i-manager Publications

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

Current Issue Vol. 20 Issue 2

Gender Differences in Professional and Digital Competencies among Secondary School Teachers in Jammu and Kashmir: A Descriptive and Correlational Analysis
Technology and Identity Enactment among Muslim Immigrant Families
Education for All: Addressing the Digital Divide and Socioeconomic Disparities in Modern Schools
Overcoming Misconceptions on 'Gravity and Force' of Ninth Standard Students
A Study to Assess the Effectiveness of Behavior Change Techniques on Screen Time Duration among Preschoolers and Parent Satisfaction Levels at a Selected School in Kanniyakumari District, Tamil Nadu

Most Cited

Volume 8 Issue 1 June - August 2012

Article

Reinforcing In-Service Teachers Education via ICT

Gisli Thorsteinsson*

Associate Professor, Department of Design and Craft, School of Education, University of Iceland.

Thorsteinsson,G. (2012). Reinforcing In-Service Teachers Education Via ICT.i-manager’s Journal on School Education Technology, 8(1), 1-5. https://doi.org/10.26634/jsch.8.1.1912

Abstract

Earlier educational models have not managed to take into account novel contextual and mobile methods of learning with the advances in technology-mediated learning. The article firstly reports an educational approach, namely, future innovative in-service teacher education in Europe (ICE-ED). This project was supported by the European Union Comenius fund and coordinated by the University of Iceland. The ICE-ED project is focused on educational use of information and communication technologies (ICTs), particularly with the improvement and dissemination of latest pedagogical strategies for open and distance learning through in-service teacher education (ICE-ED) in schools across Europe (The ICE-ED website 2012). The project employs the on-line managed learning environment platform BSCW as a Computer Supportive Communication Learning instrument to make possible the participants collaboration. It is a nonstop meeting setting for them, a steady support to their work and at the same time an online library of the entire project educational material on which all the activities take place.

References

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[2]. Bricken, M. (1991). Virtual Reality Learning Environments: Potentials and Challenges. Human Interface Technology Laboratory, University of Washington, Seattle, WA. http://www.hitl.washington.edu/publications/.

[3]. Bricken, W. (1990). Learning in Virtual Reality. Human Interface Technology Laboratory, University of Washington.

[4]. Carmichael, P. and Honour L. (2000). Open Source as appropriate technology for global education. International Journal of Educational Development 22, pp. 47–53.

[5]. Carr, W. Kemmis, S. (1989). Becoming Critical. Education, Knowledge and Action Research. Philadelphia: Falmer Press.

[6]. Crook, C. (1994). Computers and the Collaborative Experience of Learning. London: Routledge.

[7]. Ellis, C.A., S.J., Gibbs, and G.L., Rein (1991). Groupware : Some issues and experiences. Communications of the ACM, Vol. 34, No. 1, January 1991, pp. 38-58.

[8]. V.G., Fernández, Garcia, A. Gorghiu, G., Gorghiu, L. (2005). BSCW As a Support System for Distance Teacher Training, in: Recent Research Developments in Learning Technologies, Proceedings of the Third International Conference on Multimedia & ICT's in Education, Vol. 2, pp. 696–701.

[9]. Lehtonen, M. (2005). Simulations as mental tools for network-based group learning. In P. Nicholson, B. J. Thompson, M. Ruohonen & J. Multisilta (Eds.), E-Training Practices for Professional Organisations. IFIP TC3 / WG3.3 Fifth working conference on eTrain practices for professional organizations (eTrain 2003) Open Working Conference, 7-11 July, 2003 in Pori, Finland. Boston / Dordrecht / London: Kluwer Academic Publishers, pp. 11–18.

[10]. Lehtonen, M., Thorsteinsson, G., Page, T. and Ruokamo, H. (2004). A Virtual Learning Environment for the Support of Teaching, Studying and Learning in Technology Education (Winner of best paper prize), Proceedings of Fourth IASTED International Conference on Web-based Education. Dr Vladimir Uskov (Ed), ACTA Press, WBE 2005 ,Grindelwald, Switzerland, February 2004, pp 109-118, ISBN: 0-88968-480-2.

