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

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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 8 Issue 4 March - May 2013

Article

Bringing ICT to Teach Science Education for StudentsWith Learning Difficulties

H.G. Jeya Harish* , R.Krishna Kumar, B. William Dharma Raja*

* Ph.D Scholar & Principal, Coimbatore Public School, Coimbatore.

Professor of Education, Annamalai University, Chidambaram.

* Assistant Professor of Education, Manonmaniam Sundaranar University, Tirunelveli.

Harish,H. G.J., Kumar,R.K and Raja,B.W.D.(2013). Bringing ICT To Teach Science Education For Students With Learning Difficulties.i-manager’s Journal on School Education Technology, 8(4), 1-5. https://doi.org/10.26634/jsch.8.4.2245

Abstract

The purpose of the following study was to examine the impact of Information and Communication Technology (ICT) in Science classrooms of students with Learning Disabilities. Teachers were positive about the learning benefits and design of the Science curriculum. Students were more critical but still positive about these features. Learning Science has both Cognitive and affective implications for students with LD.From a constructivist perspective, the process of learning is viewed as an active construction of knowledge rather than a passive reception of information.ICT provides cognitively engaging and motivating instructional tools for individualizing the mode of delivery , developing special tutors, using metaphors as instructions, Cross curricular Connections in science, reducing the cognitive load on working memory and motivating the students to stay on the same task.

References

[1]. Holahan, G., McFarland, J., & Piccillo, B. A. (1994). Elementary school science for students with disabilities. Remedial and Special Education, 15(2), 86-93.

[2]. Mercer, C.D.(1997). Students with learning disabilities. Upper Saddle River, NJ; Merrill/ Prentice Hall.

[3]. Goldman, S., Pellegrino, J., and Mertz, D. (1988). Extended practice of basic addition facts: Strategy changes in learning-disabled students. Cognition and Instruction, 5(3), 223-265.

[4]. Lawson, A. E. (1994). Research on the acquisition of science knowledge: Epistemiological foundations of cognition. In Gabel, D. (ed), Handbook of research on science teaching and learning. Macmillan Publishing Company, 131-176. New York.

[5]. Aldridge, B. (1992). Project on scope, sequence, and coordination: A new synthesis for improving science education. Journal of Science Education and Technology, 1(1), 13-21.

[6]. Simpson, R. D., Koballa, Jr., T. R., Oliver, J. S., & Crawley, IIL, F. E. (1994). Research on the affective dimension of science learning. In Gabel, D. (ed), Handbook of research on science teaching and learning. Macmillan Publishing Company, 211-234. New York.

[7]. Hofmeister, A. M. & Lubke, M. M. (1988). Expert system: Implications for the diagnosis and treatment of learning disabilities. Learning Disabilities Quarterly, 11, 287-291.

[8]. CTGV. (1990). Anchored instruction and its relationship to situated Cognition, Educational Researcher (1916) , 2- 10.

[9]. Whitehead, A. N. (1929). The aims of education. New York: Macmillan Publishing Company.

[10]. Hofmeister, Engelmann & Carnine, (1989). Computer technology, Science Education and students with Learning disabilities.

[11]. Bos, C. S. & Vaughn, S. (1994). Strategies for teaching students with learning and behavioral problems (3rd ed). Allyn and Bacon. Boston, Massachusetts.

[12]. Fortner, R. W. (1990). How to combine language arts and science in the classroom. Science Activities, 27(4), 34- 37.

[13]. Cuffaro, H. K. (1984). Microcomputer in education: Why is earlier better? Teacher College Record, 85(65), 559- 568.

[14]. Champagne, A. B. & Klpofer , L. E. (1984). Research in Science education: Cognitive psychology perspective. In D. Holdzkom and P. B. Lutz (Eds), Research within reach: Science education. National Science Teacher Association. Washington, DC.

[15]. Mayer & chandler (2001), Experiment 2.

[16]. Staver, J. R. (1986). The effects of problem format, number of independent variables, and their interaction on student performance on a control of variables reasoning problem. Journal of Research in Science Teaching, 23(6), 533-542.

