i-manager Publications

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

Current Issue Vol. 19 Issue 2

ChatGPT as an Empowering Catalyst: Unveiling the Impact on Political Awareness and Civic Education
Demand for Private Coaching: Stakeholder's Perspective and Consequences
Revisiting Flipped Class Model Effectiveness on Learning Performance: A Meta-Analysis of Meta Analyses
Unlocking Learning Potential: An Experimental Study on the Impact of TPACK-Enhanced Flipped Learning in Mathematics Education
Effectiveness of Flipped Classroom (FC) Model in Learning Economics Subject: A Quasi-Experimental Study

Most Cited

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.

References

[1]. Amah, E., Nwuche, C. A., & Chukuigwe, N. (2013). Result oriented target setting and leading high performance teams. Industrial Engineering Letters, 3(9), 47-60.

[2]. Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. 5(1), 6-14. https://doi.org/10.5923/ j.mm.20150501.02

[3]. Ariratana, W., Sirisookslip, S., & Ngang, T. K. (2015). Development of leadership soft skills among educational administrators. Procedia-Social and Behavioral Sciences, 186, 331-336. http://doi.org/10.1016/ j.sbspro. 2015 .04. 016

[4]. Blazer, T. E. (1998). The writing of school principals: Sense-making opportunities for schools, (ProQuest Dissertations, University of Oregon)

[5]. Brotheridge, C. M., Lee, R. T., Riggio, R. E., & Reichard, R. J. (2008). The emotional and social intelligences of effective leadership. Journal of Managerial Psychology. 23(2), 162-185. http://doi.org/ 10.1108/ 02683940810850808

[6]. Burkus, D. (2010). Skills theory. Retrieved from https://davidburkus.com/2010/02/skills-theory/

[7]. Chand, S. (2018). Written communication: Characteristics and importance (Advantages and Limitations). Retrived from http://www.yourarticlelibrary .com/business-communication /written-communicationcharacteristics- and-importance-advantages-andlimitations/ 28009

[8]. Choomnoom, C. (1980). Study of selected aspects of the non formal education project of North eastern Thailand (Doctoral disseration, Oklahoma State University).

[9]. Doumbia, K. (2013). Why is education so important in our life.

[10]. Doyle, A. (2018). Top Organizational Skills Employers Value with Examples. Retrieve from https://www.the balancecareers.com/organizational-skills-list-2063762

[11]. Goleman, D. (2001). An EI-based theory of performance. In D. Goleman, & C. Chemiss (Eds.). The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations, (vol. 1, pp 27-44).

[12]. Gordon, M. (2018). Leadership: A Guide to Developing Enlighten Leadership. Roffeypark.

[13]. Goyette, P. (2016). Teamwork in the Workplace: The Importance of Leadership. Eagles Flight.

[14]. Hallinger, P. (2003). Leading Educational Change: reflections on the practice of instructional and transformational leadership. Journal of Education, 33(3), 329-352. https://doi.org/10.1080/0305764032000122005

[15]. Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. https://doi.org/10.1108/ 09578231111116699

[16]. Harrisson, G. (2018). Leadership Character: The Role of Judgment.

[17]. Huang, T. (2013). Effective school leadership st competencies: A psychometric study of the NASSP 21 century school administrator skills instrument. (Doctoral disseration, Lehigh University. Retrived from https:// preserve.lehigh.edu/cgi/viewcontent.cgi?article=2511 &context=etd

[18]. Katz, R. L. (2009). Skills of an effective administrator. Harvard Business Review Press Leadership Skills. (2010). MTD Training &Ventus Publishing ApS.

[19]. Marshall, S. A. (1970). Leadership and sensitivity training. Journal of Education, 153(1), 6-37. https://doi.org/ 10.1177F002205747015300102

[20]. Mc Pheat, S. (2010). Leadership Skills. MTD Training, Ventus Publishing. Retrieved from bookboon. com.

[21]. McLean, S. (2016). Business Communication for Success.

[22] MTD Training. (2010). Leadership skills. MTD Training & Ventus Publishing Ap. Retrieved from http:// promeng.eu/ downloads/training-materials/ ebooks/soft-skills/leadershipskills. pdf

[23]. Miller, P. (2019). Leadership Communication: The Three Levels Today's Manager. Singapore Institute of Management. https://works.bepress.com/peter_miller/ 145/

[24]. Muda, M. S. B., Esa, N. A., Mansor, N. R. B., & Ibrahim, M. Y. B. (2017). Literature Review on Instructional Leadership Practice among Principals in Managing Changes. International Journal of Academic Research in Business and Social Sciences. https://doi.org/10.6007/IJARBSS/v7- i12/3588

[25]. Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11-35. https://doi.org/ 10.1016/S1048-9843(99)00041-7

[26]. National Association of Secondary Principals. (2010).

