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
This paper is a report of a cross sectional survey study of teacher readiness to implement technology initiatives in their schools. The sample of participants in the study has been comparable, with respect to gender, to national data on teachers in the United States. The technology initiatives reported are reflective of current market trends in the United States. Teachers' involvement in the planning of a technology initiative and their participation in professional development for that initiative were investigated with respect to their beliefs of feasibility, buy-in, and staff support for the initiative. The findings indicate that teachers who were involved in the planning of the initiative had more positive beliefs of the feasibility, buy-in, and staff support about the initiative. Training, either completed or plans for future training, enhanced teacher beliefs regarding staff support for the initiatives.
This paper analyzes the comparative effectiveness of using Computer-Assisted Instruction (CAI) method and traditional teaching method in mathematics on higher secondary school students. A purposive random sample consists of 180 students chosen from three government higher secondary schools in Coimbatore district of Tamil Nadu. The students of the experimental group learnt the XI standard mathematics topic namely “Differential Calculus" using CAI, whereas the students in the control group learnt the same topic through the traditional method of teaching. The research design chosen has been the pretest-posttest equivalent groups design. All instruments (the pretest, the posttest and the retention test) contained the questions belonging to four different cognitive domains: knowledge, understanding, application and skills. The reliability of the instrument (attitude scale) has been measured by using internal consistency reliability, which is measured by Cronbach Alpha. The data has been analyzed using mean, S.D., Chi-square, ANOVA and t-test. Findings of the study clearly point out that significant increase in the mean gain scores has been found in the posttest scores of the experimental group. Significant differences have been found between the control group and experimental group on posttest gain scores. The experimental group, which has been taught using the CAI showed better performance in learning and also the CAI is an effective medium of instruction for teaching mathematics at higher secondary level.
Environmental knowledge and awareness are the major environmental tools for sustainable development. The rise in environmental problems such as river siltation, uncontrolled population growth, soil erosion, loss of biodiversity, pollution and climate change are due to lack of environmental education. The current study analyses the level of environmental awareness for Advanced level students at three secondary schools in Masvingo Urban. The study purposively sampled 20 students. Data has been generated through Environmental Awareness Test (EAT), questionnaire and interview. The study revealed that environmental knowledge for advanced level learners is exceptionally high as indicated in their responses for EAT. Despite their higher level of environmental knowledge, their environmental participation has been only restricted to school boundary due to external influences like shortage of resources and economic factors that limit environmental participation.
The present study deals with the current situation of social media and how it is utilized in the progress of learning. Many studies related to social media revealed that the students were far from the learning because of social media and also there are many articles related to social media which narrate the negative aspects in it. In this study the investigator decided to find, how social media assists learners in their studies and how an individual utilizes the social media for his/her learning. In this modern scenario, social media takes a vital role in communication, transferring messages, photos, videos, documents, etc. through internet. In educational process also social media takes accountability by sharing notes from one learner to another learner, teacher to student, subject expert to teacher, authorized committee to School, etc. There exist many social media application for communication through online. This leads to the necessity of the knowledge to use social media applications in a proper manner. Also, the social media is very convenient for the learner and the teacher because it reduces the printing cost of materials. Sharing notes through social media saves time in the class. The investigator's aim is to find the Influence of social media in the Progress of Learning. For that, the investigator used the survey method to determine influence of social media in the progress of learning through social media among prospective teachers. The present study consists of 64 samples from a College of Education. The investigator has used “Social Media Educational Scale” to collect the data for the present study. From this study, majority of the prospective teachers have good knowledge of social media.
This paper presents an overview of the relevant literature in the field of the K-12 e-Learning. The literature suggests that e- Learning at the K-12 level has been growing exponentially. The main focus of this paper is to describe some foundational concepts such as what is K-12 e-learning, how has it grown, how is the technology employed, and what is the role of an eteacher. Researchers in the field agree that K-12 e-learning is a form of distance education in which teacher and learners are separated in time or space, and occur through an organization, which offers formal instruction via the internet. The types of e-Learning have been identified. The growth and rationale for e-Learning have been described. Some other relevant aspects of K-12 e-Learning such as virtual school management and student support have been discussed. The challenges of K-12 online learning are also a part of this paper. The necessary attributes for successful online learning environments.
A child should not be brought to formal school setup until he/she is six or seven years old. Before becoming a part of the formal school, a child needs to prepare physically as well as mentally. Therefore, he/she must go through the preschool non-formal education. Preschool education is for two years, i.e., 4-6 years of age. Anganwadi under ICDS umbrella plays the role in preschool education, where students learn by playing and semi-structured activities. With the view of a holistic approach in school education, is government of India introduced an integrated school education system i.e., Samagra Shiksha Abhiyan (SSA) that ranges from preschool to senior secondary level. The main aim of this scheme includes effective preschool education system across the country and strengthening the existing Anganwadi's by locating them near primary school of the mainstream areas and newly serve the unserved areas. Improvement of preschool education is visualized under this scheme.
