Overcoming Misconceptions on ‘Gravity and Force’ of Ninth standard students
Gender Differences in Professional and Digital Competencies among Secondary School Teachers in Jammu and Kashmir: A Descriptive and Correlational Analysis
Education for All: Addressing the Digital Divide and Socioeconomic Disparities in Modern Schools.
Technology and Identity Enactment among Muslim Immigrant Families
A Study to Assess the Effectiveness of Behavior Changing Techniques on the Duration of Screen Time Among Preschoolers and the Level of Satisfaction Among Their Parents at a Selected School In Kanniyakumari District, Tamilnadu.
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
Misconceptions hinder and challenge the learning of physics and science subjects in general. This study aimed to identify misconceptions in physics topics, namely Gravity and Force, and to overcome them through timely and appropriate interventions among ninth-grade students at Khuruthang Middle Secondary School in Punakha district. The study employed a quantitative method using two-tier diagnostic tests as a research tool, with a sample of 40 ninth-grade students. Key findings revealed the existence of common misconceptions among ninth-grade students in the school, which contribute to poor performance in these topics. Furthermore, the study showed that timely and appropriate interventions (such as a flipped classroom approach infused with cooperative learning) led to significant improvement. This approach helped students address misconceptions effectively and perform better in the topics. Therefore, the study recommends that physics or science teachers consider using flipped classroom techniques, combined with cooperative learning or other alternative teaching strategies, to overcome misconceptions and benefit students.
Professional competency and digital competency are two essential attributes for teachers in today’s educational landscape. The present study was carried out to examine the professional and digital competence of secondary school teachers with a focus on examining the influence of gender on these competencies in the context of Jammu and Kashmir, India. The research also examines the relationship between professional and digital competencies among secondary school teachers. The population of the present study comprised secondary school teachers of the educational zone Ganderbal, where there are 29 secondary schools registered with the Directorate of School Education, Kashmir, out of which 14 are government and 15 are private secondary schools. Six secondary schools were selected through stratified random sampling technique, with 10 teachers from each school ensuring suitable representation of both male and female teachers. Data was collected using the Professional Competency Scale (PCS, 2009) developed and standardized by Savan (2009) and Teachers’ Digital Competence Scale (TDCS, 2017) developed and standardized by Ramakrishna. Percentage statistics, mean, S.D. T-test and correlation analysis were employed to analyse the results and test the hypotheses. Findings revealed that male secondary school teachers exhibit high professional and digital competencies. A significant difference between male and female teachers was found on various dimensions of professional and digital competencies. In addition, the study identifies a significant positive correlation between professional competence and digital competence among the teachers. The present investigation is vital for the teachers adapt to the changing educational paradigms, ensuring they can effectively discharge their duties and prepare students for the demands of the modern workforce.
This study examines the digital divide and socioeconomic disparities that hinder equitable access to quality education in modern schools. The research highlights how unequal access to technology and the internet disproportionately affects students from low-income families, exacerbating existing educational inequalities. The paper begins by defining the digital divide in a historical context, supported by statistics demonstrating significant gaps in technology access among various socioeconomic groups. It further analyzes the implications of income inequality on educational opportunities and academic performance. The COVID-19 pandemic has intensified these disparities, forcing many students into remote learning environments without adequate resources. Through a mixed-methods approach, this study combines quantitative surveys and qualitative interviews to explore students’ experiences and engagement levels in remote learning, revealing that 70% of low-income students reported disengagement due to a lack of motivation and inadequate support. Findings indicate that students with consistent access to technology scored, on average, 15% higher in standardized assessments, underscoring the critical role of technology in academic achievement. The study concludes with actionable recommendations for schools and policymakers, including increased funding for low-income schools, the development of digital literacy training programs, and fostering community partnerships. A call to action emphasizes the urgent need for systemic changes to bridge the digital divide and create a more equitable educational landscape, ensuring that all students have the opportunity to succeed, regardless of their socioeconomic background.
Grounded in sociocultural theory and informed by Bakhtinian’s notions of dialogism, utterance, heteroglossia and addressivity, this paper presents findings from a collective case study of the identity enactments and negotiations by way of their literacy practices of three children in the three families of Muslim immigrants (i.e. Muslim-Moroccan, Muslim-Somali, and Muslim-Indonesian) living in an American Midwestern town. Three types of data were collected: observations, spoken data, and artifacts. Data were analyzed at two-tiers, first as individual cases and then as part of a cross case analysis. The study revealed that there are co-occurring and mutually affirming processes that took place among the study participants identified as “eMersion,” “acquiring Qur’anic literacy,” “forging nostalgic alignments” and “bi-lateral nostalgia.” This paper specifically highlights the complex process of literacy practices called “Acquiring Qur’anic Literacy” and “eMersion” and identity enactments called “Forging Nostalgic Alignment,” and their relationships to a phenomenon called “bi-lateral nostalgia” among these three Muslim immigrant families.
The digital landscape is evolving rapidly, with people spending an average of 7 hours per day on internet-connected screens. For children under five, screen time ranges from 0.9 to 3.5 hours per day, with potential negative effects on health and development. To mitigate these risks, the World Health Organization recommends that children under the age of 5 should not spend more than one hour per day on digital devices. A study done at St. Joseph’s Nursery and Primary School, Kalkurichi, Kanniyakumari District conclusively demonstrated that Behavior-Changing Techniques effectively reduced preschoolers' screen time by approximately 1 hour, leading to significantly higher parental satisfaction. The study also firmly established that screen time is influenced by various factors, including the child's age, parent's education and occupation, number of siblings, and available screen devices at home. Limiting screen time for young children and actively promoting offline experiences is imperative.
