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
The online learning community is frequently referred to, but ill defined. The constructivist philosophy and approach to teaching and learning is both an effective means of constructing an online learning community and it is a tool by which to define key elements of the learning community. In order to build a nurturing, self-sustaining online learning community, teachers who follow the constructivist philosophy allow students to self-discover, to evaluate and reflect on the progress innate to their own learning, while providing the function of a guide and a coach during the learning process. A constructivist learning environment is evident by students who take charge of their own learning outcomes in a student-centered environment, by students who work collaboratively with other students to create their own goals and learning parameters, and by the demonstration of respect for other learners whose approaches and experiences are extensively different. The online learning community is defined by the idea that effective learning and the presence of a community are intrinsically linked. Community is established and reinforced when staff and other students interact in a manner that demonstrates genuine caring for each other, which in turn translates into increased learning and teaching efficacy. The constructivist approach creates effective learning environments by forming, fostering, and maintaining the presence of community in the distance learning venue.
The authors' discussion will describe how classroom leaders at every academic level can use rubrics as a means of selfassessment. This strategy and the use of the rubric as a tool can help to provide effective feedback that can develop into a constant reflection of how effectively a teacher focuses on student success by means of their instructional success. There are many theories on pedagogy but many do not tie leadership and self-evaluation at the end of the day or week. The authors look to expose a gap in literature that could assist teachers in staying motivated in their instruction and bridge the gap of status-quo instruction with the need to set goals and exceed those self-created goals with student success.
The concept and importance of curriculum integration in Science and Mathematics has come to the fore in the recent years (Czerniak, 2007). Ireland's Science and Mathematics performance is well documented and extensively reported in the media and elsewhere (e.g. Expert Group on Future Skills Needs, 2008; Task Force on the Physical Sciences, 2002). Concern primarily lies with the post-primary students' underperformance in science and mathematics, coupled with a failure to make a successful transition to third level scientifically and mathematically orientated undergraduate courses. The aim of this study was to design, develop, implement and evaluate an integrated approach to the teaching and learning of Science and Mathematics in second level schools in Ireland. This was undertaken through the integration of a handheld graphic calculator known as ‘TI-NspireTM’ into first year classes (age 12 -13 year olds) of science and mathematics. This integration was assisted by the development and implementation of a unit of learning on distance, speed and time, with specific lesson plans which integrated the teaching and learning of both subjects by utilising the TINspireTM. The methodology of this research project was an exploratory year-long case study of three second level schools in Ireland and their implementation of the unit of learning in their respective schools. This paper focuses on the teachers' perspective of the integration of mathematics and science teaching and learning utilising technology. The study was qualitative in nature and was evaluated through a teacher's perspective where a teacher focuses on group interviews and independent lesson observations. The key finding emerging from the data is that the integration of mathematics and science was lost in coping with the technology demands required in implementing the unit of learning.
This paper presents the ergonomic aspects in designing and prototyping of desks cum chairs used in elementary schools. The procedures adopted for the assessment included- the study of existing school furniture, design analysis and development of prototypes. The design approach proposed a series of adjustable desks and chairs developed in terms of ergonomic concepts. In the development stage, the production cost, ease of management, installation and storage were the important factors undertaken. A questionnaire based subjective comfort evaluation survey was carried out on the developed prototypes and the results showed good response and satisfaction levels upto an overall 94 %. The details on the ergonomically designed prototype, its development process and customer satisfaction survey have been elaborated in this paper.
The purpose of this descriptive paper was to explore and synthesize literature related to understanding modular learning and how it can be implemented effectively so faculty members embrace its use. An in-depth review of literature addressed topics including, Educational Theories supporting modular learning, the development of modular learning, and innovations in education and technology. Researchers analyzed language patterns used in the literature to develop a common language for and understanding of the concept. Analysis and recommendations as well as a proposed definition of modular learning are included.