[17]. Kumar, D. D., White, A. L., & Helgeson, S. L. (1994a). A study of the effect of HyperCard and pen-paper performance assessment methods on expert-novice chemistry problem solving. Journal of Science Education and Technology, 3(3), 187-200.

[18]. Jackson, B (1988). A comparison between computerbased and traditional assessment tests, and their effects on pupil learning and scoring. School Science Review, 96(249), 809-815.

[19]. Songer, N. B. (1989). Technological tools for scientific thinking and discovery. Reading, Writing, and Learning Disabilities, 5, 23-41.

[20]. Goldenberg, E, Russell, S., & Carter, C. (1984). Computers, education and special needs. Addison- Wesley. Reading, MA.

[21]. Egelston-Dodd, J. (1995). Proceedings. Working Conference on science for persons with disabilities. University of Northern lowa. Cedar Falls, lowa.

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Research Paper

Determining the Outcomes of an Innovative Solution for At Risk Students: Using the Tri–Squared Test as Advanced Statistical Analysis to Verify the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement

James Edward Osler II* , Carl Waden**

* North Carolina Central University, Carl Waden, Southeastern Baptist Theological Seminary.

** Assistant Principal, Eastern Alamance High School, Mebane.

Osler,J. E., Waden.C.(2013Determining The Outcomes Of An Innovative Solution For At Risk Students: Using The Tri–Squared Test As Advanced Statistical Analysis To Verify The Impact Of Ninth Grade Freshman Academies, Centers, And Center Models Upon Minority Student Retention And Achievement.i-manager’s Journal on School Education Technology, 8(4), 6-15. https://doi.org/10.26634/jsch.8.4.2246

Abstract

This paper discusses the implementation of the Tri–Squared Test as one of many advanced statistical measures used to verify and validate the outcomes of an initial study on academic professional’s perspectives on the use, success, and viability of 9^th Grade Freshman Academies, Centers, and Center Models. The initial research investigation published in iManager’s Journal on School Educational Technology determined that academician’s view these types of academic programs as positive solutions that aid in the retention and projected completion of High School minority “At–Risk” students. This advanced approach to data analysis is a transformative mixed methods research design that involves the in–depth comparison of the initial research qualitative and quantitative outcomes and establishes the validity and reliability of the researcher’s instrument.

References

[1]. Balfanz, R. & Legters, N. (2004). Locating the dropout crisis: Which high schools produce the nation's dropouts? Baltimore: John Hopkins University Center for the Social Organization of Schools.

[2]. Darling, N. & Friedlaender D. (2004). Creating Excellent and Equitable Schools. Educational Leadership, (5) 14–21.

[3]. Dedmond, R. M. (2008). Launch students into their decade of transition. Techniques: Connecting Education and Careers, 83(4), 14–19. Retrieved June 22, 2010 from ERIC, Article No. EJ, 790422.

[4]. Donegan, Billie. (2008). The Linchpin Year. Educational Leadership 65 (8): 54–56.

[5]. Learner: Fixing High Schools, Educational Leadership, 62 (7): 88–89. Gough–Perkins, Deborah. (2005). The Adolescent

[6]. NCDPI [North Carolina Department of Public Instruction] (2011) Websites: http://newschoolsproject.org/page.php?p=2.5 http://www.dpi.state.nc.us http://www.ascd.org/publications/newsletters/infobrief/wint er07/num48/toc.aspx athttp://www.ncpublicschools.org/research/dropout/reports

[7]. Osler, J. E. (2012). Trichotomy–Squared – A novel mixed methods test and research procedure designed to analyze, transform, and compare qualitative and quantitative data for education scientists who are administrators, practitioners, teachers, and technologists. July – September, i-manager's (International) Journal on Mathematics. Vol. 1, No 3.

