Impact of Multimedia Technology Integrated Instruction on Students’ Learning Satisfaction in Bhutanese Classroom
Virtual Laboratory to Conduct Slip Test of Synchronous Machine
The Flipped Classroom Model: Effects on Students’ Reading Comprehension in English
The Effect of Gaining the Unit of Systems in Our Body by Using Virtual Reality Technology on Student Success
Confronting Challenges of School-Based Management in a Developing Country
A Study Of Health Education And Its Needs For Elementary School 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
Locus of Control in School Students and its Relationship with Academic Achievement
Spatial Distribution of Government Primary and Secondary Schools and the Free and Compulsory Education Policy in Akwa Ibom State, Nigeria
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
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.
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.
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.
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.
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.
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.