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
Educators, calling for quality and effective use of technology, lack distinction more often illustrating the problem than their ideals. Technology educators demonstrate, in an anecdotal fashion, applications calling for replication to follow their lead. But, there’s no real understanding of where uses fail nor how to distinguish benefits for students. We must recognize (not tools and applications) but the real distinction from our past. All technology advantages are summarized in four categories: (a) information access, (b) production, (c) sharing, and (d) interactivity control. A case is made for evaluating the value of technology use through these categories.
Integrated instructional module in various subject areas at secondary level for Kerala developed in a workshop mode and a CD is prepared using Linux-base. Training was given to the teachers in the instructional modules prepared by NIIT i.e. ICR and the same have been evaluated through a feedback mechanism. This paper is focusing on the comparison of the instructional materials developed by NIIT i.e. ICR with mostly used software quality models. It was an attempt to find out whether the instructional materials as the application software are having the quality characteristics so that the integration of the same in the teaching learning process makes a meaningful effect and appreciable.
One of the aims of the Socrates Comenius 2.1 action is to prepare programmes, courses, strategies or teaching material for training the staff involved in education. In this respect, in the frame of the “FISTE - A Future Way For In-Service Teacher Training Across Europe” (118766-2004-RO-COMENIUS-C21) the on-line curse “Integrating ICT in Traditional Training” was produced, the main product of the project that presents methods for integrating face to face and web-based learning tools. The first version of the course was designed in English, followed by 5 national versions in Romanian, Spanish, Finnish, Icelandic and Latvian. The on-line course was offered to the initial and in-service teachers by using an e-learning environment - BSCW (Basic Support for Cooperative Work) - a platform which supports asynchronous and synchronous cooperation between different partners over the Internet. Having in view that the project partnership is coming from countries with different levels of ICT introduction in their educational systems, the initial evaluation of the group offered interesting aspects which could lead to drawing a specific profile. The paper tries to summarize part of the teachers’ main answers and offer an image of the teachers who are interested in participating in on-line courses related to introduction of ICT in training.
Recent advancements in technology have changed the way educators teach and students learn (Wells, Fieger & Lange, 2005). In the last decade, educational trends have progressed towards online and blended instruction. One key in this revolution is the development of the Learning Management System (LMS); software that enables the management and delivery of learning content and resources to students providing students the flexibility for “anytime” and “anywhere” learning.
Research indicates learner self-efficacy with LMS may be a critical factor in e-learner satisfaction (Lee and Hwang, 2007) and performance. The goal of this study was to develop and validate an instrument that measures students’ confidence with LMS, and explore the relationship between LMS self-efficacy and course performance for e-learners. This study was conducted with 68 students enrolled in an instructional technology course.
Student confidence for accessing the course content, tests and grades, asynchronous communication, synchronous communication and using advanced tools were measured. Factor and post-hoc analysis were used to examine instrument dimensionality. The complete paper will discuss the full results of the study and designs for further validation, particularly with regard to implications for measuring student self-efficacy with LMS technologies. Patterns of confidence and performance will also be reported and discussed.
The use of instructional media is an essential component of teaching-learning process which contributes to the efficiency as well as effectiveness of the teaching-learning process. Computer-supported instruction has a very important role to play as an advanced technological instruction as it employs different instructional techniques like powerpoint presentations, video presentations etc. The use of computers in the classroom encourages active learning and meets the diverse needs of the learners through the use of technology in education.
Dyscalculia is a learning disorder in which pupils face severe difficulties in performing mathematical computations. Innovative use of computer technology may help dyscalculics to overcome their disability to a large extent. Research studies (Lugo, 2004; Mohankumar & Rajaguru, 2001; Calhoon, 1999; Nwaizu & Ifeanyi, 1990) reveal how multimedia computer technology could be effectively used as a potential supplemental teaching aid rather than traditional classroom instruction.
The present investigation examined the effectiveness of using computers for teaching mathematics to dyscalculic children. The Pre-test Post-test Equivalent Group Experimental Design was followed for conducting the study. The sample comprised of 20 dyscalculic students at the primary level each for the experimental group and the control group. The tool used was an achievement test in mathematics prepared by the investigators. ‘t’ test for independent group was employed for the analysis of data. The results of the study indicated that computer-supported instruction enhanced the mathematical ability and academic performance of dyscalculic children.
The present study illuminates and diagnoses the learning problems of the rural learners in English Grammar at standard VI. Present study may be useful to ameliorate the rural learners for acquiring competencies in English and eliminates the problems of the learners. It paves way to the teachers to diagnose the learning hurdles of the learners and supports to take necessary remedial teaching to enhance the achievements of the learners in English . Objectives of the study: 1.To diagnose the learning problems of the rural learners in English Grammar at standard VI. 2. To find out the difficulty items of the rural learners in English Grammar. 3. To find out the causes of difficulties of the rural learners in learning English Grammar.4. To find out the significant association between the male and female teachers on opinion of difficulty items of learning English. Methodology: Survey method was adopted in the study. Sample: Two hundred pupils of standard VI and one hundred teachers in rural Panchayat Union Middle school, Coimbatore district were selected as sample for the study. Tools: Researcher’s self-made diagnostic test and an opinionnaire for the teachers were used as tools for the study. Procedure of the study: 1.Identification of the difficulties by administering diagnostic test. 2.Identifying the difficulties of the learners from the opinion of the teachers. Findings: The learners have problems in the following items of grammar such as Pronunciation, preposition, conjunction, sentence pattern and semantics. Educational implications: It may be helpful to revamp the rural pupils in English.
