i-manager Publications

i-manager's Journal on School Educational Technology (JSCH)

Current Issue Vol. 19 Issue 2

ChatGPT as an Empowering Catalyst: Unveiling the Impact on Political Awareness and Civic Education
Demand for Private Coaching: Stakeholder's Perspective and Consequences
Revisiting Flipped Class Model Effectiveness on Learning Performance: A Meta-Analysis of Meta Analyses
Unlocking Learning Potential: An Experimental Study on the Impact of TPACK-Enhanced Flipped Learning in Mathematics Education
Effectiveness of Flipped Classroom (FC) Model in Learning Economics Subject: A Quasi-Experimental Study

Most Cited

Volume 7 Issue 4 March - May 2012

Article

Designing innovative counseling courses: combining technology, theory, and Practice

Gina Cicco*

Assistant Professor of Counselor Education, St. John's University.

Cicco ,G.(2012). Designing Innovative Counseling Courses: Combining Technology, Theory, And Practice.i-manager’s Journal on School Education Technology, 7(4), 1-7. https://doi.org/10.26634/jsch.7.4.1828

Abstract

This article will discuss the development of an innovative instructional design for teaching graduate courses in counselor education programs. The teaching strategies that will be highlighted evolved during a collaborative team-teaching project conducted by two counselor educators. These two faculty members worked together to redesign a course in organizational and administrative theory for school counselors-in-training. Their project will be described as well as the resultant conceptual model for integrating technology, theory, and practice through employing differentiated instruction. The proposed instructional design includes consideration of students' learning-style preferences. Countless studies document the many benefits of accommodating students' learning styles in the classroom, as doing so improves students' academic performance, learning outcomes, and overall attitudes (Cicco, 2009; Dunn & Griggs, 2003). The instructional design model presented incorporates techniques for engaging students through strategic lesson planning, emphasizing faculty expertise and interests, and providing students with assignment options so they can optimize their learning experiences. The instructional model ideally would combine thoughtful, meaningful technological tools, instruction of theory through various instructional strategies, and opportunities for application and evaluation through practical, experiential learning. Recommendations for enhancing lessons in the classroom by integrating resources from online course management systems will also be addressed. Utilizing faculty collaboration, peer-review methods, and experiential learning has been shown to produce positive learning outcomes in counselor preparation programs (Corey, Corey, & Callanan, 2005; Orr, Hall, & Hulse-Killacky, 2008).

References

[1]. Anderson, L. (2005). Objectives, evaluation, and the improvement of education. Studies in Educational Evaluation, 31(2/3), 102-113.

[2]. Andrade, H. (2008). Self-assessment through rubrics. Educational Leadership, 65(4), 60-63.

[3]. Bernstein, D., & Bass, R. (2005). The scholarship of teaching and learning. Academe, 91(4), 37-43.

[4]. Bissel, A.N., & Lemons, P.P. (2006). A new method for assessing critical thinking in the classroom. Bioscience, 56(1), 66-72.

[5]. Brown, D., & Trusty, J. (2005). School counselors, comprehensive school counseling programs, and academic achievement: Are school counselors promising more than they can deliver? Professional School Counseling, 9(1), 1-8.

[6]. Burke, K. (2000). A paradigm shift: Learning-styles implementation and preservice teachers. In R. Dunn & S.A. Griggs (Eds.), Practical approaches to using learning styles in higher education (pp. 85-94). Westport, CT: Bergin & Garvey.

[7]. Cicco, G. (2009). Online versus in-class courses: Learning-style assessment as an advisement tool. International Journal on E-Learning, 8(2), 161-173.

[8]. Cobia, D.C., & Henderson, D.A. (2007). Developing an effective and accountable school counseling program (2nd ed.). Upper Saddle River, NJ: Pearson Education.

[9]. Corey, G., Corey, M.S., & Callanan, P. (2005). An approach to teaching ethics courses in human services and counseling. Counseling & Values, 49(3), 193-207.

[10]. Dahir, C.A. (2009). School counseling in the 21st century: Where lies the future? Journal of Counseling & Development, 87, 3-5.

[11]. Dunn, R., & Griggs, S.A. (Eds.). (2003). Synthesis of the Dunn and Dunn learning-style model research: Who, what, when, where, and so what? New York: St. John's University.

[12]. Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in Web-based instruction. Innovations in Education & Teaching International, 39(2), 153-162.

[13]. Kiley, M., & Wisker, G. (2009). Threshold concepts in research education and evidence of threshold crossing. Higher Education Research & Development, 28(4), 431- 441.