[11]. Page, T., and Thorsteinsson, G. (2003). The Application of Internet-based Tutorials and a Managed Learing Environment in Support of the Teaching and Learning of CAD/CAM'', Technology Education and Educational Technology E-Training Practices Proceedings of TEKA/FATE Symposium.

[12]. Lehtonen, M., Kannanoja, T., and Thorsteinsson, G. (eds), (2003). Finnish Association for Research in Technology Education, University of Lapland, Centre for Media Pedagogy, TEKA/FATE Symposium 2003, Helsinki & Lahti, Finland, p 28, ISSN 1459 6873 .

[13]. The ICE-ED website 2012. Accessed via WWW (3. May, 2012): via http://ICE-ED.info.

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Article

India Needs International Standards in Accreditation Problems in Adoption and Implementation

Naik B.M*

Retired Principal, SGGS Engineering College Nanded, Board Member of Government College of Engineering, Aurangabad.

Naik,B.M.(2012). India Needs International Standards In Accreditation Problems In Adoption And Implementation.i-manager’s Journal on School Education Technology, 8(1), 6-15. https://doi.org/10.26634/jsch.8.1.1913

Abstract

The paper outlines in brief, need and importance of introducing global quality standards in accreditation, prescribed by the international agreement “Washington Accord”. This agreement is initially provisional and after scrutiny, if found fit, it is upgraded to Signatory status. It is this status which empowers students of engineering, to become internationally mobile to harness job opportunities in world market. It facilitates mutual recognition of professional qualifications and reduces barriers between nations for mobility of engineering personnel for employment, career advancement and pursuing higher education. However, there are problems in adoption and implementation. The problems are in respect of scope of the institutions which ought to include now more of research & development. Research needs to be increased with a view to enlarge student’s innovation capacity and imagination to global level. The paper attempts to identify the problems and evolve possible solutions. India, to be able to fulfil its declared dream of becoming a developed nation by 2020, needs not simple professionals, but movers & shakers, technology pioneers and industry leaders of world class standard, which can come only by becoming member of the international agreement.

References

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[3]. B .M. Naik, (2004). Needed Innovation & Entrepreneurship in higher education institutes, published in the Journal of Technical Education, January- March 2004, Vol 27 No 1 pp 27-32.

[4]. B.M. Naik, (2010). Book, ”Higher & Technical education- Book of Knowledge” 2010, Gyan Publication, New Delhi.

[5]. Dinesh Kumar Gautam (2012). “Accreditation of Engineers for Effective Implementation of Washington Accord”, Souvenir, WOSA-2012, New Delhi.

[6]. Economic Times, Editorial, 2.1.2005.

[7]. Fang Zaho, (2004). Academic Entrepreneurship, Case Study of Australian Universities, published in International Journal of Entrepreneurship and Innovation, pp01-97 IP Publishing Ltd, Vol 5 Number 2.

[8]. Ganesh Hegde, (2006). “Blending of Internal Quality Assurance with External for Quality Enhancement” University News, Vol 49, No 44, November.

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[12]. Paliwal D.K, WOSA-12, Excellence in Education, Students Mobility and Opportunities for Accreditation Agencies.[Background paper].

[13]. Rhodes H.T, (2003). Role of American university- the creation of the future, published by Cornell University press.

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Research Paper

Predictive Validity of Pre-University Examinations Test Scores For University Science Undergraduates’ Academic Achievement in South West, Nigeria

Gbore,Lawrence Olu*

Department of Guidance and Counseling, Adekunle Ajasin University, Akungba, Akoko, Ondo State, Nigeria.