[8]. Osler, J. E. & Waden, C. (2012). Using innovative technical solutions as an intervention for at risk students: A meta–cognitive statistical analysis to determine the impact of ninth grade freshman academies, centers, and center models upon minority student retention and achievement. September – November i-manager's (International) Journal on School Educational Technology. Vol. 7, No 3.

[9]. Quint, Janet. (2008). Lessons From Leading Models. Educational Leadership, 65 (8): 64–68.

[10]. Quint, J (2008). Reshaping High Schools: Lessons from Leading Models. Educational Leadership, 65(8), 64–68.

[11]. Snell, J. C. & Marsh M. (2003). Meta–cognitive analysis: an alternative to literature reviews and meta–analysis for the sciences and the arts, Education, Vol. 124. Winter, 2003.

[12]. Waden, Carl (2011). “The Impact of Freshman Academies Upon Ninth Grade Minority Student Achievement”. Southeastern Baptist Theological Seminary, Wake Forest, NC.

[13]. Wise, Bob. (2008). High Schools at the Tipping Point. Educational Leadership, 65 (8): 8–13.

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Research Paper

Using an Augmentative and Alternative Communication Device to Teach a Preschooler with Developmental Delays to Request Assistance and Seek Attention

Nicole Talkington* , T. F. McLaughlin, K. Mark Derby*, Alison Clark****

* Teaches Preschool in the Ritzville Public Schools.

-* Ph. D., Professor, Department of Special Education, Gonzaga University, Spokane.

**** Assist teacher for West Valley Public Schools.

Talkington,N.T.F., Mclaughlin, K. , Derby,M and Clark,A. (2013). Using An Augmentative And Alternative Communication Device To Teach A Preschooler With Developmental Delays To Request Assistance And Seek Attention.i-manager’s Journal on School Education Technology, 8(4), 16-21. https://doi.org/10.26634/jsch.8.4.2247

Abstract

The purpose of this study was to evaluate the effectiveness of augmentative communication (AAC), specifically a Flip ‘n Talk device, with a preschool student with developmental delays. Also, during data collection he was also being evaluated to determine if he had autism (ASD). The ability to functionally requesting assistance and to functionally request the attention of individuals such as teachers, instructional assistants, and later peers was the focus of this study. A multiple baseline design was employed to evaluate the use of AAC across asking assistance or seeking attention. . The results of this study suggested that AAC was an effective way to teach functional communication to our participant.

References

[1]. Armstrong, B., McLaughlin, T. F., Clark, A., & Neyman, J. (2012). A case report: using augmentative and alternative communication to teach a preschool student with autism to respond and request appropriately. International Journal of Brain and Cognitive Sciences, 1(4), 26-29. Retrieved from: http://www.sapub.org/journal/amsandscope.aspx?journalid=1025

[2]. Barlow, D. H., Nock, M., & Hersen, M. (2008). Single case research designs: Strategies for studying behavior change (3rd ed.). New York, NY: Allyn and Bacon.

[3]. Boardmaker® (n.d.). Pittsburg, PA: DynaVox Mayer- Johnson.

[4]. Cook, R. E., Klein, D. M., & Tessier, A. (2008). Autism: Adapting early childhood curricula for children with special needs. Upper Saddle River, NJ: Pearson Education, Inc.

[5]. Dundon, M., McLaughlin, T. F., Neyman, J., & Clark, A. (in press). The effects of a model, lead, and test procedure to teach correct requesting using two apps on an ipad with a 5-year-old student with autism spectrum disorder. Educational Research International, 2(4). Retrieved from: http://www.erint.savap.org.pk/nextissue.html.

[6]. Flip n' Talk (n.d.) Pittsburg, PA: DynaVox Mayer-Johnson.

[7]. W. D., Cynthia, A. L., & Vittemberga, G. L. (2001). A demonstration of the effects of augmentative communication on the extreme aggressive behavior of a child with autism within an integrated preschool setting. Journal of Positive Behavior Intervention, 3, 194-198.

[8]. Ganz, J. B., & Simpson, R. L. (2004). Effects on communicative requesting and speech development of the picture exchange communication in children with characteristics of autism. Journal of Autism and Devlopmental Disorders, 34, 395-409.

