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

Current Issue Vol. 20 Issue 1

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Volume 18 Issue 1 June - August 2022

Research Paper

ICT Integration Approach: A Comparative Study of Physical Education and Sports Teachers and Language, Science and Humanities Teachers

Yakup Koç* , Ahmet Mutlu **

* Faculty of Education, Erzincan Binali Yıldırım University, Erzincan, Turkey.

** Physical Education and Sports Teacher in İstanbul, Turkey.

Koç, Y., & Mutlu, A. (2022). ICT Integration Approach: A Comparative Study of Physical Education and Sports Teachers and Language, Science and Humanities Teachers. i-manager’s Journal on School Educational Technology, 18(1), 1-11. https://doi.org/10.26634/jsch.18.1.19089

Abstract

In this study, it was aimed to determine the information and communication technologies integration approaches of physical education and sports teachers and language, science and humanities teachers. A survey model was used in the research. The research group consisted of teachers working in public high schools affiliated with the Ministry of National Education in Istanbul for 2020–2021 academic year and who were selected by a simple random sampling method. In this context, the research was conducted with 619 teachers. "Personal Information Form" and "Information and Communication Technologies Integration Approaches Scale" were used as data collection tools. In the analysis of the obtained data, descriptive statistics, a t-test, a one-way ANOVA, and the Pearson product-moment correlation coefficient were used. As a result, it was understood that information and communication technologies integration levels of physical education and sports teachers were significantly lower than language, science and humanities teachers. It was determined that the information and communication technology integration levels of the physical education and sports teachers differed significantly according to their in-service training status. In addition, the information and communication technology integration levels of language, science, and humanities teachers differed significantly according to in-service training, finding their income levels sufficient, choosing the profession willingly, and marital status.

References

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Research Paper

Usage of Whatsapp in Education by Pre-Service Teachers: A Logical Study

D. R. Robert Joan*

Department of Mathematics, Christian College of Education, Marthandam, Tamilnadu, India.

Joan, D. R. R. (2022). Usage of Whatsapp in Education by Pre-Service Teachers: A Logical Study. i-manager’s Journal on School Educational Technology, 18(1), 12-18. https://doi.org/10.26634/jsch.18.1.18947

Abstract

WhatsApp is a social network used by most individuals in the world. Very few are not interested or not using Whatsapp. It has a vital place in the society to transmit information from any place-to-place. The information may be a text, a picture, a video, or a voice. Therefore, WhatsApp can be used for multi-message transfers. This study examines the use of WhatsApp in education by pre-service teachers. The researcher selects a sample of 60 pre-service teachers from a College of Education in Kanyakumari District. The investigators have used the "WhatsApp Education Inventory" to collect the data. From this study, the investigator concluded that the pre-service teachers utilize WhatsApp for their education according to their own interests. Moreover, no background variables are affected by the use of WhatsApp in their education. Most pre-service teachers are using WhatsApp for their education and progress. In this study, there exist no difference between the groups of type of families and religion, similarly among the groups of occupation of the father, occupation of the mother and income of the parents. Finally, it suggests that the pre-service teachers use WhatsApp in a creative and positive way to equip themselves and the future generation. Spending a lot of time on WhatsApp leads to addiction. Therefore, unnecessary usage of WhatsApp should be avoided to the future students to use their gadgets for a good purpose in a moral way.

References

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Research Paper

Impact of Place Based Education as Teaching Pedagogies for Active Engagement of Sixth Grade Students in Learning Science

Jurmi Thinley* , Purna Bahadur Chhetri, Bal Bahadur Powel*

* School in Western Bhutan, South East Asia.

Primary School, Western Bhutan, South East Asia.

* Ministry of Education, Wangdue Dzongkhag.

Thinley, J., Chhetri, P. B., and Powel, B. B. (2022). Impact of Place Based Education as Teaching Pedagogies for Active Engagement of Sixth Grade Students in Learning Science. i-manager’s Journal on School Educational Technology, 18(1), 19-25. https://doi.org/10.26634/jsch.18.1.19117

Abstract

To enable learning to the fullest for whole development of children, theories stated that the children should be actively engaged during the learning process. However, Bhutanese classrooms predominately use traditional methods of teaching within the four walls. Like any other country, Bhutan's educational system gears up to use different teaching strategies to maximize students' engagement for a better academic score. The purpose of this study was to improve the learners' engagement in learning by using place-based education approaches as teaching methods. The study further delved into which of the engagement types are well catered by PBE approaches for better learning of science. This study was carried out with 27 class IV students from Bjimthangkha Primary School, Wangdue District, Western Bhutan. The data for both the baseline and post-intervention periods were gathered using closed format survey questionnaires and observations. The application of intervention strategies lasted for three consecutive weeks. Descriptive statistics were used to analyze the data. The findings indicated that students' engagement in learning science has improved after employing place-based education as a teaching approach. Subsequently, the academic learning score in science has improved.