Gbore, L.O.(2012). Predictive Validity Of Pre-University Examinations Test Scores For University Science Undergraduates' Academic Achievement In South West, Nigeria.i-manager’s Journal on School Education Technology, 8(1), 16-23. https://doi.org/10.26634/jsch.8.1.1914

Abstract

This study examined the predictive validity of pre-university examinations test scores (university matriculation examination (UME), Post-UME and pre-degree) for undergraduate academic achievement. The study is planned along the lines of correlational and ex-post-facto research design. A sample of four hundred university science based undergraduates admitted 2006/2007 session which was made up of 100students selected from each of the four purposively selected universities from south west Nigeria using stratified sampling technique. An inventory titled “mode of entry characteristics and academic achievement proforma” was used to collect data from records. T he data were subjected to Pearson Product Moment Correlation and multiple regression (Backward solution) analysis. Result reveled that as much as 17.1% of the variations in CGPA is explained by the linear combination of three predictor variables, while pre-degree scores indicated significant contribution to the prediction, UME showed negative contribution to the prediction. The result also showed that significant relationship exists between the independent variables (Pre degree, Post UME scores) and CGPA while there was low relationship between UME and CGPA. Based on the findings of the study, there is need to further strengthen and uphold the pre-degree programme and post-UME tests for continuous utilization as means of recruiting viable candidates for university admission purpose.

References

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[15]. Gbore, L.O. (2006). Cognitive entry characteristics, study habits and self-concept as predictors of academic performance of university undergraduates in South West Nigeria. An unpublished Ph.D Thesis, University of Ado-Ekiti, Ado-Ekiti.

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[21]. Obima, G. and Salau, M. (2007). Predictive validity of public examinations: A case study of Nigeria. A paper presented at the 23rd Annual Conference of International Association for Education held in Baku, Azerbijan, September 16-21.

[22]. Ogunmakin, A.O. (2001). The effects for study habits and need achievement on achievement in mathematics. Educational thought 1(2) 167-175.

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[24]. Okwilagwe, E.A. (2001). A causal model of undergraduate students' academic achievement. Evaluation Research. A Journal of International Centre fore Educational Evaluation and Nigerian Association of Programme Evaluators 1 (1) 1-13.

[25]. Okoye, R.O. (2010). Relationship between students' UME and Post-UME screening test scores: A study of Nnamidi Azikwe University, Awka Nigeria. International Journal of Educational Leadership 3(3) 282-289.

[26]. Oluwatayo, J.A. (2003). Mode of entry and performance of undergraduates in science courses in Nigeria universities. An unpublished Ph.D Thesis. University of Ado-Ekiti, Ado-Ekiti.

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Research Paper

Conceptualizing alternative ways of curricular teaching through technology

Kumar Laxman*

University of Auckland, School of Curriculum, Pedagogy and Development, New Zealand.

Laxman ,K.(2012). Conceptualizing Alternative Ways Of Curricular Teaching Through Technology.i-manager’s Journal on School Education Technology, 8(1), 24-34. https://doi.org/10.26634/jsch.8.1.1915

Abstract

Traditional methods of teaching algebra encourage students to identify algebraic notations and perform procedural computations without comprehending the underlying relationships between the different modes of algebraic representations involving graph, expression and tables. Such approaches might enable students to ace in standardized Mathematics examinations but they do not acquire robust conceptual understandings of algebraic principles and concepts. This has resulted in growing calls for reforms in traditional ways of algebra instructions to re-conceptualise and invigorate the learning of algebra content in schools. In this paper, an instructional intervention that implemented a function-based generative activity design approach supported by the capabilities of next-generation classroom networks as an alternative to traditional algebra pedagogy is described. The findings of the study examine the pedagogical efficacy and impact of this intervention on students’ algebra learning performance.

References

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[7]. Burrill, G. (1995, May 95). Algebra in the K-12 curriculum. Paper presented at the Algebra Initiative Colloquium, Washington D.C.

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Research Paper

Perception towards Mobile Learning Activities among Post Graduate Students

K. Thiyagu*

Assistant Professor, Dr. Sivanthi Aditanar College of Education, Tiruchendur, India.

Thiyagu ,K.(2012). Perception Towards Mobile Learning Activities Among Post Graduate Students.i-manager’s Journal on School Education Technology, 8(1), 35-40. https://doi.org/10.26634/jsch.8.1.1916

Abstract

M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime anywhere. m-learning is learning that is not constrained to a physical space or specific time and learning that is supported by communication with embedded computing elements in the environment on every move of the learner (Thiyagu, K, 2009). The main aim of the study is to assess the perception towards mobile learning activities among post graduate students in Viruudhunagar district. Survey method is employed for this study. The investigator has chosen 230 post graduate students as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their course in terms (b) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their Father’s Educational Qualifications and father’s occupation.

