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

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Volume 6 Issue 3 December - February 2011

Article

Reflective Teaching In EFL Classes: An Overview

Mohammad Ali Salmani Nodoushan*

Assistant Professor of TEFL and Researcher, Iran Encyclopedia, Iran.

Nodoushan,M.A.S.(2011). Reflective Teaching In EFL Classes: An Overview.i-manager’s Journal on School Education Technology, 6(3), 1-6. https://doi.org/10.26634/jsch.6.3.1373

Abstract

Since the beginning of the 20th century, professionals in language teaching have strived for ways that could gurantee better outcomes in language teaching classes. Different methods were used mostly in the first half of that century. Then some language teaching professionals moved beyond methods with the hope of gaining greater results. In one case, some language teachers moved towards what is now called reflective teaching (RT). RT requires teachers’ self-observation as well self-evaluation which should go on in a cyclical manner to ensure teachers’ understanding of their own classroom actions so that refinements can be introduced where necessary. RT is a process whereby teachers’ reflect on their own classroom actions to collect and analyze descriptive data which can show where a change for batter ca be made. RT results in teacher and material flexibility and teacher professionalism. This paper provides a descriptive account of RT in language classrooms.

References

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Article

New Schooling with Project-based Learning on Virtual Learning Environments

Chi-Syan Lin* , Jung-tsan Ma**

* Professor, Department of Information and Learning Technology, National University of Tainan, Taiwan.

Lin ,C. and Ma,J.(2011). New Schooling With Project-Based Learning On Virtual Learning Environments.i-manager’s Journal on School Education Technology, 6(3), 7-15. https://doi.org/10.26634/jsch.6.3.1374

Abstract

In order to characterize the trend and exploit the opportunity provided by Information and Communication Technologies (ICT), the paper argues that a new schooling approach that would not only incorporate learner-centric learning curricula and personalized learning service, but also meet the need of nurturing the 21st century skills is definitely on demand to the digital generation. Project-based Learning (PBL) has been around for decades in the field of education. But it needs new ingredients and upgrade in practice in the digital era. The paper first contends a new paradigm of PBL, which exploits strength of digital storytelling, community of practice, and virtual learning in a convergent manner. For fulfilling the promises of the new paradigm of PBL, design and implementation of a virtual learning environment are discussed and presented later on in the paper with respect to the new schooling approach. Two preliminary experimental studies were conducted during the past year to explore and evaluate the claims of the proposed new paradigm of PBL. The studies focused on issues pertaining to teacher professional development and student knowledge transformation respectively.

References

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[2]. Barab, S.A. (2003). An Introduction to the Special Issue: Designing for Virtual Communities in the Service of Learning. The Information Society, 19, pp. 197-201.

[3]. Barrett, H.C. (2006). Researching and Evaluating Digital Storytelling as a Deep Learning Tool. Retrieved December 27, 2008 from http://helenbarrett.com/portfolios/ SITEStorytelling2006.pdf.

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[6]. Buck Institute for Education. (2009). Project Based Learning Handbook. Retrieved August 8, 2009 from http://www.bie.org/index.php/site/PBL/pbl_handbook/.

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[8]. Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. Dallas, TX: National Staff Development Council.

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[11]. Inquiry Learning Forum (The ILF). (2008). Inquiry Learning Forum, Take a Tour: Visit a Classroom. April 20, 2008 Retrieved at http://ilf.crlt.indiana.edu/.

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[13]. Lathem, S.A. (2005). Learning Communities and Digital Storytelling: New Media for Ancient Tradition. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2005, Chesapeake, VA: AACE. pp. 2286-2291.

[14]. Lathem, S.A., Reyes, C., & Qi, J. (2006). Literacy Autobiogaphies: Digital Storytelling to Capture Student Voice and Reflection. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006, Chesapeake, VA: AACE. pp. 700-704.

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Research Paper

Promoting Inclusive Education in Ghana

Beauty B. K. Djietror* , Edward Okai, Olivia A. T. Frompong Kwapong*

* Graduate Teaching Assistant, Institute of Continuing and Distance Education, University of Ghana.

Phd Student, Institute of Continuing and Distance Education, University of Ghana.

* Associate Professor, Institute of Continuing and Distance Education, University of Ghana.

