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
In an ongoing effort to address the needs of 21st century teachers, a service-learning project was designed which coupled structured reflection and technology. The reflective practitioner model through the use of traditional methods coursework has long been viewed as the most appropriate model for the development of teachers (Hall, 2012). However, deep reflection is difficult for most pre-service teachers, and is often viewed as assignments that need to be completed in order to successfully complete a course, instead of being viewed as a powerful learning tool that can be used to empower and engage in their own development (Stenberg, 2010). One way of evidencing this reflection and deep learning is through the creation of digital stories (Barrett, 2006). This case study presents the application and outcomes of a service-learning project between an urban university and an elementary school in which pre-service teachers utilized digital storytelling as a method for critical reflection and application of content methodology. The focus on the pre-service teacher’s understanding of content skills, reflective inquiry and enhanced technology skills also supports the National Educational Technology Standards.
This article will discuss the need for experimental research to document the effectiveness of online counseling skills courses. There are relatively few published studies that have investigated faculty and student performance outcomes when counseling skills and techniques courses are taught through a completely online modality. Various studies have examined the interactions of faculty members and students in online courses and the performance of students in online education courses, but these studies have not considered fully online counseling skills courses, which are unique because they involve the instruction of interpersonal skills without traditional face-to-face communication in a classroom setting (Cicco, 2009; Cicco, 2012; Haberstroh, 2010; Trepal, Haberstroh, Duffey, & Evans, 2007). This article will present a model for innovative research that aims to fill this gap in the existing scientific literature on online counseling courses. The goal of completing such an investigation is primarily to determine whether or not counselors-in-training experience comparable levels of skill development in completely online skills courses as they do in traditional face-to-face courses. It is also expected that this type of research may identify areas for improvement in fully online counseling skills courses. The proposed research sample, design, methodology, measures, analyses, and expected outcomes will be addressed.
This study investigated acquired and required competencies in interactive computer technology (ICT) in labour data were collected from employers’ and employees’. The study is a descriptive research of the survey type. The population of the study consisted of unemployed graduates, employed graduates and various parastatal where graduates seek for employment in Ondo state. The study sample consisted of fifty employed graduates randomly selected from different parts in Ondo state, one hundred unemployed graduates randomly selected from different parts of Ondo state and fifty employers of 6 six respondents each from the Banking Sector, Radio Station, Power Holding Company Sector, Local Government Sector, Hospital, Teaching Service Commission Sector, Construction Companies Sector, Police Force and Road Safety were randomly selected for the study. A self developed questionnaire was used to gather information for this study. Six research questions were raised for the study and analyzed using frequency percentage count and simple percentage. Based on the findings, some recommendations were made.
The present study enlightens the impact of Learner- Oriented-Virtual Learning in enriching knowledge in Environmental Education at primary level.To achieve the expected competency in Biodiversity, various approaches were adopted in the class room transaction which were not fruitful. Hence the researcher practiced the Learner –Oriented-Virtual Learning in the classroom transaction. Experimental method was adopted in the study. Qualitative and quantitative approaches were adopted in the study. Sixty students studying at standard v in Pomanampalayam Panchayat union school were considered as sample for the study.Achievement test was considered as tool for the study.Resarcher’s self-made tool was used for pretest and post test. After administering pre test, treatment was given through Learner-Oriented-Virtual Learning to find out the effectiveness of it. Descriptive and inferential statistics was applied for the study. Learner-oriented-Virtual Learning is more effective than traditional method in Learning Biodiversity in Environmental Education.The fruitful method can be implemented in some other classes.
Educators in the 21st century realize that students entering the classroom today are much different from those who have come before. Today’s students are demanding a change in the classroom because of their ability to gather information faster than any other generation. It gives users on-demand access to the content, tools, training, information, and support they need to create and enhance learning relevance and efficacy through both school-provided and personal technology. Learning is acquiring new, or modifying and reinforcing existing, knowledge, behaviours, skills, values, or preferences and may involve synthesizing different types of information. Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. Sometimes it also referred to as personalized learning. Quality determines how much and how well children learn and the extent to which their education translates into a range of personal, social and developmental benefits. The objective of this paper is to study that flexible learning in classroom is help to promote quality education. Here the investigator used interview method to fulfil the study. The investigator prepared a flexible learning schedule to find the new learning design in classroom process. The investigator collects the information from the student about the flexible learning design in classroom environment. The flexible learning moulds the learner to plan their activities according to their interest and enthusiastic. It also keeps the mind of learner in a pleasant situation that is out of external fear. Finally the study concludes that flexible learning in classroom is help to promote quality education.
This paper discusses the implementation of the Tri–Squared Test as an advanced statistical measure used to verify and validate the research outcomes. This type of statistical measure is ideal for teachers professional development as educators can create and validate instruments for educational settings. The initial research investigation published in i-manager's Journal on School Educational Technology determined that these types of research on academic programs provide an active solution that validates in–depth educational researches by teachers to positively impact the educational settings. The research methodology used in this paper further validates the outcomes of an initial study that used Meta–Cognitive Analysis followed up by an in–depth Tri–Squared Test on that same area to determine the reliability of educator–based investigative inquiry. This advanced approach to data analysis is a transformative mixed methods research design that involves the in–depth comparison and transformation of qualitative outcomes into quantitative data.
The following paper represents review of the literature examining the current research related to cognitive load theory and more specifically the negative aspects of the redundant on-screen text. The authors describe working and long-term memory and how both factor into human learning through the facilitation of knowledge transfer. Limited working memory and cognitive load as defined in the cognitive load theory are explored thoroughly. Briefly, the author describes the benefits of including visual and audio components in the design of technology-based instruction based on the split-attention and modality effects of the cognitive load theory. Several studies related to the redundancy effect are presented, all supporting the exclusion of redundant on-screen text in technology-based instruction. Justifications for case by case inclusion of redundant on-screen text are discussed. Recommendations for technology-based instructional design are included in the recommendations section of the summary.
