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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

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Volume 10 Issue 4 March - May 2015

Article

Growing Reading Fluency: Engaging Readers with Technology and Text

Melissa A. Parenti* , Xiaojun Chen**

* Assistant Professor, Department of Education Specialties, St. John's University, New York, USA.

** Assistant Professor, Department of Curriculum and Instruction, St. John's University, New York, USA.

Parenti, M.A., and Chen, X. (2015). Growing Reading Fluency: Engaging Readers with Technology and Text.i-manager’s Journal on School Educational Technology, 10(4), 1-6. https://doi.org/10.26634/jsch.10.4.3414

Abstract

The presence of technology in K-12 classrooms continues to increase. With the onset of these technological advances, a refined lens for analysis of the effectiveness of these tools is required. Web based tools necessitate a synthesis of Technological, Pedagogical and Content knowledge. Moreover, the use of technology should support the content and pedagogy linked to the objective of the lesson. This work introduces the use of VoiceThread as a promising technological tool used to encourage reading fluency. Particularly, it emphasizes the Audio-Visual benefits of interactive use of engaging text and VoiceThread to improve reading fluency via the notable practices of Repeated Reading and Readers Theater. The scope, therefore builds upon best practices in literacy instruction, the technological pedagogical and content knowledge framework, as well as application of integrating web 2.0 tools in classroom settings.

References

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[2]. Allington, R. L. (2006). “Fluency: Still Waiting After All These Years. In Samuels, S. J. & Farstrup, A. E. (Eds.)” What Research Has to Say About Fluency Instruction (pp. 94-105). Newark, DE: International Reading Association.

[3]. Brunvand, S., & Byrd, S. (2011). “Using VoiceThread to promote learning engagement and success for all students”. Teaching Exceptional Children, Vol. 43(4), pp. 28-37.

[4]. Chard, D. J., Vaughn, S. & Tyler, B. J. (2002). “A Synthesis of Research on Effective Interventions for Building Reading Fluency with Elementary Students with Learning Disabilities”. Journal of Learning Disabilities, Vol. 35(5), pp.386-406.

[5]. Fisher, D., & Frey, N. (2014). “Speaking and Listening in Content Area Learning”. The Reading Teacher, Vol. 68(1), pp. 64-69. doi: 10.1002/trtr.1296

[6]. Fisher, D., & Frey, N. (2012). “Close reading in elementary schools”. The Reading Teacher, Vol. 66(3), pp. 179-188.

[7]. Hew, K. F., & Cheung, W. S. (2013). Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, Vol. 9, pp. 47-64.

[8]. Hicks, C. (2009). “A Lesson on Reading Fluency Learned from the Tortoise and the Hare”. The Reading Teacher, Vol. 63(4), pp. 319-323.

[9]. Hudson, R. F., Lane, H. B., & Pullen, P.C. (2005). “Reading fluency assessment and instruction: What, why, and how?” The Reading Teacher, Vol. 58(8), pp. 702-713.

[10]. Jones, C., Ramanau, R., Cross, S., & Healing, G. (2010). “Net generation or digital natives: is there a distinct new generation entering university?”. Computers & Education, Vol. 54(3), pp. 722-732.

[11]. Keehn, S., Harmon, J., & Shoho, A. (2008). “A Study of Readers Theater in Eighth Grade: Issues of Fluency, Comprehension and Vocabulary”. Reading & Writing Quarterly, Vol. 24, pp. 334-365.

[12]. Kidd, J. (2013, March). “Evaluating VoiceThread for online content delivery and student interaction: Effects on classroom community”. In Society for Information Technology & Teacher Education International Conference. No. 1, pp. 2158-2162).

[13]. Lightle, K. (2011). “Differentiate Teaching and Learning with Web 2.0 Tools”. Middle Ground, Vol. 14(3), pp. 8.

[14]. Lintner, T. (2013). “Digital resources in the social studies classroom for students with learning disabilities”. Digital Social Studies, 61.

[15]. McLaughlin, M., Glaab, L., & Carrasco, I. H. (2014). “Implementing Common Core State Stuandards in California: A report from the field”. Retrieved from http://www.edpolicyinca.org/sites/default/files/PACE%20C CSS%20McLaughlin.pdf

[16]. Nathan, R. G. & Stanovich, K. E. (1991). “The Causes and Consequences of Differences in Reading Fluency”. Theory into Practice, Vol.30(3), pp. 176-183.

