & Kraan, W. G. (2008). Open Educational Resources-Opportunities and Challenges for Higher Education.

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Research Paper

To Investigate Consistency between Implemented Evaluation System and Desired Evaluation System at Intermediate Level in District Peshawar

Swehra Moeed*

Department of Higher Education, Qurtuba University of Science & Information Technology, Peshawar, Pakistan.

Moeed, S. (2020). To Investigate Consistency between Implemented Evaluation System and Desired Evaluation System at Intermediate Level in District Peshawar. i-manager's Journal on School Educational Technology, 15(3), 47-53. https://doi.org/10.26634/jsch.15.3.16691

Abstract

Assessment is a contrivance of feedback for teachers. It not only gives information to teachers about their student performance, but also serve as an indicator for their self assessment. The aim of this study was to examine the status of intermediate level assessment procedure and level of satisfaction of stakeholders, i.e., teachers from the current examination system. The study was confined to chemistry subject. 16 institutes from district Peshawar were taken as sample of study. The sample of study comprised of 57 teachers. Data was collected from teachers through questionnaire designed on five point Likert Scale and open ended questions. The major finding of the study is that evaluation procedure is still emphasized on cramming and is designed on pattern that cannot assess high order mental abilities and overall abilities of students. According to the teachers, semester and internal assessment procedure is better than annual examination system and external assessment.

References

[1]. Ahmed, N. S. (2008). The role of governance and its influence on quality enhancing mechanisms in higher education business review. Research Journal of Institute of Business Administration Karachi-Pakistan, 3(1), 45-151.

[2]. Faize, A. F. (2011). Problems and prospects of science education at secondary level in Pakistan. International Islamic University, Islamabad.

[3]. Gronlund, N. E. (1985). Measurement and evaluation in teaching. Macmillan College, 23(1), 96-97 https://doi.org/ 10.1177%2F002248717202300120

[4]. Iqbal, A. (2004). Problems and Prospects of Higher Education in Pakistan (Doctoral dissertation, University of Arid Agriculture/Institute of Education and Research).

[5]. Iqbal, M. (2011). Education in Pakistan: Developmental Milestone. Karachi: Paramount Publishing Enterprise.

[6]. Khawaja, S. (2001). Education Evaluation and Monitoring: Concepts and Techniques. Mr Books.

[7]. Khandai, H. K., Khan, S., & Bhati, N. S. (2012). Primary Education. APH Publishing Corporation.

[8]. Khan, S, M. (2008). Problems of School Teachers & Students in Pakistan.

[9]. Kilic, S., Kaya, B., Kurt, H. (2012). Assessment and evaluation techniques being used in classrooms by biology teachers. International Journal of New Trends in Arts, Sports & Science, 1(1).

[10]. Masood, S., Shahid, S. M., Shah, S., & Farooq, U. (2005). Educational Measurement and Evaluation.

[11]. National curriculum for biology grades VI-XII. (2006). Government of Pakistan. Ministry of Education. Islamabad.

[12]. Sultan, S. (2016). Reinterpreting frier model essay on the banking model of education by using tyler's model of curriculum. Journal of Social Sciences and Humanities. 55(1), 27-39.

[13]. Saad, I. (2016). Education in Pakistan: Perspective, failures and prospects. Journal of Education & Social Sciences, 4(1), 30-50. https//doi.org/10.20547/jess041160410 3.

[14]. Saeed, M. (2007). Education System of Pakistan and the UK: Comparisons in Context to Inter-provincial and Intercountries Reflections. Bulletin of Education & Research. 29 (2), 43-57.

[15]. Shirazi, M. J. H. (2004). Analysis of examination system at university level in Pakistan (Doctoral dissertation, PMASArid Agriculture University, Rawalpindi).

[16]. Types of assessment - some definitions. www.exeter.ac.uk/staff/development/ academic/ resources/ assessment/principles/types/.