[9]. Single case research designs: Methods for clinical and applied settings (2nd ed.) New York, NY: Oxford University Press.

[10]. McLaughlin, T. F. (1983). An examination and evaluation of single subject designs used in behavior analysis research in school settings. Educational Research Quarterly, 7, 35-42.

[11]. McLaughlin, T. F., Williams, B. F., Williams, R. L., Peck, S. M., Derby, K. M., Bjordahl, J. M., & Weber, K. P. (1999). Behavioral training for teachers in special education: The Gonzaga University program. Behavioral Interventions, 14, 83-134

[12]. Mirenda, P. (2009). Introduction to AAC for individuals with autism spectrum disorders. In P. Mirenda & T. Iacono (Eds.), Autism spectrum disorders and AAC (pp. 3-22). Baltimore: Paul H. Brookes.

[13]. Prizant, B. M., & Wetherby, A. M. (2005). Critical considerations in enhancing communication abilities for persons with autism spectrum disorders. In F. Volkmar, A. Klin, & R. Paul (Eds.), Handbook of autism and pervasive developmental disorders (3rd. ed.). Baltimore, MD: Paul H. Brookes.

[14]. Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A, C., & Rydell, P. J. (2006). THE SCERTS Model: Volume I Assessment; Volume II Program planning and intervention. Baltimore, MD: Paul H. Brookes Publishing.

[15]. Prizant, B. M., Wetherby, A., M., Rubin, E., & Laurent, A, C. (2010). The SCERTS Model. In K. Siri & T. Lyons (Eds.), Cutting-edge therapies for autism: 2010-2011. New York: Skyhorse Publishing.

[16]. Prizant, B. M., Wetherby, E. R., Laurent, A. C., & Rydell, P. J. (2006). Social communication. The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders. Baltimore: Paul H. Brookes Publishing Co.

[17]. Prizant, B. M., Wetherby, A. M., Rubin, E., & Laurent, A. C. (2003). The SCERTS Model: A transactional, familycentered approach to enhancing communication and socio-emotional abilities of children with autism spectrum disorder. Journal of Infants and Young Children, 16, 296- 316.

[18].C., & Rydell, P. J. (2002). The SCERTS model: Enhancing communication and socio-emotional abilities of children with Autism Spectrum Disorders. Jenison Autism Journal, 14(4), 2-19.

[19]. Rubin, E., Laurent, A., Prizant, B. M. & Wetherby, A. (2009). AAC and the SCERTS® Model: Incorporating AAC within a comprehensive, multidisciplinary educational program. In P. Mirenda & T. Iacono (Eds.). AAC and autism. Baltimore, MD: Paul H. Brookes.

[20]. Shouse, H., Weber, K. P., McLaughlin, T. F., & Riley, S. (2012). The effects of model, lead, and test and a reward to teach a preschool student with a disability to identify colors. Academic Research International, 2(1), 477-483.Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html Prizant, B. M., Wetherby, A. M., Rubin, E., Laurent, A.

[21]. Smith, T. (2001). Discrete trial training in autism. Focus i-manager’s on Autism and other Developmental Disabilities, 16(2), 86- 92.

[22]. Wasson, K., McLaughlin, T. F., Derby, K. M., & Clark, A. (2013). The effects of using functional communication training and verbal imitation to teach two preschool students with developmental delays the word “help.” International Journal of English and Education, 2(2), 570- 578. Retrieved from: Retrieved from: http://www.ijee.org/.

[23]. Williams, B. F., & Williams, R. L. (2011). Effective programs for treating autism spectrum disorder: Applied behavior analysis models. New York, NY: Routledge.

[24]. Wolf, M. M. (1978). Social validity: the case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214.

