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
SMART Technologies is leading the way for interactive learning, through their many different tools. The SMART Table is a multi-user, multi-touch interactive interface that not only teaches children different concepts in fun ways(Steurer P., 2003 ), but it also inspires cooperative competition. In Alabama, the state curriculum for kindergarten through second grade in mathematics education instructs students in the rudimentary manipulation of the base numbers zero through ten(Education, 2003). Teachers will greatly benefit from a funmathematical interactive educational system that involves base numbers. During this project, we implemented an educational tool utilizing the SMART Table SDK and Visual Studios 2008 to teach K-2 inequalities and the number line through educational software.
Good Parenting! What it means and being prepared to do it is highly ambiguous in nature. Most parents-to-be want to be good parents and readily believe they are prepared to be good parents. That is until the baby arrives. With every birth comes an even distribution of positive and negative thoughts and emotions. In typically developing pregnancies and problem-free births the positive features are more prominent but this can change dramatically when parents are faced with discovering their unborn fetus or their child has a genetic abnormality, birth defect, disability, or chronic illness. Children with serious medical illnesses and chronic disabilities endure many obstacles as they persist through cognitive, social, and emotional developmental milestones. Technology can function as a tool to help accomplish crucial tasks of parenthood by promoting many aspects of child development (Blanchard, 1997). However, a gap in the literature persists when it comes to how new technologies can provide critical information and support for parenting children with disabilities or chronic illnesses. The focus of this paper is on how new technologies can supplement and provide a type of co-parenting support for parents of children with disabilities or chronic illnesses.
The rapid development of information and communication technologies during the past two decades has had many points of contact with education and training. The use of technology in colleges and schools is not new. Teacher training often includes computer-assisted learning along with other multimedia presentation techniques. The power of ICT over other technologies lies in the “information” and delivery capabilities (Peak, Berge & Zane, 2006). The global network brings learning outside the classroom at any time, any place. Interactive communication without time constraint between and among students and teachers-from local to global level-allows sharing of ideas and experience more easily. Wireless connectivity, notebooks, PDAs and their design and use, a transition from electronic learning (e-learning) to mobile learning (m-learning) is one of the challenges being faced by educational institutions. The recent trend of e-education is called as ubiquitous learning. That is, we learn everywhere and every time. So the investigator decided to take the study “A study on u-learning awareness among the B.Ed., trainees of Tuticorin District”. The objectives of the study were (i) To find out whether there is any significant difference in the mean scores of u-learning awareness among the B.Ed. trainees with respect to their age, marital status, group and residence of home. (ii) To find out whether there is any significant association between parents’ income and their children’s u-learning awareness level. This article explores the level of ubiquitous awareness among the B.Ed., trainees.
The study enlightens the effectiveness of e-learning strategy in learning English among the in-service -teachers who are studying B.Ed in School of Distance Education, Bharathiar University, Coimbatore. E-learning strategy is a life long learning strategy for earning in-service teachers. It is a strategy of remaining in employment, which can be more easily facilitated by the use of e-learning strategies than more traditional ones. Traditional strategies of teaching English are not fruitful to the B.Ed inservice-teachers to improve their competencies in English. Special innovative strategy can be supported to the trainees for acquiring more knowledge with earning the money. Smith and Spurling (1999) provided a simple definition of lifelong learning, that it relates to people learning consistently throughout their lifespan, covering all life from the cradle to the grave, and which may start at any age. Clearly lifelong learning takes place within an economic context be that organizational, national or global. Objectives of the study: 1.To find out the problems of conventional strategies in learning English. 2.To find out the significant difference.
Early Childhood Education (ECE) was globally and locally an innovation, particularly in third world. The objective of this study was to investigate an impact evaluation of ECE initiated in recently in Pakistan. The data of impact evaluation were drawn from three ECE Centers of Islamabad Capital Territory (ICT), Pakistan. Total samples of 65 individuals were drawn randomly from three sets of population: including pupils (30) and parents (30). The instruments were consisted of oral test, observational scale and interviews. Using graphic and statistical procedure, the empirical data was analyzed. The findings revealed that there has been significant correlation among the mean score of pupils.