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Research Paper

Training Impact of ICT Tools on the Professional Duties and Development of Secondary School Educators in Mauritius

Girish* , Ananda Padhan , Mohammad Issack Santally *

- School of Education, Apeejay Stya University, Gurugram, Haryana, India.

University of Mauritius, Reduit, Moka, Mauritius.

Mautadin, G., Padhan, A., and Santally, M. I. (2020). Training Impact of ICT Tools on the Professional Duties and Development of Secondary School Educators in Mauritius. i-manager's Journal on School Educational Technology, 15(3), 54-64. https://doi.org/10.26634/jsch.15.3.16642

Abstract

The use of Information and Communication Technologies (ICT) has influenced almost every aspects of our life – the household chores, education, recreation, entertainment, finance, and healthy living. Its impact on formal and informal education is widely recognized and ICT is being adopted by countries as an essential intervention in its education system. The Government of Mauritius has introduced the use of ICT tools and applications into the secondary school education,as part of its agenda of making the country, the cyber-island of the Indian Ocean. In order to find out the impact of ICT training on the professional duties and development of secondary school educators in Mauritius, a pretest- posttestexperimental design was used in the study. The secondary school educators were given training on ICT use for about a month while they were in service during their scheduled free time and school holidays. The ICT training components include tools like use of desktop/laptop/tablet computer, email, internet, scanner, LCD projector, interactive whiteboard, YouTube, web access, online learning platform, etc. Their use was related to various teaching- learning activities including preparing lesson plans, laboratory work, examination, curriculum, and course delivery. The sample comprised of 538 secondary school educators drawn from the different schools spread across Mauritius selected through stratified random sampling method, where each school was the stratum. A comprehensive questionnaire comprising various questions on ICT familiarity and use was administered to the sample prior to the training and after the training. The performance scores of the sample before and after training were compared statistically to find out the impact. The results of the study revealed that training in ICT tools application has a considerable positive impact on the professional duties and development of secondary school educators in Mauritius.

References

[1]. Ali, G., Haolader, F. A., & Muhammad, K. (2013). The role of ICT to make teaching-learning effective in higher institutions of learning in Uganda. International Journal of Innovative Research in Science Engineering and Technology, 2(8), 4061-4073.

[2]. Anderson, J., Van Weert, T., & Duchâteau, C. (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development.

[3]. Aslam, H. D. (2013). Professional Development of Teachers in Colleges of Pakistan: A comparative case study of public and private colleges of Pakistan. International Journal of Learning & Development, 3(6), 167-177. https://doi.org/10.5296/ijld.v3i6.6249

[4]. Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191. https://doi.org/10.21890/ ijres.23596

[5]. Gokhe, M. (2002). Concept of ICT, Information and Communication Technology: Constructivism (Philosophy Of Education).

[6]. Jager, A. K., & Lokman, A. H. (1999). The Impact of ICT in Education: The Role of the Teacher and Teacher Training. The European Conference on Educational Research.

[7]. Lakshmi, K. V. (2016). Role of ICT in Curriculum and Teacher Development. International Journal of Scientific Development and Research (IJSDR), 1(7), 230-232.

[8]. Leach, J. (2005). Do new information and communication technologies have a role to play in achieving quality professional development for teachers in the global south?. Curriculum Journal, 16(3), 293-329. https://doi.org/10.1080/0958517050025 6495

[9]. Osakwe, R. N. (2013). The impact of Information and Communication Technology (ICT) on teacher education and its implication for professional development in Nigeria. International Journal of Learning and Development, 3(2), 35-47. https://doi.org/10.5296/ijld.v3i2.3475

[10]. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.

[11]. Ramharai, V., & Goodoory, K. (2003, December). ICT in primary schools of Mauritius: Policy and practice. In International Conference on Open and Online Learning, University of Mauritius, Mauritius.

[12]. Trucano, M. (2005). Knowledge Maps: ICTs in Education-What do we know about the effective uses of information and communication Technologies in Education in Developing Countries?.