[14]. Orr, J.J., Hall, S.F., & Hulse-Killacky, D. (2008). A model for collaborative teaching teams in counselor education. Counselor Education & Supervision, 47(3), 146-163.

[15]. Reiner, C.M., & Arnold, K.E. (2010). Online course evaluation: Student and instructor perspectives and assessment potential. Assessment Update, 22(2), 8-10.

[16]. Trepal, H., Haberstroh, S., Duffey, T., & Evans, M. (2007). Considerations and strategies for teaching online counseling skills: Establishing relationships in cyberspace. Counselor Education & Supervision, 46(4), 266-279.

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Article

Installing An Ethics Pledge Within K-12 Academia: A Restoration Of Humanism

Gabrielle*

Ph.D. Candidate in Educational Leadership, Northcentral University

McBath ,G.(2012). Installing An Ethics Pledge Within K-12 Academia: A Restoration Of Humanism.i-manager’s Journal on School Education Technology, 7(4), 8-15. https://doi.org/10.26634/jsch.7.4.1829

Abstract

In May 2009, 33 Harvard M.B.A. Candidates proposed and published an ethics pledge entitled the M.B.A. Oath. It is a “voluntary student-led pledge that the goal of business managers is to 'serve the greater good.' It promises that Harvard M.B.A.[s] will act responsibly, ethically, and refrain from advancing their 'own narrow ambitions' at the expense of others” (Wayne, 2009, p.1). As of 2009, 450 of 900 graduates have signed with thousands of supportive fans on Twitter and Facebook. As of 2012, more than 6500 students support this Oath (M.B.A. Oath Website, 2012). In the wake of the Enron scandal, Wall Street disaster, and subsequent fiscal “Depression,” students should view teachers and administrators as ethical beings. Any K-12 or college setting has always been a “sheltered entity,” preparing students for the future but in a fashion that does not force them immediately into reality. This review of the literature will analyze the eight tenets of the M.B.A. Oath,while dividing them into three applicable areas: personal maintenance, accountability, and aiding student progression. The first two areas must be effectively monitored before progressing to the third: ultimately concluding that moral will and reason must align to the human connection (Johannesen, Valde, & Whedbee, 2008).

References

[1]. Archarya, S., Anderson, M., Anquetil, P., Averyt, D., Barcott, R., Barton, K. et al., (2009). The M.B.A. Oath: Responsible value creation. Retrieved from http://mbaoath.org

[2]. Covey, S. R. (2004/ 1989). 7 habits of highly effective people. New York, New York: Free Press.

[3]. Covey, S. R. (2004). 8th habit: From effectiveness to greatness. New York, New York: Free Press.

[4]. ERC: Ethics Resource Center (2009). Retrieved from www.ethics.org

[5]. Fitzgerald, J. (2009, June 5). Harvard biz (sic) grads give ethics pledge. Boston Herald.com. Retrieved from http://news.bostonherald.com/business.

[6]. Johannesen, R. L., Valde, K. S., & Whedbee, K. E. (2008). Ethics in human communication. Long Grove, Illinois: Waveland Press, Inc.

[7]. Lacaryo, R., & Ripley, A. (2002, December 30). Persons of the year. Time. Retrieved from www.Time.com.

[8]. Rosenberg, J. (2005, March 2). Ensuring responsible stewardship. College of the Humanities, Brigham Young University. Retrieved from http://education.byu.edu/epp/ moral_dimensions.html.

[9]. Selden, B. (2008, October 27). Who guards the guards? Management-Issues. Retrieved from http://www.management-issues.com/2008/10/27/opinion/ who-guards-the-guards.asp.

[10]. Soldati, P. (2007, March 8). Employee engagement: What exactly is it? Management-Issues. Retrieved from http://www.management-issues.com/2007/3/8/ opinion/employee-engagement-what-exactly-is-it.asp

[11]. Utah Valley University (2009). Center for the Study of Ethics. Retrieved from http://www.uvu.edu/ethics/

[12]. Wayne, L. (2009, May 30). A promise to be ethical in an era of immorality. The New York Times. Retrieved from www.nytimes.com.

[13]. When change goes wrong (2009). 360 Solutions, LLC. Retrieved from http://www.360solutions.com/documents/ Change%20White%20Paper.pdf

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Article

Designing Epistemologically Correct Science Narratives

Sachin Datt* , Ravi Poovaiah**

* Ph.D Student, Industrial Design Centre, Indian Institute of Technology, Bombay, India.