References

[1]. Aggarwal, Y.R., (1986). “Statistical Methods”, Sterling Publications Pvt. Ltd., New Delhi.

[2]. Bassoppo-Moyo, Temba C (2006). “Evaluating e- Learning: A Front-end, Process and Post Hoc Approach', International Journal of Instructional Media, Vol.33, No.1, pp.7.

[3]. Best, J.W., (1983). Research in Education”, Fourth Edition, Prentice Hall of India, New Delhi.

[4]. Keegan and Desmond. (2002). “The Future of Learning: From e-Learning to m-Learning”, Information Analyses; Opinion Papers.

[5]. Lam, Paul, Mc Naught and Carmel (2007). "Management of an e-Learning Evaluation Project: The e- Learning Model”, Journal of Interactive Learning Research, Vol.18, n3 p365-380.

[6]. Littlejohn, Allison., et al. (2009). “Characterising Effective e-Learning Resources”, Computers & Education, Vol.50, No.3, pp.757-771

[7]. Morice, Jenny (2002). “Lights and Wires: Effective e- Learning”, Reports - Evaluative; Speeches/Meeting Papers.

[8]. Peak, Berge, and Zane, L (2006). “Evaluation and e- Learning”, Online Submission, Turkish Online Journal of Distance Education-TOJDE, Vol.7, No.1, pp.124-131.

[9]. Rachna Rathore (2009). “Effective teaching through elearning”, Edutracks. Aug.2007. Vol-6, No-12, p.8

[10]. Sanjaya Mishra and Rames C.Sharma (2005). “Development of e-learning in India”, University News, Vol. 43, No.11, p.9.

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[12]. Thiyagu, K (2009). “M-learning is the future learning”, Edutracks, Vol.8, No.6. pp1-3.

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

Current Issue Vol. 20 Issue 2

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Volume 8 Issue 1 June - August 2012

Reinforcing In-Service Teachers Education via ICT

Gisli Thorsteinsson*

Associate Professor, Department of Design and Craft, School of Education, University of Iceland.

Thorsteinsson,G. (2012). Reinforcing In-Service Teachers Education Via ICT.i-manager’s Journal on School Education Technology, 8(1), 1-5. https://doi.org/10.26634/jsch.8.1.1912

Abstract

References

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India Needs International Standards in Accreditation Problems in Adoption and Implementation

Naik B.M*

Retired Principal, SGGS Engineering College Nanded, Board Member of Government College of Engineering, Aurangabad.

Naik,B.M.(2012). India Needs International Standards In Accreditation Problems In Adoption And Implementation.i-manager’s Journal on School Education Technology, 8(1), 6-15. https://doi.org/10.26634/jsch.8.1.1913

Abstract

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Predictive Validity of Pre-University Examinations Test Scores For University Science Undergraduates’ Academic Achievement in South West, Nigeria

Gbore,Lawrence Olu*

Department of Guidance and Counseling, Adekunle Ajasin University, Akungba, Akoko, Ondo State, Nigeria.

Gbore, L.O.(2012). Predictive Validity Of Pre-University Examinations Test Scores For University Science Undergraduates' Academic Achievement In South West, Nigeria.i-manager’s Journal on School Education Technology, 8(1), 16-23. https://doi.org/10.26634/jsch.8.1.1914

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Conceptualizing alternative ways of curricular teaching through technology

Kumar Laxman*

University of Auckland, School of Curriculum, Pedagogy and Development, New Zealand.

Laxman ,K.(2012). Conceptualizing Alternative Ways Of Curricular Teaching Through Technology.i-manager’s Journal on School Education Technology, 8(1), 24-34. https://doi.org/10.26634/jsch.8.1.1915

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Perception towards Mobile Learning Activities among Post Graduate Students

K. Thiyagu*

Assistant Professor, Dr. Sivanthi Aditanar College of Education, Tiruchendur, India.

Thiyagu ,K.(2012). Perception Towards Mobile Learning Activities Among Post Graduate Students.i-manager’s Journal on School Education Technology, 8(1), 35-40. https://doi.org/10.26634/jsch.8.1.1916

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