[27]. Piaw, C. Y., Hee, T. F., Ismail, N. R., & Ying, L. H. (2014). Factors of leadership skills of secondary school principals. Procedia-Social and Behavioral Sciences, 116, 5125- 5129. https://doi.org/10.1016/j.sbspro.2014.01.1085

[28]. Polega, M., Amorim Neto, R. C., Brolowski, R., Baker, K. ( 2019). Principals and Team work among Teachers: An Exploratory Study. https://doi.org/10.26843/ae19828 632v12n22019p12a32

[29]. Rahman, N. R. A., Othman, M. Z. F., Yajid, M. S. A., Rahman, S. F. A., Yaakob, A. M., Masri, R., Ramli, S., & Ibrahim, Z. (2018). Impact of strategic leadership on organizational performance, strategic orientation and operational strategy. Management Science Letters, 8(12), 1387-1398. http://doi.org/10.5267/j.msl.2018.9.006

[30]. Rykrsmmith, Eva. (2014). The Leadership Balancing Act - Results-Oriented vs. People-Oriented.

[31]. Sharma, R., Jain, A., Gupta, N., Garg, S., Batta, M., & Dhir, S. K. (2016). Impact of self-assessment by students on their learning. International Journal of Applied and Basic Medical Research, 6(3), 226. https://doi.org/ 10.4103F2229-516X.186961

[32]. Sim, Q. C. (2011). Instructional leadership among principals of secondary schools in Malaysia. Educational Research, 2(12), 1784-1800.

[33]. Sperling, M. (2017). Organizational Skills for Leaders. Enterprise Center, Salem State University. Retrieved from https://enterprisectr.org/organizational-skills-leaders/

[34]. Turrentine, C. G. (2001). A comparison of selfassessment and peer assessment of leadership skills. NASPA Journal, 38(3), 361-371. https://doi.org/10.2202/ 1949-6605.1142.

[35]. Walters, W. R. (2008). An investigation of the interpersonal sensitivity of selected secondary school principals as perceived by campus improvement teams (Doctoral dissertation, Texas A&M University).

[36]. Wang, V. X. (2012). Traditional Educational Leadership: Instructional Leadership Revolving Around Ralph Tyler's Four Fundamental Questions. In Encyclopedia of E-Leadership, Counseling and Training (pp. 557-568). IGI Global. https://doi.org/10.4018/978-1-61350-068-2.ch041

Full Article (HTML)

Pdf

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.

References

[1]. Askar, P., & Davenport, D. (2009). An investigation of factors related to self-efficacy for Java Programming among engineering students. Online Submission, 8(1).

[2]. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/doi/10.1037/0033-295X.84.2.191

[3]. Bishop-Clark, C., Courte, J., Evans, D., & Howard, E. V. (2007). A quantitative and qualitative investigation of using Alice programming to improve confidence, enjoyment and achievement among non-majors. Journal of Educational Computing Research, 37(2), 193-207. https://doi.org/10.2190FJ8W3-74U6-Q064-12J5

[4]. Brennan, K., & Resnick, M. (2012, April). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 Annual Meeting of the American Educational Research Association, (Vol. 1, p. 25).

[5]. Büyüköztürk, Ş., Kılıç, Ç. E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Scientific Research Methods. Pegem Citation Index, 1-360.

[6]. Çatlak, Ş., Tekdal, M., & Fatih, B. A. Z. (2015). Scratch yazılımı ile programlama öğretiminin durumu: Bir doküman inceleme çalışması. Journal of Instructional Technologies & Teacher Education, 4(3), 13-25.

[7]. Carter, J., & Jenkins, T. (1999, June). Gender and programming: What's going on? In Proceedings of the 4th Annual SIGCSE/SIGCUE ITiCSE Conference on Innovation and Technology in Computer Science Education (pp. 1-4). https://doi.org/10.1145/384267.305824

[8]. Czerkawski, B. C., & Lyman, E. W. (2015). Exploring issues about computational thinking in higher education. Tech Trends, 59(2), 57- 65. https://doi.org/10.1007/s11528- 015-0840-3

[9]. Davidson, K., Larzon, L., & Ljunggren, K. (2010). Selfefficacy in programming among STS students.