** Prof. Industrial Design Centre, Indian Institute of Technology, Bombay, India.

Datt ,S. and Poovaiah,R.(2012). Designing Epistemologically Correct Science Narratives.i-manager’s Journal on School Education Technology, 7(4), 16-26. https://doi.org/10.26634/jsch.7.4.1830

Abstract

In recent years use of narratives for teaching science at secondary school level has gained impetus. This paper deals with the problem of designing narratives for teaching scientific concept. The central issue of the problem of designing narratives for carrying scientific information is that science belongs to the domain of objective observation of facts and general principles while narratives belong to the world of humans and their aspirations which are subjective in nature. If a narrative of science is built purely on intuitive bases, without any structural foundation, the epistemic correctness of the narrative may be doubted. This paper presents what is known as the Epistemic Narrative Structure (ENS) which synthesis principles of Narrative structure with general structure of a scientific discovery event. It is proposed that if a narrative about teaching science is built on the epistemic narrative structure, then the problem of synthesizing subjective human context and objective nature of scientific reasoning can be resolved leading to design of epistemologically correct science narratives. In this paper, the Epistemic Narrative Structure is explained and how it can be used to design a science narrative with an example of writing a narrative on 'how electric battery came into being.The narrative structure is replicable and can be used by teachers to design their own epistemologically correct science narratives.

References

[1]. Allchin, D. (2000). How Not to Teach Historical Case Studies in Science. Journal of College Science Teaching 30:33-37.

[2]. Allchin, D. (2000). To Err is Science. Washington DC: AAAS,

[3]. Carnap, R. (1995). An Introduction to the Philosophy of Science. New York: Dover Publications, inc.

[4]. Deanna Kuhn, E. A. (1988). The Development of Scientific Thinking Skills. San Diego: Academic press Inc.

[5]. Dewey, J. (1910). How we think. Boston: D.C. Heath & Co. Publishers.

[6]. Dewey, J. (1955). Logic: The Theory of Inquiry. London: George Allen & Unwin Ltd.

[7]. Feyerabend, P. (1975). Outline of an anarchistic theory of knowledge. Retrieved from Marxists : http://www.marxists.org/reference/subject/philosophy/work s/ge/feyerabe.htm

[8]. Ivic, I. (1994). Lev S. Vygotsky. UNESCO: International Bureau of Education(vol. XXIV, no. 3/4), 471-485.

[9]. Kuhn, T. S. (1962). The structure of Scientific Revolutions. Chicago: University of Chicago Press.

[10]. Kuhn, T. S. (1977). The Essential Tension: Selected Studies in Scientific Tradition and Change. Chicago: The University of Chicago.

[11]. Leonard, D. C. (2002). Learning Theories, A to Z . westport: Greenwood publishing group.

[12]. Lucy Avraamidou, J. O. (2008). Science as Narrative: The story of the discovery of pencillin. Retrieved from The Panteneto Forum: www.pantaneto.co.uk, , July.

[13]. Pancaldi, G. (1990). Electricity and Life. Volta's Path to the Battery. Historical Studies in the Physical and Biological Sciences, Vol. 21, No. 1 (1990), pp. 123-160

[14]. Russell, B. (1973). The Problems of Philosophy. Oxford: Oxford University Press.

[15]. S.E.Smith. (2011, October 26). What is a Theory. Retrieved June 2011, from Wisegeek : http://www.wisegeek.com/what-is-a-theory.htm

[16]. Schank, R. (1990). Tell Me a Story. New York: Northwestern University Press.

[17]. Sosa, E. (1991). Knowledge in Perspective. Cambridge: Cambridge University Press.

[18]. Stinner, A. (1995). Contextual Setting, Verbal Argumentations, and science stories: Towards a more Humanistic Science. Science Education, 555-581.

[19]. Watts, I. (1833). The Improvement of The Mind. Boston: Jenk, Palmer & Co.

[20]. Worth, S. E. (2008, Fall). Storytelling and Narrative Knowing: An Examination of the Epistemic Benefits of Well- Told Stories. The Journal of Aesthetic Education, 42-56.

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Research Paper

An investigation into the secondary schools in – service teachers' selected Variables on interactive computer technology (ICT) competency

Adodo. S.O*

Science and Technical Education Department, Adekunle Ajasin University, Ondo State, Nigeria.

