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 9 Issue 2 September - November 2013

Article

Infusing BSCS 5E Instructional Model with Multimedia : A Promising Approach to Develop 21st Century Skills.

Divya C.Senan*

Assistant Professor, Sree Narayana Training College, Nedunganda, Thiruvananthapuram, Kerala, India.

Senan.D.C. (2013). Infusing BSCS 5e Instructional Model With Multimedia: A Promising Approach To Develop 21st Century Skills.i-manager’s Journal on School Education Technology, 9(2), 1-7. https://doi.org/10.26634/jsch.9.2.2494

Abstract

The full promise of class room learning is dependent on its ability to incorporate 21st century skills in its instructional design, delivery and implementation. In this increasingly competitive global economy, it is not enough for students to acquire subject-level mastery alone. Skills like creative thinking, problem-solving, communication and analytical thinking are necessary for all levels of success. To cope with the demands of the 21st century, students need to know how to use their knowledge and skills-by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, and making decisions. If our students are going to compete successfully in the global economy, more must be done to support their acquisition of 21st century skills. This article attempts to articulate a vision for 21st century learning in schools, and identify a way in which a teaching strategy can improve outcomes for all students. The author here tries to infuse the 5E model and technology for the development of 21st century skills in science education curriculum programs and instructional practices.

References

[1]. Boddy, M., Watson, K., & Aubusson, P. (2003). A Trial of the 5E's: A referent model for constructivist teaching and learning. Research in Science Education, 33(1): 27-42.

[2]. Bybee, R., Taylor, J. et al. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS.

[3]. Houston, J. (2007). Future skill demands, from a corporate consultant perspective. Presentation at the Workshop on Research Evidence Related to Future Skill Demands, National Research Council. Available: http://www7.nationalacademies.org/cfe/Future_Skill_Dem ands_Presentations.html

[4]. Levy, F., & Murnane, R. (2004). The new division of labor: How computers are creating the next job market. Princeton, NJ: Princeton University Press.

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[7]. Pulakos, E., Arad, S., Donovon, M., & Plamondon, K. (2000). Adaptability in the workplace: Development of taxonomy of adaptive performance. Journal of Applied Psychology, 85(4), 612-624.

[8]. Peterson, N., Mumford,M, Borman,W., Jeanneret,P., & Fleishman ,E., (1999). An Occupational Information System for the 21 Century. The developement of O * NET. Washington, DC: American PsychologicalAssociation.

[9]. Vogel, G. (1996). Science education: Global review faults U.S. curricula, Science, 274(5286), 335.

[10]. Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

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Research Paper

Experiences of Students with Visual Impairments in Adoption Of Digital Talking Textbooks: An Interpretative Phenomenological Analysis

Ahamed Hussin* , James E. Folkestad, Carole Makela*

Assistant Director at Inspectorate of Schools, Ministry of Education, Malaysia.

Associate Director - School of Education, Colorado State University, Fort Collins, CO, USA.

Professor - School of Education, Colorado State University Fort Collins, CO, USA

Hussin,A.,Folkestad,J.A and Makela,C. (2013). Experiences of Students with Visual Impairments In Adoption of Digital Talking Textbooks: An Interpretative Phenomenological Analysis.i-manager’s Journal on School Education Technology, 9(2), 8-18. https://doi.org/10.26634/jsch.9.2.2495

Abstract

This study was conducted to explore the experiences of Malaysian secondary students with visual impairments in using digital talking textbooks (DTTs) to assist their learning. Data were obtained from individual in-depth interviews. An interpretative phenomenological analysis (IPA) was used to understand the findings and confirm the emergent themes. Six super-ordinate themes emerged from the interview transcripts: (a) functionality, (b) user support, (c) knowledge/familiarity, (d) challenges of access, (e) alternative, and (f) adaptation of DTTs are discussed. In conclusion, four high-level recommendations are made for future DTT design: 1) design based on current and projected work habits of students, 2) develop proactive user support, 3) teacher training, and 4) design based on adaptation and flexibility.

References

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[5]. Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136.

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[7]. Coard, P. (2002). The impact of assistive technology on visually impaired computer users accessing the Internet. Proceedings of the 15th Annual NACCQ, Hamilton, New Zealand, July, 202-210. Retrieved from www.naccq.ac.nz

[8]. Cook, A. M., & Hussey, S. M. (2002).Assistive technologies: Principles and practice. St. Louis, MO: Mosby.

[9]. Cooper, H. L., & Nichols, S. K. (2007). Technology and early Braille literacy: Using the Mountbatten ProBrailler in primary grade classrooms. Journal of Visual Impairment & Blindness, 101, 22-33.