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Research Paper

Structure of Student Time Management Scale (STMS)

Balamurugan M*

Assistant Professor in Education, MASS College of Education, Kumbakonam, India

Balamurugan. M. (2013). Structure Of Student Time Management Scale (STMS).i-manager’s Journal on School Education Technology, 8(4), 22-28. https://doi.org/10.26634/jsch.8.4.2248

Abstract

With the aim of constructing a Student Time Management Scale (STMS), the initial version was administered and data were collected from 523 standard eleventh students. (Mean age = 15.64). The data obtained were subjected to Reliability and Factor analysis using PASW Statistical software version 18. From 42 items 14 were dropped, resulting in the retention of 28 items on final version. The scale had a Cronbachs Alpha reliability coefficient of 0.885. Factor analysis revealed that the items on final version loaded on 4 factors, which accounted for 39.419% of the total scale variance. The factors were Scheduling Prioritizing, Planning Goal Setting Reviewing Record Keeping and Organizing Controlling of 7 items each and whose Cronbachs Alpha reliability coefficients were estimated to be 0.691, 0.697, 0.707 and 0.685 respectively. Students and teachers can use this scale for self development and guidance respectively. (Contain 3 tables with 8 references).

References

[1]. Britton, B. K., & Tesser, A. (1991). Effects of timemanagement practices on college grades. Journal of Educational Psychology, 83, 405-410.

[2]. Comrey, A. L. & Lee, H. B. (1992). A first course in factor analysis. Hillsdale, New Jersey: Erlbaum.

[3]. Covey, S. (1992). Principle-centered leadership. NewYork, NY:Fireside.

[4]. Feather, N. T, & Bond, M. J. (1983). Time structure and purposeful activity among employed and unemployed university graduates. Journal of Occupational Psychology, 56, 241-254.

[5]. Guilford, J. P. (1954). Psychometric methods (2nd ed.). New York: McGraw Hill.

[6]. Landy, F. J., Rastegary, H., Thayer, J., & Colvin, C. (1991). Time urgency: The construct and its measurement. Journal of Applied Psychology, 76, 644-657.

[7]. Macan, T H., Shahani, C., Dipboye, R. L., & Phillips, A. R (1990). College students' time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82, 760-768.

[8]. Mudrack, P. E. (1997). The structure of perceptions of time. Educational and Psychological Measurement, 57, 222-240.

[9]. Williams, R. L., Moore, C. A., Pettibone, I J., & Thomas, S. P. (1992). Construction and validation of a brief self-report scale of self-management practices. Journal of Research in Personality, 26, 216-234.

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Research Paper

A Study On Mobile Learning As A Learning Style In Modern Research Practice

D. R. Robert Joan*

Assistant Professor, M.E.T. College of Education.

Joan,D.R.R. (2013). A Study On Mobile Learning As A Learning Style In Modern Research Practice.i-manager’s Journal on School Education Technology, 8(4), 29-37. https://doi.org/10.26634/jsch.8.4.2249

Abstract

Mobile learning is a kind of learning that takes place via a portable handheld electronic device. It also refers to learning via other kinds of mobile devices such as tablet computers, net-books and digital readers. The objective of mobile learning is to provide the learner the ability to assimilate learning anywhere and at anytime. Mobile devices can be used not only to convey information but also can be used as modern comprehension. In present days mobile learning focus on the distance learning through mobile devices. Progression in mobile communication skill will push more educational atmosphere in which the interactive society is interested. The term mobile learning is a much more recent modification, motivated by mobile communications technology and modelled on expressions such as electronic learning, which refers more generally to learning and teaching supported by computers and other electronic devices. The investigator used the survey method to determine the development of global trends of mobile learning in modern research practice as a learning style. The investigator has used two tools for the present study. They are Mobile Learning Questionnaire and Personal data sheet. The major objective of this paper is to establish the progress of mobile learning as a learning style among student teachers and find the correlation between mobile learning and academic achievement among student teachers. The major hypothesis of this paper is there is no significant difference between mobile phone users and others in mobile learning as a learning style among student teachers. Also there is no significant correlation between mobile learning and academic achievement among student teachers. The major finding of this paper is there is significant difference between mobile phone users and others in mobile learning as a learning style among student teachers and there is significant correlation between mobile learning and academic achievement among student teachers. That is, the student teachers who are using mobile device are better than others in mobile learning as a learning style. Also the mobile learning and academic achievement have high correlation in the learning of student teachers. It is concluded that mobile phones increases learning paradigms and also the inventory related to learning.