Adodo,S.O.(2012). An Investigation Into The Secondary Schools In – Service Teachers' Selected Variables On Interactive Computer Technology (ICT) Competency.i-manager’s Journal on School Education Technology, 7(4), 27-33. https://doi.org/10.26634/jsch.7.4.1831

Abstract

The use of computer technologies has come to stay, an individual, group of individual and society who is yet to recognize this fact is merely living. The introduction of Information and Communication Technology (ICT) into the education industry has caused transformation in instructional process. The study investigated the in-service teachers instinctive variables and their competency at using interactive computer technologies (ICTCS). 240 teachers' were selected as sample for the study. Two research instruments (self concept scale, Attitude to Interactive Computer Technology Scale (AICTS) and Computer Interactive skills Scale (CISS). Correlation matrix, t-test statistics, ANCOVA and multiple regression analysis was used to analyse the data collected. The finding revealed that the instinctive variables significantly predicted the independent variable. Also, teachers gender did not make any significant contribution to their (ICTS) Competency. While teachers age and year of service significantly contribute to their ICTS competencies. A significant difference exist between the teachers age, teachers' year of service and their competency in ICTS.

References

[1]. Albirin, a (2004) teachers' attitude toward information and communication technologies. The case of Syrian EFL teachers. Computer & Education, Vol. 47 (4) 378.

[2]. Bakar, A & Mohammed, S (2008). Teaching using information Technology do trainee teachers have the competence? International Journal of Education and Development using ICT4. (1) from http://ijedict.dec.uni.edu/viewarticle.php?.d=374&layout =html.

[3]. Baylor, A & Ritche, D (2002) “which factor facilitate teacher skill, teacher morale, and perceive student learning in technology using classroom?”. Computer & Education, Vol. 39 (1) 395-414.

[4]. Beeland, W.R (2002). “Student Engagement, Visual Learning And Technology: can interactive whiteboards help?

[5]. Deniz, L. (2007). “ Prospective Class Teacher Computer Experience and Computer Attitude, International Journal of social science. Vol. 2 (116-122).

[6]. Forgarty Robin (1990). Designs for cooperative interaction RV/Skulight Publishing Inc. 2000 East Wood Street. Mehloft, C.E 2001 “knowledge, commitment and attitude of Home Economics Faculty towards computer” Home Economics Research Journal, Vol. 7 (4) 300-308

[7]. Iji, C.O (2007). Information and Communication Technology (ICT): A necessity for teachers and teacher education in Nigeria, Vol. 4 (26-34).

[8]. Jegede, P.O & Owolabi, J (2005). Effects of professional status, subject discipline and computer access on computer attitudes among teacher education in Nigerian colleges of education “Information Technology Journal. Vol.4 (2) 158-162.

[9]. Jung, I. (2001). Singapore's approach to preparing how teachers use technology in the classroom. Jurong: SUNY Press.

[10]. McLeod, D B (1972). The effectiveness of an in-service programmer for implementing an activity approach for learning Mathematics in the Elementary School. Doctoral dissertation. The Wisconsin Research and Development centre for cognitive learning, University of Wisconsin Nov.1972.

[11]. Namlu, A & Ceylan, E. (2002). “Computer Anxiety: a Study on University Students”. Eskisehir Anadolu University Publishing

[12]. Okebukola, P. (2006). The role of information and communication technology (ICTs) in teachers education. Benue State University Journal of Education, Vol. 7 (1-8).

[13]. Paul M.U (2007). The Nigeria Professional teachers in an electronics generation. Nigeria Journal of Professional teachers Vol. 4 (84-98).

[14]. Rekabdarkolaei, S.M & Amuei, F. (2008). “Evaluation of ICT literacy differences in trainee student teachers from the view of sexuality” Campus-wide Information System. Vol.25 (3), 176-188.

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Research Paper

Dynamic Educational Collaboration Between University And High School Faculty Promoting Partnership In Teaching And Learning In The 21st Century

James Edward Osler II* , Prince Bull, Deborah Eaton*

*_*** North Carolina University.

Osler, J. E., II., Bull,P.H. and Eaton,D.(2012). Dynamic Educational Collaboration Between University And High School Faculty Promoting Partnership In Teaching And Learning In The 21st Century.i-manager’s Journal on School Education Technology, 7(4), 34-48. https://doi.org/10.26634/jsch.7.4.1832

Abstract

A dynamic partnership has been developed and cultivated between the North Carolina Central University (NCCU) and Durham Public Schools (DPS) called “The Learning Laboratory Initiative Partnership”. The faculties involved in the partnership are from North Carolina Central University and Durham Public Schools Hillside New Tech High School. The overall purpose of the collaborative partnership between NCCU and Hillside New Tech High is to have a positive impact on 9—12 students' performance in science, mathematics, engineering, and technology (the STEM areas) by using current and emerging technologies, Instructional Design, the TPACK integration model, and a content faculty mentoring system. The partnership focuses on an intensive program of professional development and content mentoring of 9—12 teachers at Hillside New Tech. This project is divided into two phases based on the fiscal calendar. This research paper provides an overview of the project as a best practice model of technology integration and university—school partnership. It discusses the components of the project and provides a demonstration of professional development activities and teacher products as a result of the training provided by NCCU faculty for Hillside NT teachers.

