Developing Scientific Literacy to Promote 21st Century Skills
Overcoming Isolation: Online Collaboration among Rural Primary School Principals in New Zealand
Evaluating Pandemic-Induced Online Learning in India: Secondary and Senior Student Experiences
Relationship between Videogame Addiction and Academic Performance of Senior Secondary Students
STEM Education: Evaluation and Improvement Methods
A Study Of Health Education And Its Needs For Elementary School Students
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
Time Management and Academic Achievement of Higher Secondary Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
The objectives of this study were to find out the 21st 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 21st 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 21st 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 21st century skills of the Principals.
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.
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.
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.
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.