References

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Research Paper

Awareness of Information and Communication Technology among Secondary Teacher Education Students

P. Velmurugan*

Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Perianaickenpalayam, Coimbatore, Tamil Nadu, India.

Velmurugan, P. (2022). Awareness of Information and Communication Technology among Secondary Teacher Education Students. i-manager’s Journal on School Educational Technology, 18(1), 26-32. https://doi.org/10.26634/jsch.18.1.19100

Abstract

The main objectives of the study are to find out the level of awareness of information and communication technology among the secondary teacher education students, and to find out the significant difference between arts group and science group, under graduate and post graduate, rural and urban, married and unmarried, nuclear family and joint family secondary teacher education students in their awareness of information and communication technology. Information and Communication Technology tool developed by the investigator was used to collect the relevant data. The sample consists of 150 secondary teacher education students. The data are analysed by percentage analysis and 't' test. The result indicates that there is no significant difference between arts group and science group, under graduate and post graduate, rural and urban, married and unmarried, nuclear family and joint family secondary teacher education students in their awareness of information and communication technology.

References

[1]. Buhari, B. A., & Nwoji, J. O. (2015). Investigation on the level of ICT awareness among secondary school teachers in Sokoto State, Nigeria. International Journal of Scientific Research in Science and Technology, 1(4), 105-111.

[2]. Makura, A. H. (2014). Students' perceptions of the use of ICT in a higher education teaching and learning context: The case of a South African University. Mediterranean Journal of Social Sciences, 5(11), 43-47. https://doi.org/10.5901/mjss.2014.v5n11p43

[3]. Monicka, M. & Jayachithra, J. (2019). Information and communication technology awareness of M.Ed. trainees. Journal of Applied Science and Computations, 6(1), 2572-2576.

[4]. Muthupandi, P. & Amalraj, A. (2010). Relationship between ICT competency and knowledge competency of distance mode B.Ed. students. Research and Reflections on Education, 8(2), 10-13.

[5]. Okonoko, V. N., & Eruvwe, U. (2020). Awareness of information and communication technology-based information resources in librar y user education programmes in colleges of education in Southern Nigeria. Information Impact: Journal of Information and Knowledge Management, 11(4), 156-171. https://doi.org/10.4314/iijikm.v11i4.15

[6]. Philomina, M. J., & Amutha, S. (2016). Information and communication technology awareness among teacher educators. International Journal of Information and Education Technology, 6(8), 603-606. https://doi.org/10.7763/IJIET.2016.V6.759

[7]. Senjaya, W. F., Karnalim, O., Handoyo, E. D., Santoso, S., Tan, R., Wijanto, M. C., & Edi, D. (2018). Information and communication technology awareness of Indonesian high school students. Global Journal of Engineering Education, 20(3), 217-223.

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Research Paper

Correlation between Swayam Learning and its Achievement among Prospective Teachers - A Study in Kanniyakumari District

D. R. Robert Joan* , Y. Sheeja**

*-** Christian College of Education, Marthandam, Tamilnadu, India.

Joan, D. R. R. and Sheeja, Y. (2022). Correlation between Swayam Learning and its Achievement among Prospective Teachers - A Study in Kanniyakumari District. i-manager’s Journal on School Educational Technology, 18(1), 33-40. https://doi.org/10.26634/jsch.18.1.19164

Abstract

In the current scenario, Swayam learning is becoming a part of the curriculum of higher education. At this point, the prospective teachers are not staying away from the word "swayam." In the curriculum of the College of Education, there is a compulsory certificate course from Swayam Learning App. All the candidates who are getting a degree in education must complete any one of the online courses from Swayam. Therefore, the prospective teachers are very excited for the completion of the online Swayam course. After the results were revealed, certificates were given to the candidates who had completed the course. The ultimate aim of the investigator is to find the correlation between Swayam learning and its achievement among prospective teachers. For that, the investigators designed a tool called "Checklist for Swayam Learning" and administered it in the College of Education in Kanniyakumari District. The investigator used the survey method for the present investigation. The population of the present study was the Prospective Teachers who are studying in College of Education at Kanniyakumari District. In the present investigation, there is no significant difference between the residential locality and branch of the subjects, there is a significant difference between the results of the Swayam examination and finally, there is no significant difference between the father's and mother's occupations. The prospective teachers are requested to study the concepts clearly and watch the video classes frequently with concentration. The use of the online platform Swayam is not only for getting certificates but also to collect information about their learning.

References

[1]. Best, J. W., & Kahn, J. V. (2005). Research in Education. Prentice Hall of India, New Delhi.