References

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[3]. Bandura, A. (1977). Self–efficacy: Toward a unifying theory of behavior change. Psychology Review, 84, 191–215.

[4]. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice–Hall.

[5]. Bandura, A. (1997). Self–efficacy: The exercise of control. New York: W. H. Freeman and Co.

[6]. Bobis, J., Sweller, J. & Cooper, J. (1993). Cognitive load effects in a primary–school geometry task. Learning and Instruction, 3, 1–21.

[7]. Brown, C. (2007). Learning through multimedia construction–A complex strategy. Journal of Educational Multimedia and Hypermedia, 16 (2), 93–124. Chesapeake, VA: AACE. Retrieved September 9, 2009, from http://www.editlib.org/p/21118.

[8]. Bruner, J., (1993). The relevance of education. New York, NY: W.W. Norton and Company.

[9]. Brush, T. & Saye, J (2009). Strategies for preparing preservice social studies teachers to effectively integrate technology: Models and practices. Contemporary Issues in Technology and Teacher Education, 9(1), 46–59. AACE Retrieved April 13, 2010 from http://www.editlib.org/p/28300.

[10]. Bull, P. (2009). Cognitive constructivist theory of multimedia design: A theoretical analysis of instructional design for multimedia learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp.735–740). Chesapeake, VA: AACE. Retrieved September 9, 2010,from http://www.editlib.org/p/31581.

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[12]. Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK–based technology integration assessment rubric. In C.D. Maddux (Ed.), Research Highlights in Technology and Teacher Education 2010. Chesapeake, VA:AACE. Society for Information Technology & Teacher Education (SITE).

[13]. Harris, J.B. (2005). Is it worth it? Deciding if technology is worth the time, effort, and money. Interactive Educator, 1 (2), 34–37.

[14]. Howard, T., Kanai, T. & Mazintas, T. (2009). The constructivist classroom: Venue for social change. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp.1716–1719). Chesapeake, VA: AACE. Retrieved September 9, 2009, from http://www.editlib.org/p/31709. Retrieved April 14, 2010. http://www.iste.org

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Case Study

Reviewing Web Searching In The 21st Century Education

Faezeh Seyedarabi*

Lecturer Researcher, Fellow of the Higher Education Academy

Seyedarabi,F.(2012). Reviewing Web Searching In The 21st Century Education.i-manager’s Journal on School Education Technology, 7(4), 49-61. https://doi.org/10.26634/jsch.7.4.1834

Abstract

In this paper, the government's initiatives and policies for improving schools in the UK are highlighted to be the main drive for the Internet use of teachers and online resources in their classroom teaching. The aim of this review is to outline Web searching as an important part of education and society in the 21st century. Hence, in order to learn more about the Web searching needs and preferences of teachers and in particular those in the UK, researchers are recommended to explore future research questions in the area of teachers' information needs and search behaviours. This should enable researchers to better understand the barriers associated with the integration of ICT tools like the Internet in classroom teaching as well as the technological needs of teachers in the 21st century.

References

[1]. Abrams, K. von. (2008). UK Internet: Users and Usage. eMarketer. Retrieved from http://www.emarketer.com/ Reports/All/Emarketer_2000401.aspx?src=report_head_inf o_sitesearch

[2]. Alexander, B. (2006). A New Wave of Innovation for Teaching and Learning? Educause.

[3]. Allen, F. (2006). Has Knowledge changed forevere? Conneted: Learning and Teaching Scotland. Glasgow.

[4]. Anderson, J. Q., & Lee Rainie. (2010). The Future of the Internet. Pew Internet & American Life Project. Retrieved from http://pewinternet.org/~/media//Files/Reports/ 2010/Future of internet 2010 - AAAS paper.pdf

[5]. Baker, M. (1997). The National Grid for Learning Consultation Paper: A Personal Response. From http://atschool.eduweb.co.uk/mbaker/material/natgrid.ht ml

[6]. Bates, P. J. (1998). What is the National Grid for Learning? Learning in a Global Information Society. Retrieved from http://www.pjb.co.uk/14-15/NGfL1.htm

[7]. Becta. (2007). Harnessing Technology Review 2007: Progress and impact of technology in education. Retrieved from http://publications.becta.org.uk/ display.cfm? resId=33979

[8]. Becta. (2008). Becta leading next generation learning: TechNews. Retrieved from http://www.becta.org.uk/ technews

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* Ph.D Student, Industrial Design Centre, Indian Institute of Technology, Bombay, India.

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