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
This article will discuss ways of maximizing the online course experience for teachers- and counselors-in-training. The widespread popularity of online instruction makes it a necessary learning experience for future teachers and counselors (Ash, 2011). New teachers and counselors take on the responsibility of preparing their students for real-life academic and professional experiences that will rely on communication through the Internet, social media, and virtual classrooms. To better prepare for these demands, they must be technologically literate and prepared to integrate technology, media, and differentiated pedagogies to deliver engaging lessons for students of various ages (Kelly, 2008). This article will examine the setup of the typical virtual classroom, and the ways that it can be modified to enhance student engagement, encourage collaboration among students, and provide diversified lessons to meet the needs of students with varied learning-style preferences. An example of a learning-style model will be presented to identify learning-style domains and profiles that may benefit from matching instructional strategies in online courses (Cicco, 2009; Rundle, 2006). The model will be discussed in connection with recent research studies indicating that specific pedagogical techniques utilized within the context of an online course can better accommodate individual learning needs and preferences while optimizing academic performance and overall student and faculty satisfaction. Suggestions for online educators include simple and clear presentation of course requirements, incorporating visual and auditory enhancements in lessons, using interactive course tools, and allowing for various assignment options (Cicco, 2009; Trepal, Haberstroh, Duffey, & Evans, 2007).
Twenty-first century education includes dynamic learning that is complicated by interactions in both fixed and protean virtual spaces, and it is important to consider the degree of power, agency, and awareness students have as producers and consumers of interactive technology. Outside of school, students engage in meaning making practices, and media, such as video games and websites, embrace certain “technologies of power”—space, surveillance, and documentation (Foucault, 1977)—to shape consumers’ thinking and behavior. This article calls attention to the role of students and media executives in the development and maintenance of power structures, and we present new understandings of students’ interactions with virtual texts and the producers’/designers’ significant role in shaping the literacy experiences. Data from a three-year longitudinal study of thirty media producers of sites, such as Club Penguin and MyPopStudio, and an eight-month study of four adolescent gamers and their video game playing both reveal regulatory measures that promote and constrain student-navigated literacies. Understanding the dynamics of these virtual spaces and how they regulate and create a learning culture that hinges on collaboration and communication, educators can capitalize on the cooperative skills students develop and help students hone a critical sensitivity and understanding of their digital literacies.
This paper attempts to explain learner centered methodology of teaching at the school level due to implementation of National curriculum frame work for school (2005), since NCF 2005 emphasizes the process of constructing knowledge i.e. learning to learn, willing to unlearn, and relearn as a new paradigm of learning in a flexible and creative manner. This Learner centered interactive pedagogic approach insists certain psychological principles as a representation of current knowledge base of learners and learning. This approach is based on Constructivist learning approach which socializes the people into the culture of self- reliance, resourcefulness, peace oriented values and health and also facilitates learner in acquisition of key knowledge, attitude and behavior to face the society at large. Considering above the teachers’ role becomes more complex, difficult and pivotal in the context of new curriculum and has to transform the teacher as a facilitator, co-learner, democratic leader and diagnostician.
The present study aimed at finding the effectiveness of the Laboratory Training Model of Teaching (LTM) and comparing it with the Traditional methods of teaching chemistry to seventh standard students. It strived to determine whether the (LTM) method in chemistry would be significantly more effective than the Traditional method in respect to the male and female students’ overall as well as component-based achievement and retention in chemistry. Four homogenous groups of seventh standard students from two English medium primary schools in Mysore in India were selected adopting purposive sampling technique. Thirty students were selected from each class and hence 60 male and female students from school A and 60 from school B formed the sample of the study. Test of Higher Mental Ability in Science (THMAS) was used to determine the homogeneity of the participants. The 120 students of all the experimental and control groups were given the post-test at the end of the experimental work to both the experimental and control groups to measure their terminal behavior. The researcher-constructed and validated achievement test of chemistry was administered to the subjects in experimental and control groups at the end of the instruction to measure their achievement in chemistry. After a gap of one month, the delayed post test for achievement in chemistry was administered to the experimental and the control groups to determine the retention level of the students. The Statistical technique used to analyze the obtained research data was the independent sample t-test. The findings of the study indicated that as far as the overall achievement and retention in chemistry is concerned, the (LTM) method of teaching chemistry were much more effective than the Traditional method. As for the components of achievement and retention: comprehension, application, and skills in chemistry, the (LTM) method was more effective than the Traditional method except knowledge component. But the component of knowledge in achievement and retention in Traditional method was more effective than (LTM) method in chemistry.
This paper describes the results of a qualitative analysis of video captured during a dual indoor/outdoor Augmented Reality experience. Augmented Reality is the layering of virtual information on top of the physical world. This Augmented Reality experience asked students to interact with the San Diego Museum of Art and the Botanical Gardens in San Diego’s Balboa Park. Pairs of students were videotaped as they progressed through the experience and the results of video analysis indicated that student engagement and collaboration was relatively high even though there were several technological difficulties — particularly present during the outdoor portion of the experience.
The proposed paper reports on the results of a study conducted to explore the influence of SMART Board technology on student engagement in and perception of classroom activities. Using momentary time-sampling procedures, this study examined differences in second grade students’ on-task and off-task behaviors during 30-minute math and science lessons that did and did not include the use of a SMART Board. Student perceptions were measured via questionnaire. Observation results revealed that (a) effective teaching, without technology, can promote above-average levels of student engagement, (b) the integration of SMART Board technology can further increase on-task behavior, and (c) the combination of effective teaching and SMART Board technology can maintain high levels of student engagement throughout a multi-component lesson. Questionnaire results provided modest support for the use of the SMART Board to engage students. While none of the participants favored lessons without the SMART Board, only half rated their attention and participation higher in classes that included the SMART Board compared to those that did not. Further research is needed to determine if the integration of SMART Board technology and effective teaching enhances the engagement of students at other grade levels, of other demographic backgrounds, and in other subject areas.
Teaching once was considered as a noble job but, within the last decade it has become an increasingly stressful profession for school teachers. Increased work load, insufficient salary package, fast changing curriculum, increase in the responsibilities of the students, modern fast mechanical life, conflicts with the colleagues and with higher authorities have made the teaching profession more stressful. This stress ultimately gives rise to many other psychological problems like depression, anxiety, etc. A lot of physiological problems like changes in blood pressure, hypertension, obesity, diabetes, heart problems, respiratory problems, eating disorders, sleep disorders, etc. arise as a result of job stress. This will finally affect their work efficiency and they also tend to pour down these effects on the school children. It also leads to miserable classroom environment, thereby affecting the learning process of the children. The long search for a natural healing remedy for psychological problems like Depression, Anxiety and Stress finally lead to a scientifically proven technology called YOGA. Yoga is a science that has been practiced for thousands of years and is said to be a magical natural remedy for all psychological maladies. So an attempt has been made in this study to use this Yogic Technology, on school teachers. A special video package has been designed based on the above said psychological problems of school teachers and it is tested on them. A significant reduction in Depression, Anxiety and Stress was found in school teachers after yoga training. So it is suggested to include a short Yoga training for future school teachers which will help them manage their psychological problems and improve their Professional Excellence.