[13]. UNESCO (2007). The UNESCO ICT in Education Programme. Japanese Funds-in-Trust, UNESCO Bangkok.

i-manager's Journal on School Educational Technology (JSCH)

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Volume 15 Issue 3 December - February 2020

21st Century Skills of Principals in the Secondary Schools of Nakhorn Nayok, Thailand

Willard Jeff Villablanca Pada* , Teresita R. Doctor**

* Faculty of Humanities and Social Sciences, St. Theresa International College, Ongkharak District, Nakhon Nayok, Thailand. ** Faculty of Education, St. Theresa International College, Ongkharak District, Nakhon Nayok, Thailand.

Pada, W. J. V., and Doctor, T. R. (2020). 21st Century Skills of Principals in the Secondary Schools of Nakhorn Nayok, Thailand. i-manager's Journal on School Educational Technology, 15(3),1-17. https://doi.org/10.26634/jsch.15.3.16635

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A Study on Students' Computational Thinking Skills and Self-Efficacy of Block-Based Programming

Pinar Mihci Türker* , Ferhat Kadir Pala**

*-** Department of Computer Education and Instructional Technologies, Aksaray University, Aksaray, Ankara, Turkey.

Türker, P. M., and Pala, F. K. (2020). A Study on Students' Computational Thinking Skills and Self-Efficacy of Block-Based Programming. i-manager's Journal on School Educational Technology, 15(3),18-31. https://doi.org/10.26634/jsch.15.3.16669

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Using Open Learning Resources – The Difference between Teachers of Different Disciplines, Gender, and Roles in School

Orit Zeichner*

Kibbutzim College of Education, Technology and the Arts, TelAviv, Israel.

Orit, Z. (2020). Using Open Learning Resources – The Difference between Teachers of Different Disciplines, Gender, and Roles in School. i-manager's Journal on School Educational Technology, 15(3), 32-46. https://doi.org/10.26634/jsch.15.3.16955

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To Investigate Consistency between Implemented Evaluation System and Desired Evaluation System at Intermediate Level in District Peshawar

Swehra Moeed*

Department of Higher Education, Qurtuba University of Science & Information Technology, Peshawar, Pakistan.

Moeed, S. (2020). To Investigate Consistency between Implemented Evaluation System and Desired Evaluation System at Intermediate Level in District Peshawar. i-manager's Journal on School Educational Technology, 15(3), 47-53. https://doi.org/10.26634/jsch.15.3.16691

Abstract

References

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Training Impact of ICT Tools on the Professional Duties and Development of Secondary School Educators in Mauritius

Girish* , Ananda Padhan **, Mohammad Issack Santally ***

*-** School of Education, Apeejay Stya University, Gurugram, Haryana, India. *** University of Mauritius, Reduit, Moka, Mauritius.

Mautadin, G., Padhan, A., and Santally, M. I. (2020). Training Impact of ICT Tools on the Professional Duties and Development of Secondary School Educators in Mauritius. i-manager's Journal on School Educational Technology, 15(3), 54-64. https://doi.org/10.26634/jsch.15.3.16642

Abstract

References

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21^st Century Skills of Principals in the Secondary Schools of Nakhorn Nayok, Thailand

* Faculty of Humanities and Social Sciences, St. Theresa International College, Ongkharak District, Nakhon Nayok, Thailand.

** Faculty of Education, St. Theresa International College, Ongkharak District, Nakhon Nayok, Thailand.

Pada, W. J. V., and Doctor, T. R. (2020). 21^st Century Skills of Principals in the Secondary Schools of Nakhorn Nayok, Thailand. i-manager's Journal on School Educational Technology, 15(3),1-17. https://doi.org/10.26634/jsch.15.3.16635

Girish* , Ananda Padhan , Mohammad Issack Santally *

- School of Education, Apeejay Stya University, Gurugram, Haryana, India.

University of Mauritius, Reduit, Moka, Mauritius.