References

[1]. Alexander, B. (2004). Going Nomadic: Mobile Learning in Higher Education. Educause Review, 39 (5), 28-35.

[2]. Santrock, John. W. (2006). Educational Psychology. New Delhi: Tata McGraw-Hill Publications

[3]. Best, J.W., & Kahn, J.V. (2005). Research in education (8th ed.). New Delhi: Prentice Hall of India.

[4]. Best, J.W., & Kahn, J.V. (2006). Research in education (9th ed.). New Delhi: Prentice Hall of India.

[5]. Garrett, Henery E. (2005). Statistics in psychology and education. New Delhi: Paragon International Publishers.

[6]. Leary, Zina. O. (2005). The essential guide to doing research. New Delhi: Vistaar Publications.

[7]. Jain, Atul. (2005). Computer in education. New Delhi: Isha books.

[8]. Anastasi., A. & Urbina, S. (2009). Psychological testing. New Delhi: Prentice Hall of India Pvt. Ltd.,

[9]. http://www.acu.edu/technology/mobilelearning/ spotlights/program_spotlights/iphone_first.html

[10]. http://www.ericsson.com/ericsson/corpinfo/programs/ incorporating_mobile_learning_mainstream.pdf

[11]. http://mobile2012.org/mobile learning/

[12]. http://www.acu.edu/technology/mobilelearning/ index.html

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Research Paper

Post Graduate Student’s Perceptions Of The Pedagogical Benefits Of Web 2.0 Applications

K. Thiyagu*

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

Thiyagu,K. (2013). Post Graduate Student's Perceptions Of The Pedagogical Benefits Of Web 2.0 Applications.i-manager’s Journal on School Education Technology, 8(4), 38-43. https://doi.org/10.26634/jsch.8.4.2250

Abstract

Most people believe that our schools and colleges are failing to teach kids and youngsters in the 21st century skills they will need in order to succeed in the future (Rachna Rathore 2009). Even as the price of technology continues to drop, computers keep getting faster, and nearly all teens are exploring online social networking, schools have not only fallen behind other countries, but administrators have fallen behind of their own students. Communication technology, particularly real-time and collaborative online communities, represents an enormous draw for teens. Doctors no longer use 19th century practices on their patients; likewise educators have a duty to incorporate modern technology into the classroom. The power to harness multimedia, Blogs, Forums, Chat Rooms and other Web 2.0 technology, safely, for educational pursuits, is now in your hands (Starkman, Neal 2007). The aim of the study is to find out the level of “PG STUDENTS PERCEPTIONS OF THE PEDAGOGICAL BENEFITS OF WEB 2.0 APPLICATIONS’’. The investigator used a survey method for doing this research. The investigator used the self prepared questionnaire for collecting the data. The investigator has been collected 240 samples in Thoothukudi District, Tamilnadu using random sampling technique. The investigator has been used percentage analysis, t-test and chi-square test for analyzing the data. The findings of the study were most of the PG students did not familiar with the web 2.0 tools and have a positive perception towards the pedagogical benefits of web 2.0 applications. There is no significant difference in the mean scores of perceptions towards pedagogical benefits of web 2.0 applications among the postgraduate students with respect to their Gender, course of study and locality of the institution.

References

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

[2]. Aharony, Noa. (2011). Web 2.0 in the Professional LIS Literature: An Exploratory Analysis, Journal of Librarianship and Information Science, Vol.43, No.1, p3-13.

[3]. 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, p.7.

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

[5]. Dunaway, Michelle. (2011). Web 2.0 and Critical Information Literacy, Public Services Quarterly, Vol.7 No.3-4 p.49-157.