Djietror,B.B.K., Okai,E. and Kwapong,O.A.T.F.(2011). Promoting Inclusive Education In Ghana.i-manager’s Journal on School Education Technology, 6(3),16-28. https://doi.org/10.26634/jsch.6.3.1375

Abstract

Inclusive education is critical for national building. The government of Ghana has put in measures for promoting inclusion from basic through to tertiary level of education. Some of these measures include expansion of school facilities, implementation of the Free Compulsory Universal Basic Education (FCUBE); the change of policy on girls who drop out of school due to pregnancy for them to return and the school feeding programme for promoting retention in school. These efforts have yielded some results such as increase in enrollment at all levels of education. Using a combination of quantitative and qualitative data, this paper discusses the measures for promoting inclusive education in Ghana, issues emerging and strategies for improvement.

References

[1]. Ghana (2002). Meeting the challenges of education in the twenty first century - Report of the president's committee on review of education reforms in Ghana. Accra: Education, Adwinsa Publications (Gh) Ltd.

[2]. Ghana (2007). Poverty Alleviation, HIV and AIDS Education and Inclusive Education: Priority Issues for Inclusive Quality Education in Eastern and Western Sub-Saharan Africa. Nairobi, Kenya. www.edughana.net

[3]. Ghana (n.d.). Ghana Information and Communications Technology Directorate (GICTeD). Retrieved April.

[4]. Ghanaweb (n.d.). Education in Ghana. http://www.ghanaweb.com/GhanaHomePage.

[5]. Govinda, R. (2009). Towards inclusive schools and enhanced learning a synthesis of case study findings from different countries, UNESCO, Paris.

[6]. Kwapong, OATF. (2010). Equitable access – Information and communication technology for open and distance learning. New York: iUniverse, Inc., pps. 260.

[7]. MOESS (2007). Ghana National Education Campaign Coalition – Africa education watch. Retrieved May 20, 2009 from http://www.moess.gov.gh/Ghana@50%20 Contemporary%20issues%20on%20Education,%20November%202007.pdf.

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[10]. NCTE (2009). Statistics on Tertiary Education in Ghana: Ministry of Education. Ghana

[11]. NIC (n.d.). Definition of inclusive education. Retrieved August 02, 2010 from http://www.education.nic.in/ INCLUSIVE.asp.

[12]. OECD (2004). ICTs and gender-evidence from OECD and non-OECD countries. Retrieved March 21, 2008, from http://go.worldbank.org/ZWPCWFSFV0. http://www.oecd. org/dataoecd/20/23/31641866.pdf.

[13]. UNESCO (2000). The six EFA goals. Retrieved March 09, 2009, from http://portal.unesco.org/education/en/ev.php-URL_ID=43811&URL_DO=DO_TOPIC&URL_SECTION=201.html.

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[15]. UNESCO (2003). Overcoming exclusion through inclusive approaches in education. Retrieved August 12, 2010 from http://unesdoc.unesco.org/images/0013/ 001347/134785e.pdf.

[16]. UNESCO (2004). Schoolnet toolkit. Retrieved April 09, 2009, from http://www.unescobkk.org/education/ict/v2/ info.asp?id=16282.

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[18]. UNESCO (2006). Equity, access and quality - Improving transparency in the targeting of pro-poor incentives. Retrieved April 09, 2009 from, http://www.acenet.edu/bookstore/pdf/Gender_Equity_6_23.pdf http://www.iiep.unesco.org/?id=725&

[19]. UNESCO (2007). EFA global monitoring report 2008: Education for All by 2015 - Will we make it? Retrieved January 09, 2009, from http://www.unesco.org/en/ education/efareport/reports/2008-mid-term-review/

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Research Paper

Measuring Effectiveness of Information, Communication and Technology (ICT) Tools in teaching school children: A case study from Chattisgarh State, India

J Durga Prasad Rao* , Dr. Raksha Singh**

* Additional Director and Professor of Computer Science, Shri Shankaracharya Mahavidyalaya, Bhilai.