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[11]. Corn, A. L., Wall, R. S., Jose, R. T., Bell, J. K., Wilcox, K. & Perez, A. (2002). An initial study of reading and comprehension rates for students who received optical devices. Journal of Visual Impairment & Blindness, 96, 322- 334.

[12]. DAISY Consortium. (2013). Creating the best way to Read and publish . Retrieved from http://www.daisy.org/home

[13]. Duarte, C., & Carrico, L. (2007). Developing an adaptive digital talking book player with FAME. Journal of Digital Information , 8(3) . Retrieved from http://journals.tdl.org/jodi/article/view/236/193

[14]. Farnsworth, C. R., & Luckner, J. L. (2008). The impact of assistive technology on curriculum accommodation for a Braille-reading student. RE:view, 39(4), 171-187.

[15]. Fichten, C. S., Asuncion, J. V., Barile, M., Ferrano, V., & Wolforth, J. (2009). Accessibility of e-learning and computer and information technologies for students with visual impairments in postsecondary education. Journal of Visual Impairments & Blindness, 103(9), 543-556.

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[22]. Huang, J., & Russell, S. (2006). The digital divide and academic achievement. The Electronic Library, 24(2), 160-173.

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[27]. Kelly, S. M., & Smith, D. W. (2011). The impact of assistive technology on the educational performance of students with visual impairments: A synthesis of the research. Journal of Visual Impairment and Blindness, 105(2), 73-83.

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[29]. Lee, H., & Templeton, R. (2008). Ensuring equal access to technology: Providing assistive technology for students with disabilities. Theory into Practice, 47(3), 212-219.

[30]. Merbler, J. B., Azar, H., & Ulman, J. (1999). Using assistive technology in the inclusive classroom. Preventing School Failure, 43(3), 113-118.

[31]. Messinger-William, J., & Marino, M. (2010).Universal design for learning and assistive technology: Leadership considerations for promoting inclusive education in today's secondary schools. NASSP Bulletin, 94, 5-16.

[32]. Ministry of Education Malaysia (2003). Educational development plan 2001-2020. Kuala Lumpur: Ministry of Education.

[33]. Patton, M. Q. (2002). Qualitative research and evaluative methods (3rd ed.) Thousand Oaks, CA: Sage Publications.

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[35]. Presley, I., & D' Andrea, F. M. (2008). Assistive technology for students who are blind or visually impaired: A guide to assessment. New York, NY: AFB Press.

[36]. Riemer-Reiss, M. L., & Wacker, R. R. (1999). Assistive technology use and abandonment among college students with disabilities. International Electronic Journal for Leadership in Learning, 3(23). Retrieved from http://iejll.synergiesprairies.ca/iejll/index.php/iejll/article/vie w/466

[37]. Roentgen, U. R., Gelderblom, G. J., Soede, M., & Witte, P. D. (2009). The impact of electronic mobility devices for persons who are visually impaired: A systematic review of effects and effectiveness. Journal of Visual Impairment & Blindness, 103(11), 743-753.

[38]. Rogers, E. M. (2003). Diffusion of innovation (5th ed.). New York, NY: Free Press.

[39]. Scherer, M. J., Sax, C., Vanbiervliet, A., Cushman, L. A., & Scherer, J. V. (2005). Predictors of assistive technology use: The importance of personal and psychosocial factors. Disability and Rehabilitation: An International, Multidisciplinary Journal, 27(21), 1321-1331.

[40]. Sharpe, M. E. (2011). Assistive technology attrition: Identifying why teachers abandon assistive technologies. (Doctoral dissertation). Nova Southeastern University, Fort Lauderdale, FL, United States

[41]. Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method, and research. Thousand Oaks, CA: SAGE Publications.

[42]. Strobel, W., Fossa, J., Arthanat, S., & Brace, J. (2006). Technology for access to text and graphics for people with visual impairments and blindness in vocational settings. Journal of Vocational Rehabilitation, 24, 87-95.

[43]. Todis, B. J. (1996). Tools for the task? Perspectives on assistive technology in education settings. Journal of Special Education Technology, 13, 49-61.

[44]. Trucano, M. (2005). Knowledge maps: ICT in education. Retrieved from http://www.infodev.org/en/ Publication.8.html

[45]. Wehmeyer, M. L. (1998). National survey of the use of assistive technology by adults with mental retardation. Mental Retardation, 36, 44-51.