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

[7]. Lam, Paul, Mc Naught and Carmel (2007). "Management of an e-Learning Evaluation Project: The e3Learning Model”, Journal of Interactive Learning Research, Vol18, No3 p365-380.

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

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

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

[11]. Starkman, Neal. (2007). “e-Learning: Going the Distance”, T.H.E. Journal, Vol.34, No.2, p.18-24.

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

Current Issue Vol. 19 Issue 2

Most Read

Most Cited

Volume 8 Issue 4 March - May 2013

Bringing ICT to Teach Science Education for StudentsWith Learning Difficulties

H.G. Jeya Harish* , R.Krishna Kumar**, B. William Dharma Raja***

* Ph.D Scholar & Principal, Coimbatore Public School, Coimbatore. ** Professor of Education, Annamalai University, Chidambaram. *** Assistant Professor of Education, Manonmaniam Sundaranar University, Tirunelveli.

Harish,H. G.J., Kumar,R.K and Raja,B.W.D.(2013). Bringing ICT To Teach Science Education For Students With Learning Difficulties.i-manager’s Journal on School Education Technology, 8(4), 1-5. https://doi.org/10.26634/jsch.8.4.2245

Abstract

References

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Determining the Outcomes of an Innovative Solution for At Risk Students: Using the Tri–Squared Test as Advanced Statistical Analysis to Verify the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement

James Edward Osler II* , Carl Waden**

* North Carolina Central University, Carl Waden, Southeastern Baptist Theological Seminary. ** Assistant Principal, Eastern Alamance High School, Mebane.

Abstract

References

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Using an Augmentative and Alternative Communication Device to Teach a Preschooler with Developmental Delays to Request Assistance and Seek Attention

Nicole Talkington* , T. F. McLaughlin**, K. Mark Derby***, Alison Clark****

* Teaches Preschool in the Ritzville Public Schools. **-*** Ph. D., Professor, Department of Special Education, Gonzaga University, Spokane. **** Assist teacher for West Valley Public Schools.

Abstract

References

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Structure of Student Time Management Scale (STMS)

Balamurugan M*

Assistant Professor in Education, MASS College of Education, Kumbakonam, India

Balamurugan. M. (2013). Structure Of Student Time Management Scale (STMS).i-manager’s Journal on School Education Technology, 8(4), 22-28. https://doi.org/10.26634/jsch.8.4.2248

Abstract

References

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A Study On Mobile Learning As A Learning Style In Modern Research Practice

D. R. Robert Joan*

Assistant Professor, M.E.T. College of Education.

Joan,D.R.R. (2013). A Study On Mobile Learning As A Learning Style In Modern Research Practice.i-manager’s Journal on School Education Technology, 8(4), 29-37. https://doi.org/10.26634/jsch.8.4.2249

Abstract

References

Full Article (HTML)

Pdf

Post Graduate Student’s Perceptions Of The Pedagogical Benefits Of Web 2.0 Applications

K. Thiyagu*

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

Thiyagu,K. (2013). Post Graduate Student's Perceptions Of The Pedagogical Benefits Of Web 2.0 Applications.i-manager’s Journal on School Education Technology, 8(4), 38-43. https://doi.org/10.26634/jsch.8.4.2250

Abstract

References

Full Article (HTML)

Pdf

H.G. Jeya Harish* , R.Krishna Kumar, B. William Dharma Raja*

* Ph.D Scholar & Principal, Coimbatore Public School, Coimbatore.

Professor of Education, Annamalai University, Chidambaram.

* Assistant Professor of Education, Manonmaniam Sundaranar University, Tirunelveli.

* North Carolina Central University, Carl Waden, Southeastern Baptist Theological Seminary.

** Assistant Principal, Eastern Alamance High School, Mebane.

Nicole Talkington* , T. F. McLaughlin, K. Mark Derby*, Alison Clark****

* Teaches Preschool in the Ritzville Public Schools.

-* Ph. D., Professor, Department of Special Education, Gonzaga University, Spokane.

**** Assist teacher for West Valley Public Schools.