** Principal and Professor of Economics, Shri Shankaracharya Mahavidyalaya, Bhilai.

Rao,J.D.P. and Singh,R.(2011). Measuring Effectiveness Of Information, Communication And Technology (ICT) Tools In Teaching School Children:A Case Study From Chattisgarh State, India.i-manager’s Journal on School Education Technology, 6(3),29-34. https://doi.org/10.26634/jsch.6.3.1376

Abstract

The study was conducted to determine the effectiveness of Information Communication and Technology tools viz DLP(Distance Learning Projector) and Computer/Laptop in comparison with selected instructional media for teaching primary and secondary school pupils. It examined the effect of grade on the performance of the pupils taught with four instructional media. 100 pupils from 3 schools in Durg, Raipur and Rajnandgoan districts respectively from Chhatisgarh state, India, were taught three topics drawn from syllabus. The non-randomized quasi-pretest posttest experimental design was used in finding out which of the pupils in the four experimental groups — DLP, Computer/laptop, Chart and Chalk Talk Method performed best. The study revealed that the pupils taught with the DLP performed equally as well as those taught with Computer/laptop. The study concludes that ICT Tools were more effective than conventional methodologies in teaching school children learning issues. This confirms the claim of many researchers of the prospective of using ICT Tool as an instructional medium in teaching varying subjects to adults, youths and children in the formal school system. The advantages far overshadow the disadvantages. The four methods that can be used by the teacher were recommended. An organisational structure in each state and ICT equipment needed for effective take off of the ICT programme in schools in Chhatisgarh were suggested.

References

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[5]. Langford, P. (1989). The process of learning. In P. Langford (Ed.), Educational psychology: An Australian perspective (pp. 43–64). Melbourne, Australia: Longman Cheshire.

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[16]. Talabi, J.K (1989). The Television – Viewing Behaviour of families in Kwara State, Nigeria. British Journal of Educational Technology, 20(2), 135-139.

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Research Paper

Developmentally Appropriate Technology Practice: Exploring Myths and Perceptions of Early Childhood and Instructional Technology Professionals

N. Sally Blake* , 0, Candice Burkett*, Lee Allen****

* Full Professor, Flagler College in St. Augustine, Florida.

Educational Psychology, University of Memphis.

* Graduate in Psychology, University of Memphis.

**** Associate Professor, Instructional Design and Technology, University of Memphis.

Blake,S., Winsor,D., Burkett,C., and Allen,L.(2011). Developmentally Appropriate Technology Practice: Exploring Myths And Perceptions Of Early Childhood And Instructional Technology Professionals.i-manager’s Journal on School Education Technology, 6(3),35-48. https://doi.org/10.26634/jsch.6.3.1377

Abstract

The integration of technology in early childhood classrooms has become a controversial issue among professionals in this field. One issue which may influence technology in these classrooms may be perceptions of what is developmentally appropriate practice (DAP). This article explores perceptions about technology and age appropriate recommendations for young children based on results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals. This article provides a starting point to counteract the many misconceptions these teachers have about what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms and discusses some of the contradictions between professionals.

References

[1]. Buehl, M. M. & Alexander, P. A. (2005). Motivation and performance differences among domain-specific epistemological belief clusters. American Educational Research Journal, 42, 697-726.

[2]. Burman, E. (1994). Therapy as Memory-Work: Dilemmas of Discovery, Recovery, and Construction. British Journal of Psychotherapy, Volume. 18, Issue 4, pp. 457 – 469.

[3]. Callow, R. (2008). When is it too early for kids to have a social network account? Retrieved from http://econsultancy.com/us/press-releases/5210-welcome-to-the-online-world-quarter-of-children-have-online-births-before-their-real-ones.

[4]. Cannella, G.S. (1997). Deconstructing Early Childhood Education: Social Justice & Revolution. New York: Peter Lang.

[5]. Cordes, C., & Miller, E. (1999). Fool's gold: A critical look at computers in childhood. College Park, MD: Alliance for Childhood.

[6]. Donovan, M.S. & Bransford, J.D. (2005). How Students Learn. National Research Council.

[7]. Duell, O. K., & Schommer-Aikins, M. (2001). Measures of people's beliefs about knowledge and learning. Educational Psychology Review, 13, 419-449.

[8]. Flavell, J. H., & Miller, P. H. (1998). Social cognition. In W. Damon (Series Ed.), D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (5th ed., pp. 851–898). New York: Wiley.

[9]. Grieshaber, S. (2005). Shifting from developmental to postmodern practices in early childhood teacher education. Journal of Teacher Education, 56(1), 34-45.

[10]. Hofer, B. K., & Pintrich, P. R. (Eds.) (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.

[11]. Hofer, B. K. (2001). Personal epistemology research: Implications for Learning and Teaching. Journal of Educational Psychology Review, 13, 353-383.

[12]. Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.

[13]. Lee, K., & Johnson, A. S. (2007). Child development in cultural contexts: Implications of cultural psychology for early childhood teacher education. Early Childhood Education Journal, 35(3), 233-243.