[10]. Demir, Ö., & Seferoğlu, S. S. (2017). Yeni kavramlar, farklı kullanımlar: Bilgi-işlemsel düşünmeyle ilgili bir değerlendirme. Eğitim teknolojileri okumaları içinde, 801- 830.

[11]. Demirer, V., & Nurcan, S. A. K. (2016). Programming education and new approaches around the world and in Turkey/Dünyada ve Türkiye'de programlama eğitimi ve yeni yaklaşımlar. Eğitimde Kuram ve Uygulama, 12(3), 521-546.

[12]. Esteves, M., & Mendes, A. J. (2004, October). A simulation tool to help learning of object oriented programming basics. In 34th Annual Frontiers in Education (pp. F4C-7). IEEE. https://doi.org/10.1109/FIE.2004.1408649

[13]. Fadjo, C. L. (2012). Developing computational thinking through grounded embodied cognition (Doctoral dissertation, Columbia University). https://doi.org/10.7916/ D88058PP

[14]. García-Peñalvo, F. J., & Mendes, A. J. (2018), Exploring the computational thinking effects in preuniversity education, Computers in Human Behavior, 80, 407-411 https://doi.org/10.1016/j.chb.2017.12.005

[15]. George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 (10th Ed.) Boston: Pearson.

[16]. Gomes, A., & Mendes, A. J. (2007, September). Learning to program-difficulties and solutions. In International Conference on Engineering Education –(ICEE).

[17]. Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38-43. https://doi.org/10.3102%2 F0013189X12463051

[18].Gülbahar, Y. (2018). Bilgiişlem seldüşün meden programlamaya. In Y Gülbahar (Ed.), Bilgiişlem seldüşünmeve programlama konusundadeğişim vedönüşümler (pp. 395-410). Ankara: Pegem Akademi. 16. Bölüm.

[19]. Guzdial, M. (2008). Paving the way for computational thinking. Communications of the ACM, 51(8), 25-27. https://doi.org/10.1145/1378704.1378713

[20]. Howland, K., & Good, J. (2015). Learning to communicate computationally with Flip: A bi-modal programming language for game creation. Computers & Education, 80, 224-240. https://doi.org/10.1016/j.com pedu.2014.08.014

[21]. International Society for Technology in Education- ISTE. (2018). Computational Thinking for All.

[22]. Isa, N. A. M., & Derus, S. R. M. (2017). Students experience in learning Fundamental Programming: An analysis by gender perception. Advanced Journal of Technical and Vocational Education, 1(1), 240-248.

[23]. Kalelioglu, F., Gulbahar, Y., & Kukul, V. (2014). The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective. Informatics in Education, 13(1), 33-50.

[24]. Kalelioğlu, F., Gülbahar, Y., & Kukul, V. (2016). A framework for computational thinking based on a systematic research review. Baltic J. Modern Computing, 4(3), 583-596.

[25]. Kasalak, İ. (2017). Effects of robotic coding activities on the effectiveness of secondary school students' selfefficacy and student experience about activities, (Master Thesis, Hacettepe University,)

[26]. Karabak, D. & Güneş, A . (2013) OrtaokulBirinciSınıf Öğrencileriİç in Yazılım Geliştirme A lanın da Müfredat Önerisi. Eğitimve ÖğretimA raştırmaları Dergisi 2(3), 175- 181.

[27]. Kazimoglu, C., Kiernan, M., Bacon, L., & Mackinnon, L. (2012). A serious game for developing computational thinking and learning introductory computer programming. Procedia-Social and Behavioural Sciences, 47, 1991-1999. https://doi.org/10.1016 /j.sbspro.2012. 06.938

[28]. Khan, A. F. (2015). Assessment of midlife career stress on Indian managers. (Master Thesis. Aligarh Muslim University).

[29]. Kirmit, Ş., Dönmez, İ., & Çataltaş, H. E. (2018). Üstün Yeteekli Öğrencilerin Bilgisayarca Düşünme Becerilerinin İncelenmesi. Journal of STEM Education, 1(2), 17-26.

[30]. Kobsiripat, W., (2015). Effects of the Media to Promote the Scratch Programming Capabilities Creativity of Elementary School Students. Procedia-Social and Behavioral Sciences, 174, 227-232. https://doi.org/ 10.1016/j.sbspro.2015.01.651

[31]. Korkmaz, Ö., Çakır, R., Özden, M. Y., Oluk, A., & Sarıoğlu, S. (2015). Bireylerin bilgisayarca düşünme becerilerinin farklı değişkenler açısından incelenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 68-87. https//doi.org/10.7822/omuefd.34.2.5

[32]. Korkmaz, Ö., Çakır, R., & Özden, M. Y. (2015). Computational thinking levels scale adaptation for secondary school level. Journal on Educational Science 1(2), 143-162.

