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
Throughout America today, public schools are struggling with issues surrounding standards and educational relevance and effectiveness. At the same time, a technological and social evolution is taking place outside of the school building. Students are developing new methods of inquiry and information gathering. If the educational system is to remain relevant in a rapidly evolving global society, it must begin to utilize the tools of communication and collaboration that are becoming commonplace in society. The ability to make use of this new technology is often hampered by security software found on virtually all school computer systems. This article will examine the effectiveness of collaborative and project-based teaching and provide suggestions as to how to address the restrictions by suggesting innovative solutions without jeopardizing school security. Suggestions will be provided as how to establish a learning community that will include students, teachers and parents in a dynamic new system of collaboration. There will also be an exploration of the new open source software such as blogs, wiki’s and social media tools in regards to their application to classroom learning.
All teenagers take risks as a normal part of growing up. Risk-taking is the tool an adolescent uses to define and develop his or her identity, and healthy risk-taking is a valuable experience. Healthy adolescent risk-taking behaviors which tend to have a positive impact on an adolescent's development can include participation in sports, the development of artistic and creative abilities, volunteer activities, travel, running for school office, making new friends, constructive contributions to the family or community, and others. Negative risk-taking behaviors which can be dangerous for adolescents include drinking, smoking, drug use, reckless driving, unsafe sexual activity, disordered eating, self-mutilation, running away, stealing, gang activity, and others. Substance abuse leads to negative outcomes such as unemployment, adolescent pregnancy, drug or alcohol addiction, or imprisonment. Unprotected sex is the primary form of HIV transmission among young people, and every day around 6,000 young people are infected with the virus. Girls aged 15—19 account for one in four unsafe abortions—about 5 million each year. In Nepal and Indonesia, almost 60% of all males aged 15—24 are smokers. Half of all murders and violent crimes in Jamaica are committed by males aged 18—25, who make up 10% of the population. These youth risk behaviors will not only hinder their development and their future but also will corrupt the society and finally our country. There is a very effective technology that can deal with human body, mind and soul which will help in coordinating of all the three and prevent corruption of any one of them. This is nothing but the Yogic technology called YOGA. Education when blended with Yoga can avoid all youth risk behaviors and shape them well enough to become the best citizens in the world.
Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a challenge associated with change. Teachers who resist change may impede and/or limit their students’ learning and skills. Teachers, therefore, must prepare students by teaching knowledge and skills necessary for students to be successful in the technology-rich 21st Century” (Niles, 2007, p.27). In this context, school teachers need to understand how emerging technologies work, what they offer, and to use them for betterment of teaching learning process. Here a pertinent question arises that what approach should be adopted to empower school teachers for emerging technologies. To critically and systematically deal with these issues, author talks about emerging technologies in education, their impact on teaching-learning process and need for Tech-savvy teachers. This discussion is followed by a detailed action plan to empower school teachers for emerging technologies. The proposed action plan is based on the approach that three parties namely NCTE (National Council for Teacher Education), Teacher Education Departments/Institutions and school teachers themselves are key to fulfill this promise.
Although there is a push in education to increase the amount of technologies used in the classroom much of the recent literature emphasizes a need to investigate ways to improve the instructional methods used when incorporating technology in education. The focus of the present research is to investigate an instructional technique used in an asynchronous online discussion (i.e., prompts versus no prompts). This research investigates pre-service teachers’ positions on the use of technology in K-12 classrooms. Participants were students enrolled in an online Educational Psychology course at a southwestern urban university; the online discussion transcripts were our data source for this qualitative research design. The treatment group received specific directions and feedback and the control group received very limited directions and feedback. The results of the study indicated that given specific guidelines and expectations for the discussion, the treatment group outperformed the control group in every category consistently within the small group analysis and the between group analysis. In addition, the in-depth analysis points to several findings with regard to how pre-service teachers view Educational Technology in schools, based on the dilemma posed in the online discussion forum.
The goal of this study is to investigate how students behave themselves in the virtual learning worlds. The study creates a 3D virtual learning world, entitled the Best Digital Village, and implements a learning program on it. The learning program, the Expo, takes place at the Exhibition Center in the Best Digital Village. The space in the Expo is divided into three zones: the Lobby, the Exhibition Hall, and the DIY Rooms. Students have to form teams in four before entering the Expo and carrying out their learning tasks respectively. In the Lobby, students are encouraged to sign up in a guestbook and browse through the user guide of the Expo. The Exhibition Hall consists of 3D objects of famous architectures and landmarks around the globe. When students approach the 3D objects, information about the objects will show up in a separated window. Students are encouraged to discuss about the objects online while they are in the Exhibition Hall before taking a quiz about them. Finally, students are asked to enter their team’s DIY Rooms together with teammates and create a 3D artifact with imbedded online tools. There were 16 teams of school students from two different countries took part in a 5-week experiment for the study. Twelve items of quantitative data were collected with the data logging mechanism of the virtual learning world. The statistic t-test is utilized to analyze these data. Results show that school students engaged more in communication with peers than in navigating learning objects in the virtual learning world. The study also reveals that virtual learning community and proximal learning community play an equal role in terms of interaction patterns among school students inside the virtual learning world.
Educators should attempt to create a common and solid strategy in preschool educational institutions in order to sufficiently ensure a safe social environment of children. A research examining health and safety issues in Lithuanian pre-schools was carried out in Klaipeda. The aim was to analyse the conditions of safe environment creation for children in preschool educational institution and its development prospects.
K-12 school practitioners and schools administrators need reliable results about the effects of instructional technology product s as they strive to meet achievement compliance levels in politically accountable local and national contexts in the U.S. This study presents evidence regarding the effects of extensive engagement with computer-based instructional software on the reading achievement of 86 6th graders, within a backdrop of two previous similar investigations at the same middle school between AY 2003-2007. A treatment group received computer-based, reading instruction for 24 weeks x 90 minutes weekly in addition to four, 90 minute blocks of conventional instruction. Control peers received conventional instruction in five, 90 minute blocks per week. Comparisons of achievement scores on year-end, standardized reading tests yielded substantial gains for treatment subjects compared to controls, with an effect size of .92. Girls significantly outperformed boys and those not receiving lunch funding did significantly better than those receiving lunch funding. The conclusion is that extensive software engagement combined with in class instruction is an effective instructional context for enhancing reading achievement. Recommendations for further research suggest a “repeated trials” model in the same settings to give fidelity to curriculum, research methodology and the socio-cultural context for students and school.
Education should be made painless and the teaching must be made effective. Teaching is an activity, which is designed and performed for multiple objectives, in terms of changes in student behaviours. Models of teaching is just a blue print designed in advance for providing necessary structure and direction to the teacher for realizing the stipulated objectives. Ausubel in his theory of meaningful verbal learning, the most important ideas, phenomena and other difficult words are presented in the beginning of instruction, so that the learner can easily understand each and every concept and learning becomes meaningful. According to Ausubel’s Advance Organizer Model of Teaching (AOMT), the concepts are hierarchically organized from simple to very abstract and all the concepts are linked together. Ausubel believes that structural concepts of each discipline can be identified and taught to the students and the students can become an information processing system to solve problems. The objective of the study is to find out the effect of AOMT on the achievement, gain and retention of the secondary prospective teachers in physical science. The investigator adopted Pretest - Posttest Equivalent Group Design for the study. Sixty prospective teachers, 30 for experimental group and 30 for control group, were selected as sample. Statistical techniques used were standard deviation and t- test for independent variables. Findings of the study reveal that performance and retaining capacity of the experimental group are significantly higher than that of the control group.