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Research Paper

Restructuring the Future Classroom - A Global Perspective

Shivakumar* , Manichander**

* Assistant Professor, Kumadvathi College of Education, Shikaripura, Shimoga, Karnataka

** Research Scholar, Faculty of Education, IASE, Osmania University Hyderabad, Andhra Pradesh

Shivakumar G.S. and Manichander.T.(2013). Restructuring the Future Classroom - A Global Perspective.i-manager’s Journal on School Education Technology, 9(2), 19-24. https://doi.org/10.26634/jsch.9.2.2496

Abstract

The students are the consumers as well as co-creators of knowledge. Information does not flow top-down any more. Networks, peers and students inquisitiveness teach students. Teachers act as filters. Collaboration is the key. In today's world for the netgen, knowingly or unknowingly technology and the free flow of information via internet has made young mind wanting. Over the last few decades, everything has changed in our lives with the all pervasive intervention of technology. However classrooms have remained untouched by technology. The classrooms that our grandparents went to are exactly the kind of classrooms our children study in. Chalk and blackboard, a packed classroom, text books, regimented curriculum, a teacher painstakingly explaining abstract concepts with the limited tools at her disposal. Imagine a Science teacher explaining how a DNA replicates, a History teacher teaching a class about the Harappan Civilization, or a Geography teacher teaching how Block mountains are formed.

References

[1]. Banks, J. A., (Ed.). (2004), Diversity and citizenship: Global perspectives. San Francisco: Jossey-Bass.

[2]. Dr.D.Hassan (2012), Innovations in Teacher Education, Edutracks Vol.11, January, 2012. 1.

[3]Forsyth, Ian (1996), Teaching and Learning Materials and the Internet (London: Kogan Page).

[4]Hakim, Ryan and Stull (2000), The Implementation of Learning Organization Elements and Their Impact towards Organizational Performance amongst NPOs in Singapore, International Journal of Business & Management. Vol. 8 Issue 12, p2-35.

[5]. Kennewell, Steve, Parkinson, John and Tanner, Howard (2003), Learning to Teach ICT in the Secondary School (London: Routledge)

[6]Kirkwood (2001), Teachers' perceptions of the effectiveness of ICT-competence training, Volume 43, Issues 1, Pages 63–79.

[7]. Maroki, Neil (2001), "The Impact of the Internet on the Educational Systems in the New Millennium", Education, Vol. 122.

[8]Shviley Brice (1986), ''The Power Approach to Intergroup Hos- tility,'' Journal of Con ICT Resolution 30 (1986), 469-86.

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Research Paper

Co-Relates Between Anxiety and Academic Achievement in Teacher Trainees

Shivani* , 0**

* Assistant Lecturer, Sainik School Rewari, Haryana, India.

** Assistant Professor, Gaur Brahman College of Education, Rohtak.

Yadav,S. and Sharma,S.(2013). Co-Relates Between Anxiety And Academic Achievement In Teacher Trainees.i-manager’s Journal on School Education Technology, 9(2), 25-28. https://doi.org/10.26634/jsch.9.2.2497

Abstract

Anxiety is one of the major predictors of academic performance. Teacher trainees with anxiety disorder display a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and on lesson plans & assignments. This research observes the relationship between level of anxiety and academic achievement of teacher trainees. A stratified random sampling technique was used to select 130 teacher trainees from colleges of Education. Hypotheses were tested using Pearson’s correlation, chi-square and independent t-test statistics. The results show that there is a low but significant relationship between anxiety and academic achievement of teacher trainees. So, research on anxiety is one of the most active areas in psychology.

References

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[7]. Ramachandran, R. (1990). A Study on the Relationship between Performance and other psychological variables- Reasoning, Anxiety and Adjustment, Fifth Survey of Research in Education (1988-1992). Ed. M.B. Buch, New Delhi : NCERT, Vol.2, p.1902.

[8]. Shaheen Perveen (2012). To study the anxiety level and its relationship with academic achievement of high school students, Golden Research Thoughts. Vol - 2 , Issue – I.

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Research Paper

Investigating Pre-Service Candidates’ Images of Mathematical Reasoning: An In–Depth Online Analysis of Common Core Mathematics Standards

C. E. Davis* , James Edward Osler II**

*-** North Carolina Central University

Davis, C. E. and Osler,J.E.(2013). Investigating Pre-Service Candidates' Images Of Mathematical Reasoning: An In–Depth Online Analysis Of Common Core Mathematics Standards.i-manager’s Journal on School Education Technology, 9(2), 29-39. https://doi.org/10.26634/jsch.9.2.2498

Abstract

This paper details the outcomes of a qualitative in–depth investigation into teacher education mathematics preparation. This research is grounded in the notion that mathematics teacher education students (as “degree seeking candidates”) need to develop strong foundations of mathematical practice as defined by the Common Core State Standards for Mathematics’ (CCSSM). In this investigation mathematics Pre-Service Candidates (“PSCs”) participated in an online 15-week methods course that infused writing prompts. This research activity probed the PSCs images of mathematical reasoning. It is based on the idea that in mathematical teacher education, teacher preparation requires teaching mathematical standards. In teaching the standards activities are required that infuse mathematical reasoning. This will aid PSCs in further infusing mathematical reasoning in their teaching both now and in the future.