[17]. Ibrahim, M., & Watts, A. (2014, March). “Examining the Effect of using VoiceThread and Educreations on Preservice Teachers' Self Efficacy and Learning Outcome in Online Course”. In Society for Information Technology & Teacher Education International Conference. Vol. 2014, No. 1, pp. 554-560).

[18]. Pickering, J. V. (1975). “Readers Theatre”. Encino, CA: Dickenson.

[19]. Pikulski, J. J., & Chard, D. J. (2005). “Fluency: Bridge between decoding and comprehension”. The Reading Teacher, Vol. 58, pp. 510–519.

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[21]. Prensky, M. (2005). “Computer games and learning: Digital game-based learning”. Handbook of computer game studies, Vol. 18, pp. 97-122.

[22]. Rasinski, T.V. (2003). “The Fluent Reader: Oral reading strategies for building word recognition, fluency and comprehension”. New York: Scholastic.

[23]. Rosen, L. D. (2010). “Rewired: Understanding the iGeneration and the way they learn”. Macmillan.

[24]. Samuels, S. J. (1997). “The Method of Repeated Readings. The Reading Teacher, Vol.50(5), pp. 376-381.

[25]. Samuels, S. J. (1994). “Toward a Theory of Automatic Information Processing in Reading, Revisited”. In Rudell, R. B., Ruddell, M. R. & Singer, H. (Eds.), Theoretical Models and Processes of Reading (pp. 1127-1148). Newark, DE: International Reading Association.

[26]. Shin, D. S. (2014). “Web 2.0 tools and academic literacy development in a US urban school: a case study of a second-grade English language learner”. Language and Education, Vol. 28(1), pp. 68-85.

[27]. Shulman, L. (1987). “Knowledge and Teaching: Foundations of the New Reform”. Harvard Educational Review, Vol. 57(1), pp. 1-21.

[28]. Thompson, P. (2013). “The digital natives as learners: Technology use patterns and approaches to learning”. Computers & Education, Vol. 65, pp. 12-33.

[29]. Vasinda, S. and McLeod, J. (2011), “Extending Readers Theatre: A Powerful and Purposeful Match With Podcasting”. The Reading Teacher, Vol. 64, pp. 486–497. doi: 10.1598/RT.64.7.2

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Research Paper

Tri–Squared Qualitative and Mixed Methods Analysis of Perceptions of the Effectiveness of the Student Athlete Leadership Academy [SALA]: A Character Development and College Preparatory Program for Young African American Men

Harvey Hinton* , James Edward Osler II**

*-** North Carolina Central University, USA

Hinton, H., and Osler II, J.E. (2015). Tri–Squared Qualitative and Mixed Methods Analysis of Perceptions of the Effectiveness of the Student Athlete Leadership Academy [Sala]: A Character Development and College Preparatory Program for Young African American Men.i-manager’s Journal on School Educational Technology, 10(4), 7-22. https://doi.org/10.26634/jsch.10.4.3415

Abstract

This paper outlines the major dimensions and overall effectiveness of the Student Athlete Leadership Academy (or “SALA”). SALA is a character development and college preparatory program designed for middle grade student athletes. The focus of this paper is to provide information about year 1 of SALA. At the same time the paper will contextualize SALA within the spectrum of discussions regarding Teacher Education and its ability to address the needs of young African American men. The data analysis for this study highlights participant responses regarding the overall effectiveness of SALA through the careful examination of : qualitative focus group responses on issues related to SALA curricular implementation and lessons learned; and a Tri–Squared analysis of participant perceptions of overall SALA program effectiveness. The goal of this research investigation is to provide a community–oriented and based program that can be developed into a replicative model. This model can then be offered to other communities seeking to provide meaningful experiences designed to directly address the unique issues and specific needs of young African American men and young men of color

References

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[2]. Bell, D. (1980b). “Dialectics of school desegregation”, The. Ala. L. Rev., Vol. 32, pp. 281.

[3]. Bell, D. (1991). Racial Realism. Conn. L. Rev., Vol.24, pp.363.

[4]. Bell, D. A. (1992). Race, racism, and American law (pp. 60-64).

[5].Boston, M.A Little, Brown. Borko, H., & Putnam, R. T. (1996). “Learning to teach”. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology, (pp. 673–708). New York: Simon and Schuster Macmillan.

[6]. Bush, L., & Bush, E. C. (2013). “Introducing African American Male Theory (AAMT)”. Journal of African American Males in Education, Vol. 4(1),pp. 6-17.