[33]. Kukul, V., & Gökçearslan, Ş. (2014 September). Investigatıng the problem solving skills of students attended scratch programming course. 8th International Computer & Instructional Technologies Symposium, (pp.18-20), Trakya University, Edirne, Turkey.

[34]. Lau, W. W. F., & Yuen, A. H. K. (2009), Exploring the effects of gender and learning styles on computer programming performance: Implications for programming pedagogy. British Journal of Educational Technology, 40(4), 696-712. https://doi.org/10.1111/ j.1467- 8535.2008.00847.x

[35]. Lee, I., Martin, F., Denner, J., Coulter, B., Allan, W., Erickson, J., Malyn-Smith, J. & Werner, L. (2011). Computational thinking for youth in practice. Acm Inroads, 2(1), 32-37. https://doi.org/10.1145/1929887.1929902

[36]. Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51-61. https://doi.org/10.1016/j.chb.20 14.09.012

[37]. Mazman, S. G., & Altun, A. (2013). The effect of Introductory to programming course on programming selfefficacy of CEIT students. Journal of Instructional Technologies and Teacher Education, 2(3), 24-29.

[38]. Monroy-Hernández, A., & Resnick, M. (2008). Feature empowering kids to create and share programmable media. Interactions, 15(2), 50-53. https://doi.org/10.1145/ 1340961.1340974

[39]. Mıhcı-Türker, P., & Pala, F. K. (2018). Opinions of secondary school students, teachers and parents about coding. Elementary Education Online, 17(4), 2013-2029.

[40]. Oluk, A., & Korkmaz, Ö. (2016). Comparing students' scratch skills with their computational thinking skills in terms of different variables. International Journal of Modern Education and Computer Science, 8(11), 1-7. https// doi.org/10.5815 /ijmecs.2 016.11.01

[41]. Ozoran, D., Cagiltay, N., & Topalli, D. (2012). Using scratch in introduction to programming course for engineering students. In 2nd International Engineering Education Conference (IEEC2012), (Vol. 2, pp. 125-132).

[42]. Ozcinar, H., Yecan, E., & Tanyeri, T. (2016). Öğretmen gözüyle görsel programlama öğretimi. Proceeding Book, 71.

[43]. Pala, F. K., & Mihci Türker, P. (2019a). The effects of different programming trainings on the computational thinking skills. Interactive Learning Environments, 1-11. https://doi.org/10.1080/10494820.2019.1635495

[44]. Pala, F. K., & Mıhcı-Türker, P. (2019b). Öğretmen Adaylarının Programlama Eğitimine Yönelik Görüşleri. Journal of Theoretical Educational Science, 12(1), 116- 134. https://doi.org/10.30831/akukeg.399921

[45]. Penmetcha, M. R. (2012). Exploring the effectiveness of robotics as a vehicle for computational thinking (Doctoral dissertation. Purdue University).

[46]. Rizvi, M., Humphries, T., Major, D., Jones, M., & Lauzun, H. (2011). A CS0 course using Scratch. Journal of Computing Sciences in Colleges, 26(3), 19-27.

[47]. Sayın, Z., & Seferoğlu, S. S. (2016). Yeni bir 21. yüzyıl becerisi olarak kodlama eğitimi ve kodlamanın eğitim politikalarına etkisi. Akademik Bilişim Konferansı, 3-5.

[48]. Scragg, G., & Smith, J. (1998, March). A study of barriers to women in undergraduate computer science. In Proceedings of the twenty-ninth SIGCSE Technical Symposium on Computer Science Education (pp. 82-86). https://doi.org/10.1145/273133.273167

[49]. Shin, S., Park, P., & Bae, Y. (2013). The effects of an information-technology gifted program on friendship using scratch programming language and clutter. International Journal of Computer and Communication Engineering, 2(3), 246-249. https://doi.org/10.7763/IJCCE.2013.V2.181

[50]. Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/ 10.1145/1118178.1118215

[51]. Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 366(1881), 3717-3725. https://doi.org/10.1098/rsta.2008.0118

[52]. Yadav, A., Zhou, N., Mayfield, C., Hambrusch, S., & Korb, J. T. (2011). Introducing computational thinking in education courses. Proceedings of the 42nd ACM Technical Symposium on Computer Science Education, (pp. 465- 470). https://doi.org/10.1145/1953163.1953297

[53]. Yıldız, M., & Çiftçi, E. (2017). BilişimselDüşünme and Programlama. In H. F. Odabaşı, B. Akkoyunlu, & A. İşman (Eds.), Eğitimteknolojileriokumaları 2017 (Chapter 5, pp. 75-86). Adapazarı: TOJET and SakaryaÜniversitesi.