[14]. National Academies Press (2008). Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology, Committee on Science, Engineering, and Public Policy, National Academy of Sciences, National Academy of Engineering, & Institute of Medicine. Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: The National Academies Press.

[15]. National Research Council (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating Science of Early Childhood Development, J.P. Shonkoff and D.A. Phillips (Ed.s). Board on Children, Youth, and Families, Commission on Behavioral and Social Science and Education. Washington, DC: National Academy Press.

[16]. National Research Council. (2001). Adding IDT up: Helping children learn mathematics. Mathematics Learning Study Committee. J. Kilpatrick, J. Swafford, and B. Findell (Eds.) Center for Education, Division of Behavioral and Social Sciences and Education. Washington, D.C: National Academy Press.

[17]. National Research Council (2001). Eager to learn: Educating out preschooler. Committee on Early Childhood Pedagogy. B.T. Bowman, M.S. Donovan, and M.S. Burns (Eds.). Commission on Behavioral and Social Science Education. Washington, DC: National Academy Press.

[18]. National Center for Education Statistics :NCES (2003). Young Children's Access to Computers in the Home and at School in 1999 and 2000. Washington, DC: Retrieved from http://nces.ed.gov/pubs2003/2003036.pdf.

[19]. National Research Council (2005). Mathematical and scientific development in early childhood. Washington, DC: The National Academies Press.

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[21]. Papert S. (2000). From Lunch Boxes to Laptops: The Governor King Initiative, www.papert.org/article

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Research Paper

Teacher Empowerment And Institutional Effectiveness In Teacher Education

Avdhesh S. Jha*

Head, JG College of Education (PG), Ahmedabad.

Jha,A.S.(2011). Teacher Empowerment And Institutional Effectiveness In Teacher Education.i-manager’s Journal on School Education Technology, 6(3),49-56. https://doi.org/10.26634/jsch.6.3.1378

Abstract

Teacher Empowerment means to equip a teacher for conceptual and practical teaching which focuses on the relevant syllabus topics. It means the power of the teacher to exercise his judgement of what, why, how, when and why to teach. It also insists on developing a harmonious relationship with the environment along with the right of the teacher to participate in the determination of educational goals and policies and the achievement of educational school goals. In the present study teacher empowerment means the teachers ability and potential to achieve the school goals and the educational goals. The present study is restricted to the B.Ed. trainee teachers of Ahmedabad district. The objectives of the study comprised to know the necessary general qualities, personal qualities, teaching qualities, student teacher relationship, behaviour, attitude and miscellaneous qualities required by a teacher in the classroom and amongst the students for teacher empowerment. 100 trainee teachers from ten different colleges were selected by purposive sampling from Ahmedabad district. A questionnaire was prepared and the survey method was used in the study. The raw data was then grouped and then the frequency and the percentage of the frequency of the responses by the respondents for the said factor necessary for the teacher was applied to do the analysis and interpretation of the data. The study concluded that the necessary qualities required for teacher empowerment is the minimum necessary qualifications required for a teacher, general awareness, good and clear voice, simplicity, nobility, kindness, gentleness, generosity, activeness, honesty, humbleness, politeness, mildness, softness, intelligence, creativity, knowledge of psychology, philosophy, technology, management, different methods, techniques, approach, content, various languages, presentation style, sense of humour, decency and humbleness. The other qualities required by a teacher are responsibility, course completion on time, duty oriented, unbiased, ideal and intimate in addition to bearing sympathy, mercy, spontaneity and good understanding. The teacher should avoid punishing, frowning, hatred, abusive words, chewing tobacco. He should not be fearful, angry, rude and revengeful but bear oneness, equality, love and affection for students and try to be friendly.

References

[1]. Agarwal, Y.P. (1988). Research in Emerging fields of Education New Delhi : Sterling Publication Pvt. Ltd.

[2]. Bolin, F. S. (1989). Empowering Leadership Teachers College Record, 19(1), 81-96.

[3]. Dee, Jay R., Alan B. Henkin., Lee Duemer. (2003). Structural antecedents and psychological correlates of teacher empowerment Journal of Educational Administration, Vol. 41, No. 3 pp. 257-277, ISSN 0957-8234.

[4]. Etzioni, A. (1968). The Active Society, The Free Press, New York.

[5]. Henkin, A., Dee, J. (2001). The power of trust: teams and collective action in self-managed schools Journal of School Leadership, Vol. 11 No.1, pp.47-60.