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[9]. Charlton, R. (2011). “The role of policy, rituals, and language in shaping an academically focused culture in HBCU athletics”. Journal of Issues in Intercollegiate Athletics, Vol. 4, pp. 120-148.

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[11]. Crenshaw, K. (1991). “Mapping the margins: Intersectionality, identity politics, and violence against women of color”. Stanford law review, pp. 1241-1299.

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[16]. Gotanda, N. (1996). “Failure of the Color- Blind Vision: Race, Ethnicity, and the California Civil Rights Initiative”. Ethnicity, and the California Civil Rights Initiative, pp. 23.

[17]. Hackett, C. D. (2013). “Constructing an Understanding of Black Student Athletes' Achievement Concerns at a Private Hispanic Serving Institution”.

[18]. Harper, S. R. (2006). “Black male students at public universities in the U.S.: Status, trends and implications for policy and practice”. Washington, DC: Joint Center for Political and Economic Studies.

[19]. Harper, S. R., Williams Jr, C. D., & Blackman, H. W. (2013). “Black male student-athletes and racial inequities in NCAA Division I college sports”. Center for the Study of Race & Equity in Education.

[20]. Hodge, S. R., Bennett III, R. A., & Collins, F. G. (2013). “Historically Black colleges and universities' athletes and sport programs: Historical overview, evaluations, and affiliations”. Racism In College Athletics, pp. 63-104.

[21]. Hyatt, R. (2003). “Barriers to persistence among African American Intercollegiate Athletes: A literature review of non-cognitive variables”. College Student Journal, Vol. 37 (2), pp.260.

[22]. Ladson-Billings, G. (1998). “Just what is critical race theory and what's it doing in a nice field like education?”. International Journal of qualitative studies in education, Vol. 11(1), pp. 7-24.

[23]. Ladson-Billings, G.,& Tate IV, W. (1995). “Toward a critical race theory of education”. The Teachers College Record, Vol. 97(1), pp.47-68.

[24]. Lewis, S., Simon, C., Uzzell, R., Horwitz, A., & Casserly, M. (2010). “A call for change: The social and educational factors contributing to the outcomes of black males in urban schools”. Council of the Great City Schools.

[25]. Lynn, M., & Parker, L. (2006). “Critical race studies in education: Examining a decade of research on US schools”. The Urban Review, Vol. 38(4), pp. 257-290.

[26]. Osler, J. E. (2012a). “Introducing: 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”. i-manager’s Journal on Mathematics, Vol. 1(3), Jul - Sep 2012, Print ISSN 2277-5129, E-ISSN 2277-5137, pp. 23-32.

[27]. Osler, J. E. & Waden, C. (2012b). “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 ”. i-manager's Journal on School Educational Technology, Vol. 8(2), Sep-Nov 2012, Print ISSN: 0973-2217, E-ISSN: 2230-7133, pp. 11-23.

[28]. Osler, J. E. (2013a). “The Psychometrics of Educational Science: Designing Trichotomous Inventive Investigative Instruments For Qualitative And Quantitative Inquiry”. imanager's Journal on School Educational Technology, Vol. 8(3), Dec-Feb 2013, Print ISSN: 0973-2217, E-ISSN: 2230- 7133, pp. 15-22.

[29]. Osler, J. E. (2013b). “The Psychological Efficacy Of Education As A Science Through Personal, Professional, And Contextual Inquiry Of The Affective Learning Domain”. imanager’s Journal on Educational Psychology. Vol. 6(4) Feb-April 2013, Print ISSN 0973-8827, E-ISSN 2230-7141, pp. 36-41.

[30]. Osler, J. E. (2013c). “Algorithmic Triangulation Metrics for Innovative Data Transformation: Defining The Application Process of The Tri–Squared Test”. i- manager’s Journal on Mathematics, Vol. 2(2), Apr - Jun 2013, Print ISSN 2277-5129, E-ISSN 2277-5137, pp. 10-16.

[31]. Patton, M. Q. (2002). “Qualitative Research and Evaluation Methods (3rd Edition)”. Thousand Oaks, CA: Sage Publications, Inc.

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[33]. Russell, M . (1992). “Entering great America: Reflections on race and the convergence of progressive legal theory and practice”. Hastings Law Journal, Vol. 43, pp. 749-767.

[34]. Rust, J. & Golombok, S. (1989). “Modern psychometrics: The science of psychological assessment (2nd ed.)”. Florence, KY, US: Taylor & Frances/Routledge.

[35]. Schoenfeld, A. (1999). “Looking toward the 21st century: Challenges of educational theory and practice”. Educational Researcher, Vol. 28(7), pp.4–14.