[54]. Yukselturk, E., & Altiok, S. (2017). An investigation of the effects of programming with Scratch on the preservice IT teachers' self-efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48(3), 789-801. https://doi.org/10.1111 /bjet.12453

[55]. Yükseltürk, E., & Altıok, S. (2018). Blok tabanlı programlama. Pegem Atıf İndeksi, 241-266.

Full Article (HTML)

Pdf

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.

References

[1]. Aflalo, E. (2014). The invisible barrier to integrating computer technology in education. Journal of Education and Learning, 3(2), 120-134. https://doi.org/10.5539/jel.v 3n2p120

[2]. Allen, I. E., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group and Quahog Research Group.

[3]. Barak, M., Nissim, Y., & Ben-Zvi, D. (2011). [Chais] Aptness between teaching roles and teaching strategies in ICT-Integrated Science Lessons. Interdisciplinary Journal of E-Learning and Learning Objects, 7(1), 305-322. https://www.learntechlib.org/p/44746/

[4]. Burton, D. B. (2003). Technology professional development: A case study. Academic Exchange Quarterly, 7(2), 2378-2381.

[5]. Camilleri, A. F., Ehlers, U. D., & Pawlowski, J. (2014). State of the art review of quality issues related to Open Educational Resources (OER). Luxembourg: Publications Office of the European Union.

[6]. Clarke, J., Dede, C., & Dieterle, E. (2008). Emerging technologies for collaborative, mediated, immersive learning. J. Voogt & G. Knezek (Eds.), In International Handbook of Information Technology in Primary and Secondary Education (pp. 901-909). Springer, Boston, MA.

[7]. Clements, K. I., & Pawlowski, J. M. (2012). Useroriented quality for OER: Understanding teachers' views on re-use, quality, and trust. Journal of Computer Assisted Learning, 28(1), 4-14. https://doi.org/10.1111/j.1365- 2729.20 11.00450.x

[8]. Cohen, A., & Nachmias, R. (2011). What can instructors and policy makers learn about Web-supported learning through Web-usage mining. The Internet and Higher Education, 14(2), 67-76. https://doi.org/10.1016/ j.iheduc.2010.07.008

[9]. Cohen, A., Kalimi, S., & Nachmias, R. (2013). The use of digital repositories for enhancing teacher pedagogical performance. Interdisciplinary Journal of e-Skills and Lifelong Learning, 9(1), 201-218.

[10]. Conole, G., McAndrew, P., & Dimitriadis, Y. (2011). The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources. F. Poezi, & D. Persico (Eds.). In Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and Practical Perspectives (pp. 206-223). IGI Global. https//doi.org/ 10.4018/978-1-61692-898-8.ch012

[11]. Cuban, L. (2001). Oversold and Underused. Harvard University Press.

[12]. De Langen, F. H. T., & Bitter-Rijkema, M. E. (2012). Positioning the OER business model for open education. European Journal of Open, Distance and e-Learning.

[13]. Ehlers, U. D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible, and Distance Learning, 15(2), 1- 10.

[14]. Fraillon, J., & Ainley, J. (2010). The IEA International Study of Computer and Information Literacy (ICILS).

[15]. Fulton, K., & Torney-Purta, J. (1999). How teachers' beliefs about teaching and learning are reflected in their use of technology: Case studies from urban middle schools (Master's thesis, University of Maryland, College Park).

[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.

[32]. Salomon, G. (Ed.). (1997). Distributed Cognitions: Psychological and Educational Considerations. Cambridge University Press.

[33]. Shamir, Inbal, & Kelly, Y. (2011). Assimilation of an online instructional culture in schools. In D. Chen & G. Kurtz (Eds.), ICT, Learning and Teaching (pp. 371-400).

[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.

[35]. Wiley (2009). Creating Open Educational Resources. Materials prepared for an independent study class on Open Educational Resources.

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

Full Article (HTML)

Pdf

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/.

Full Article (HTML)

Pdf

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)

Current Issue Vol. 19 Issue 2

Most Read

Most Cited

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

Abstract

References

Full Article (HTML)

Pdf

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

References

Full Article (HTML)

Pdf

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

References

Full Article (HTML)

Pdf

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

Full Article (HTML)

Pdf

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

Full Article (HTML)

Pdf

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.