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
Students want to discuss each and everything related to the subject as well as the personal matters with their teacher. This shows that they trust their teachers so much than anyone else. So it is the duty of the teacher to teach the subject with more and more concrete examples and connections with the day to day life. They should connect the subject with all disciplines so that rather than opening the new memory location the information will store on the location which was already created on the brain. In the light of the above discussion researcher (authors) decided to carry out a research (article) on Cross Curricular Connections. Cross Curricular Connections to science instruction can result in rich and meaningful experience for students. The article that follows describes Cross-Curricular or interdisciplinary connections and their values to learners. Then, it lists specific considerations a Science teacher, or any other teacher, should consider before setting aside instructional time to make Cross Curricular Connections.
This study examined the effects of the use of a non-linear multimedia presentation model, Prezi, on middle school students’ attitude toward learning science, engagement in school science, and the impact on learning science. Prezi was used as the primary instructional model for an intensive six-week intervention period in seventh grade science classrooms. A total of 28 students, from two science classes, participated in the study. Each student completed a pre- and post-survey to determine attitudes and beliefs about learning science and also completed two surveys at the end of the intervention to determine the effectiveness of Prezi as an instructional tool. Findings indicate small improvements in both students’ attitudes and beliefs about learning science in general. However, results do show that Prezi is effective as a learning tool because it engages students in learning, helps students retain information, and for its ease and style of design and presentation. Results also indicated that Prezi was, most notably, effective in informing students about science topics, presenting information in an understandable way, and that Prezi would be an effective learning tool if used in other courses.
This article puts forward a three related case study series, using a Virtual Reality Learning Environment (VRLE) with a view to supporting the development of students' ideation skills in conventional primary and secondary education. This learning environment is fairly new and therefore it is necessary to examine its educational uses and determine if the new learning environment will meet teachers’ expectations. Therefore, the overall goal for this research was twofold: a) to explore the ways in which idea generation was developed during students’ work and b) to assess the way VRLE affects student idea generation work. The data collected was qualitative and the analysis was based on grounded theory principles and an interpretive paradigm.
This study stemmed from a concern that homework instruction, verbal and print oriented, did not reflect a 21st century learning strategy for kindergarten students due to their reading levels and their abilities to consistently follow written instructions to complete tasks. The study examined 18 kindergarten students’ perceptions of using multimedia, video and screen capture, as a medium for homework instruction and activities. The study guided by the constructivist teaching approach, described how multimedia was used as a motivational tool to engage students in literacy instruction and knowledge construction. Findings show that use of multimedia motivated and engaged students in learning both in school and at home. Students stated that multimedia activities were fun. Mean scores from pre-survey to post-survey show positive dispositions to the integration of multimedia in the class and homework activities. Findings also show that multimedia helped students create knowledge and work as a team. A by-product of this study was increased parental involvement in students’ learning. Parental supervision was required for students to play DVDs or to access online files at home. This request turned out to be a positive outcome of the study.
iPads and iPhones continue to impact academia, but the iPad2 provides features that could enhance teacher education programs. This paper addresses how eight graduate students and a faculty used iPad2 to support a graduate practicum course. Participants were asked to report how they used their iPad2 each week in the form of a written log and complete a survey after seven weeks. Participants used the camera or video feature to create educational tutorials, record video logs, record interviews, capture student footage for parent night presentations, record guest speaker presentations for future playback, archive students acting in performances for homework instruction, document follow up communication after professional development sessions. Others used Apps to improve delivery of instruction and record student collaborative group work with video and camera footage. Over 86% of respondents agreed or strongly agreed that if given a class set of iPad2’s, student learning and performance would improve.
This paper reviews barriers associated with the use of ICT tools by teachers in their classroom teaching at ‘technical’, ‘teaching’ and ‘school’ levels. The aim of this review is to highlight the fact that there is currently less research work on the kind of technology teachers need for adopting ICT tools in the 21st century education. There has been much work carried out on easing ICT and internet barriers through resourcing and teacher training. However, there is less work on the sort of technology that teachers would like to use for their teaching, particularly when searching online for teaching resources. Hence, a call for further research in web ‘personalisation’, an emerging direction that is currently adopted by technologists and the government was made as a proposed new approach or possible solution to the technical barriers of teachers.