References

[1]. Ball, D.L. (2002). What do we believe about teacher learning and how can we learn with and from our beliefs. Proceedings of the Twenty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Athens, Georgia, 1, 3-19

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

Current Issue Vol. 19 Issue 2

Most Read

Most Cited

Volume 9 Issue 2 September - November 2013

Infusing BSCS 5E Instructional Model with Multimedia : A Promising Approach to Develop 21st Century Skills.

Divya C.Senan*

Assistant Professor, Sree Narayana Training College, Nedunganda, Thiruvananthapuram, Kerala, India.

Senan.D.C. (2013). Infusing BSCS 5e Instructional Model With Multimedia: A Promising Approach To Develop 21st Century Skills.i-manager’s Journal on School Education Technology, 9(2), 1-7. https://doi.org/10.26634/jsch.9.2.2494

Abstract

References

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Experiences of Students with Visual Impairments in Adoption Of Digital Talking Textbooks: An Interpretative Phenomenological Analysis

Ahamed Hussin* , James E. Folkestad**, Carole Makela***

*Assistant Director at Inspectorate of Schools, Ministry of Education, Malaysia. **Associate Director - School of Education, Colorado State University, Fort Collins, CO, USA. ***Professor - School of Education, Colorado State University Fort Collins, CO, USA

Hussin,A.,Folkestad,J.A and Makela,C. (2013). Experiences of Students with Visual Impairments In Adoption of Digital Talking Textbooks: An Interpretative Phenomenological Analysis.i-manager’s Journal on School Education Technology, 9(2), 8-18. https://doi.org/10.26634/jsch.9.2.2495

Abstract

References

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Restructuring the Future Classroom - A Global Perspective

Shivakumar* , Manichander**

* Assistant Professor, Kumadvathi College of Education, Shikaripura, Shimoga, Karnataka ** Research Scholar, Faculty of Education, IASE, Osmania University Hyderabad, Andhra Pradesh

Shivakumar G.S. and Manichander.T.(2013). Restructuring the Future Classroom - A Global Perspective.i-manager’s Journal on School Education Technology, 9(2), 19-24. https://doi.org/10.26634/jsch.9.2.2496

Abstract

References

Full Article (HTML)

Pdf

Co-Relates Between Anxiety and Academic Achievement in Teacher Trainees

Shivani* , 0**

* Assistant Lecturer, Sainik School Rewari, Haryana, India. ** Assistant Professor, Gaur Brahman College of Education, Rohtak.

Yadav,S. and Sharma,S.(2013). Co-Relates Between Anxiety And Academic Achievement In Teacher Trainees.i-manager’s Journal on School Education Technology, 9(2), 25-28. https://doi.org/10.26634/jsch.9.2.2497

Abstract

References

Full Article (HTML)

Pdf

Investigating Pre-Service Candidates’ Images of Mathematical Reasoning: An In–Depth Online Analysis of Common Core Mathematics Standards

C. E. Davis* , James Edward Osler II**

*-** North Carolina Central University

Davis, C. E. and Osler,J.E.(2013). Investigating Pre-Service Candidates' Images Of Mathematical Reasoning: An In–Depth Online Analysis Of Common Core Mathematics Standards.i-manager’s Journal on School Education Technology, 9(2), 29-39. https://doi.org/10.26634/jsch.9.2.2498

Abstract

References

Full Article (HTML)

Pdf

Ahamed Hussin* , James E. Folkestad, Carole Makela*

Assistant Director at Inspectorate of Schools, Ministry of Education, Malaysia.

Associate Director - School of Education, Colorado State University, Fort Collins, CO, USA.

Professor - School of Education, Colorado State University Fort Collins, CO, USA

* Assistant Professor, Kumadvathi College of Education, Shikaripura, Shimoga, Karnataka

** Research Scholar, Faculty of Education, IASE, Osmania University Hyderabad, Andhra Pradesh

* Assistant Lecturer, Sainik School Rewari, Haryana, India.

** Assistant Professor, Gaur Brahman College of Education, Rohtak.