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
An unprecedented pandemic caused higher education and P-12 educators reimagining their definition of a classroom, however, it did not change the definition of “Good Teaching”. Undoubtedly, moving a course that was designed for face to face and hybrid delivery to a fully online “remote teaching” environment posed certain challenges. Higher education and P-12 educators were posed with questions such as how to clearly communicate to students on how they are expected to interact with new course materials or new modes of communication, instruction, and delivery. Some aspects of face-to face and hybrid courses may have remained unchanged; however, others had to be adjusted to accommodate the new ways in which students interacted with the instructor, the course materials, and with each other. The researchers investigated, examined, and implemented good practices in remote teaching and learning, and time-tested strategies. Successful remote teaching depends heavily on instructional design that orchestrates compelling, authentic learning experiences using an intentional selection of technology platforms and applications. Although there are inherent challenges to remote learning, educators can use the pandemic's unprecedented scenario as an opportunity to learn how to use tools to develop students' autonomy, build relevant 21st century skills, promote professional learning communities (PLCs), and to foster student creativity with technology. Even though it might not be possible to fully replicate the face-to-face and hybrid learning experiences, with a strategic plan in place, we can continue to create a structured, engaging, rigorous, community-oriented learning experience when teaching remotely using specific strategies and resources.
The number of Generation Z English Language (EL) learners in institutions of higher education has been increasing, so it has become significant for EL teachers to understand the features and learning preferences of Generation Z EL learners to meet their needs and teach English to them effectively. This descriptive study which was conducted with 888 Generation Z EL learners and whose data were collected through a questionnaire aims to contribute to this understanding of EL teachers by finding out the features and EL learning preferences of Generation Z EL learners. The findings indicated that Generation ZEL learners commonly use technological devices such as smartphones, which generally have an internet connection, are generally online, generally prefer to study English alone, and prefer videos that are used more for learning English.
This research paper is the result of a study which explores the perception of primary school teachers about program management and the quality of learning materials, training packages and ICT equipment in the in-service training program called 'Samarthya' which is organized by Sarva Shiksha Abhiyan (SSA) in Odisha (Samarthya, 2011-12). To carry out the study, the descriptive survey type research design was adopted. A sample of 420 teachers who were working in primary schools in Odisha was randomly selected and the data was collected through a self-made questionnaire. The results revealed regarding program management, are that the majority of teachers (89.04%) received information about the inservice training program well in advance and also, more than 90% of the teachers reported that the distance between the training centers and their school is reasonable. Regarding the quality of teaching materials for learning, 90% of the teachers reported that there was provision of learning materials and packages including kits. Half of the teachers (50.79%) reported that the language of the training package was easy to understand. Also, most teachers (86.43%) reported the unavailability of math and science kits during training.
The pre-service teacher education program is intended to prepare qualified teachers. Prospective teachers training programme was there since pre-independence times, the curriculum of teacher education has changed several times based on the recommendation of various commissions. It is still addressed as a multidisciplinary professional course. Preservice teacher education courses like D.Ed., B.Ed. etc. aim to prepare school teachers at all levels. But the COVID 19 situation has created various problems during the teaching practice which was faced by the trainees of teacher education course. This paper focuses on the difficulties of practice and difficulties faced by the teacher trainees regarding their school practice teaching in online mode without a physical classroom to school students. The major issue is that the education system of our country will hire such trained teachers in the coming years. This study's, focus is on understanding the perception and preference of students in teacher education towards online learning of teaching practice through an online survey of 250 B.Ed. students.
Research assistants play a very instrumental role in conducting researches at the field level. In their line of duty, they encounter a myriad of challenges in hardship areas that include informal settlements, arid and semi-arid areas, etc. This has posed a challenge to research assistants who are not assertive and thus soft hearted; as compared to their counterparts who are heavy hearted to deal with the study population. From this point of view, having worked as a research assistant in the informal settlements of Kibera for a period of 10 years, the author shares field experiences and tribulations faced in the field for use by new and upcoming research assistants who plan to pursue research in informal settlements.