[6]. Kothari, C.R. (2001). Research Methodology (2nd ed.) New Delhi: Wishwa Prakashan.

[7]. Koul, Lokesh (1984). Methodology of Educational Research New Delhi: Vani Educational Books.

[8]. Teacher Empowerment, (2002). Leadership Discoveries, OSU Leadership Centre, Word retrieved 15:18, 3 June 2006 (MEST).

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

Current Issue Vol. 20 Issue 1

Most Read

Most Cited

Volume 6 Issue 3 December - February 2011

Reflective Teaching In EFL Classes: An Overview

Mohammad Ali Salmani Nodoushan*

Assistant Professor of TEFL and Researcher, Iran Encyclopedia, Iran.

Nodoushan,M.A.S.(2011). Reflective Teaching In EFL Classes: An Overview.i-manager’s Journal on School Education Technology, 6(3), 1-6. https://doi.org/10.26634/jsch.6.3.1373

Abstract

References

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New Schooling with Project-based Learning on Virtual Learning Environments

Chi-Syan Lin* , Jung-tsan Ma**

* Professor, Department of Information and Learning Technology, National University of Tainan, Taiwan.

Lin ,C. and Ma,J.(2011). New Schooling With Project-Based Learning On Virtual Learning Environments.i-manager’s Journal on School Education Technology, 6(3), 7-15. https://doi.org/10.26634/jsch.6.3.1374

Abstract

References

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Promoting Inclusive Education in Ghana

Beauty B. K. Djietror* , Edward Okai**, Olivia A. T. Frompong Kwapong***

* Graduate Teaching Assistant, Institute of Continuing and Distance Education, University of Ghana. ** Phd Student, Institute of Continuing and Distance Education, University of Ghana. *** Associate Professor, Institute of Continuing and Distance Education, University of Ghana.

Djietror,B.B.K., Okai,E. and Kwapong,O.A.T.F.(2011). Promoting Inclusive Education In Ghana.i-manager’s Journal on School Education Technology, 6(3),16-28. https://doi.org/10.26634/jsch.6.3.1375

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Measuring Effectiveness of Information, Communication and Technology (ICT) Tools in teaching school children: A case study from Chattisgarh State, India

J Durga Prasad Rao* , Dr. Raksha Singh**

* Additional Director and Professor of Computer Science, Shri Shankaracharya Mahavidyalaya, Bhilai. ** Principal and Professor of Economics, Shri Shankaracharya Mahavidyalaya, Bhilai.

Rao,J.D.P. and Singh,R.(2011). Measuring Effectiveness Of Information, Communication And Technology (ICT) Tools In Teaching School Children:A Case Study From Chattisgarh State, India.i-manager’s Journal on School Education Technology, 6(3),29-34. https://doi.org/10.26634/jsch.6.3.1376

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Developmentally Appropriate Technology Practice: Exploring Myths and Perceptions of Early Childhood and Instructional Technology Professionals

N. Sally Blake* , 0**, Candice Burkett***, Lee Allen****

* Full Professor, Flagler College in St. Augustine, Florida. ** Educational Psychology, University of Memphis. *** Graduate in Psychology, University of Memphis. **** Associate Professor, Instructional Design and Technology, University of Memphis.

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Teacher Empowerment And Institutional Effectiveness In Teacher Education

Avdhesh S. Jha*

Head, JG College of Education (PG), Ahmedabad.

Jha,A.S.(2011). Teacher Empowerment And Institutional Effectiveness In Teacher Education.i-manager’s Journal on School Education Technology, 6(3),49-56. https://doi.org/10.26634/jsch.6.3.1378

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Beauty B. K. Djietror* , Edward Okai, Olivia A. T. Frompong Kwapong*

* Graduate Teaching Assistant, Institute of Continuing and Distance Education, University of Ghana.

Phd Student, Institute of Continuing and Distance Education, University of Ghana.

* Associate Professor, Institute of Continuing and Distance Education, University of Ghana.

* Additional Director and Professor of Computer Science, Shri Shankaracharya Mahavidyalaya, Bhilai.

** Principal and Professor of Economics, Shri Shankaracharya Mahavidyalaya, Bhilai.

N. Sally Blake* , 0, Candice Burkett*, Lee Allen****

* Full Professor, Flagler College in St. Augustine, Florida.

Educational Psychology, University of Memphis.

* Graduate in Psychology, University of Memphis.

**** Associate Professor, Instructional Design and Technology, University of Memphis.