[2]. Collins. (n.d.). Definition of Achievement. Retrieved from https://www.collinsdictionar y.com/dictionary/english/achievement

[3]. Garrett, H. E. (2005). Statistics in Psychology and Education. Paragon International Publishers, New Delhi.

[4]. Naveen, H.M. (2022). UGC regulations on credit framework for online courses through SWAYAM, 2021. International Journal of Scientific Research in Science and Technology, 9(4), 232-238. https://doi.org/10.32628/IJSRST229438

[5]. Pujar, K. (2021). A study on the awareness and elearning experiences among pg students on Swayam portal. International Journal of Creative Research Thoughts, 9(5), 153-157.

[6]. Santrock, J. W. (2006). Life-Span Developmental Psychology. McGraw Hill Companies, Inc, New York.

[7]. Sikarwar, T.S., Gupta, M., & Vishnoi, S. (2022). Swayam platform of distance learning: A perceptual study. International Journal of Management and Humanities (IJMH), 8(8), 1-7. https://doi.org/10.35940/ijmh.H1458.048822

[8]. Sivakumaren, K. S., & Thangavel, R. (2019). ELearning Education through SWAYAM Online Courses: A Study. Retrieved from https://www.researchgate.net/publication/338965335_E-Learning_Education_through_SWAYAM_Online_Courses_A_Study

[9]. Subaveerapandiyan, A. (2020). Awareness and usage of swayam courses among library and information science students: a survey. Library Philosophy and Practice (e-journal). http://doi.org/10.17613/tdf3-a936

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

Current Issue Vol. 20 Issue 1

Most Read

Most Cited

Volume 18 Issue 1 June - August 2022

ICT Integration Approach: A Comparative Study of Physical Education and Sports Teachers and Language, Science and Humanities Teachers

Yakup Koç* , Ahmet Mutlu **

* Faculty of Education, Erzincan Binali Yıldırım University, Erzincan, Turkey. ** Physical Education and Sports Teacher in İstanbul, Turkey.

Koç, Y., & Mutlu, A. (2022). ICT Integration Approach: A Comparative Study of Physical Education and Sports Teachers and Language, Science and Humanities Teachers. i-manager’s Journal on School Educational Technology, 18(1), 1-11. https://doi.org/10.26634/jsch.18.1.19089

Abstract

References

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Usage of Whatsapp in Education by Pre-Service Teachers: A Logical Study

D. R. Robert Joan*

Department of Mathematics, Christian College of Education, Marthandam, Tamilnadu, India.

Joan, D. R. R. (2022). Usage of Whatsapp in Education by Pre-Service Teachers: A Logical Study. i-manager’s Journal on School Educational Technology, 18(1), 12-18. https://doi.org/10.26634/jsch.18.1.18947

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Impact of Place Based Education as Teaching Pedagogies for Active Engagement of Sixth Grade Students in Learning Science

Jurmi Thinley* , Purna Bahadur Chhetri**, Bal Bahadur Powel***

* School in Western Bhutan, South East Asia. ** Primary School, Western Bhutan, South East Asia. *** Ministry of Education, Wangdue Dzongkhag.

Thinley, J., Chhetri, P. B., and Powel, B. B. (2022). Impact of Place Based Education as Teaching Pedagogies for Active Engagement of Sixth Grade Students in Learning Science. i-manager’s Journal on School Educational Technology, 18(1), 19-25. https://doi.org/10.26634/jsch.18.1.19117

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Awareness of Information and Communication Technology among Secondary Teacher Education Students

P. Velmurugan*

Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Perianaickenpalayam, Coimbatore, Tamil Nadu, India.

Velmurugan, P. (2022). Awareness of Information and Communication Technology among Secondary Teacher Education Students. i-manager’s Journal on School Educational Technology, 18(1), 26-32. https://doi.org/10.26634/jsch.18.1.19100

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Correlation between Swayam Learning and its Achievement among Prospective Teachers - A Study in Kanniyakumari District

D. R. Robert Joan* , Y. Sheeja**

*-** Christian College of Education, Marthandam, Tamilnadu, India.

Joan, D. R. R. and Sheeja, Y. (2022). Correlation between Swayam Learning and its Achievement among Prospective Teachers - A Study in Kanniyakumari District. i-manager’s Journal on School Educational Technology, 18(1), 33-40. https://doi.org/10.26634/jsch.18.1.19164

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* Faculty of Education, Erzincan Binali Yıldırım University, Erzincan, Turkey.

** Physical Education and Sports Teacher in İstanbul, Turkey.

Jurmi Thinley* , Purna Bahadur Chhetri, Bal Bahadur Powel*

* School in Western Bhutan, South East Asia.

Primary School, Western Bhutan, South East Asia.

* Ministry of Education, Wangdue Dzongkhag.