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[38]. Stigler, J.& Hiebert, J. (1999). “The teaching gap: Best ideas from the world's teachers for improving education in the classroom”. New York: Summit Books.

[39]. Tatum, A. W. (2008). “Toward a more anatomically complete model of literacy instruction: A focus on African American male adolescents and texts”. Harvard Educational Review, Vol. 78(1), pp.155-180.

[40]. Vargas, S. (2003). “Introduction”. In G. Lopez & L. Parker (Eds.), Interrogating Racism in qualitative research methodology, (pp. 1-18). New York: Peter Lang.

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Research Paper

Pre–Service Post Graduate Teachers' First Time Experience with Constructivist Learning Environment (CLE) Using MOODLE

Boopathiraj C* , K. Chellamani**

* Ph.D (JRF) Research Scholar, School of Education, Pondicherry University, Puducherry, India.

** Associate Professor, School of Education, Pondicherry University, Puducherry, India.

Boopathiraj, C., and Chellamani, K. (2015). Pre–Service Post Graduate Teachers' First Time Experience with Constructivist Learning Environment (CLE) Using MOODLE.i-manager’s Journal on School Educational Technology, 10(4), 23-28. https://doi.org/10.26634/jsch.10.4.3416

Abstract

The aim of this study is to enlighten and discuss Post Graduate student teachers' first time experiences and their level of satisfaction with the use of Moodle Learning Management System (LMS) during their “Research Methods in Education” course offered online. This study investigated 30 pre-service Post Graduate student teachers' to analyze their first time experiences and satisfaction in a Course Management System (MOODLE). The findings of this study indicated that PG Student teacher's supported and were very interested in learning through the given e-platform. It is also recommended to extend the e-platform for all other courses in teacher education programme.

References

[1]. Carolina Armijo de Vega, Lewis McAnally-Salas (2011). “Finding Support in Moodle: A Face-to-Face Chemistry Course for Engineers”, US-China Education Review A1 pp.10-21.

[2]. Gonzalez, J., & Wagener, R. (2003). “Tuning educational structures in Europe” (Final report [phase one]). Universidad de Deusto . Retrieved from http://www.relint.deusto.es/TUNINGProject/documentos/ Tuning_phase1/Tuning_phase1_full_document.pdf

[3]. Gidley, J. M., & Hampson, G. P. (2005). The Evolution of Futures in School Education Futures, Vol.37(4), pp. 255-271.

[4]. Hicks, D. (2012). “The Future Only Arrives When Things Look Dangerous: Reflections on Futures”

[5]. Kearsley, G. (1995). “”The nature and value of interaction in distance learning”. Presented at the Third Distance Education Research Synposium.

[6]. Martin, J. (2007). “The Meaning of the 21st century : A Vital Blueprint for Ensuring our Future”. London: Eden Project Books.

[7]. M. Holbl, T. Welzer (2010). “ Students' Feedback and Communication Habits using Moodle // Electronics and Electrical Engineering. – Kaunas: Technologija, 2010. – No. 6(102). – pp. 63–66.

[8]. National Curriculum Framework for Teacher Education, (2009) , NCTE, New Delhi.

[9]. Slaughter, R. (2004). “Futures Beyond Dystopia: Creating Social Foresight”. London; New York: Routledge Falmer.

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Research Paper

Effectiveness of CAI Package on Achievement in Physics of IX Standard Students

I. Uma Maheswari* , N. Ramakrishnan**

* Principal, Peniel Rural College of Education, Vemparali, Dindigul District, Tamil Nadu, India.

** Associate Professor, Thiagarajar College of Preceptors, Madurai, Tamil Nadu, India.

Uma Maheswari, I., and Ramakrishnan., N. (2015). Effectiveness of CAI Package on Achievement in Physics of IX Standard Students.i-manager’s Journal on School Educational Technology, 10(4), 28-34. https://doi.org/10.26634/jsch.10.4.3417

Abstract

The present study is an experimental one in nature, to find out the effectiveness of CAI package on in Physics of IX std. students. For this purpose a CAI package was developed and validated. The validated CAI package formed an independent variable of this study. The dependent variable is students' achievements in physics content. In order to find out the achievements in Physics among IX standard students, the investigator developed and standardized an achievement test on Physics unit entitled “Work, Power and Energy” prescribed for IX std. by Tamilnadu Textbook Society. It is a pre-test-post-test equivalent group design. In order to have randomization in the sample the investigator selected two schools in Madurai city. The Experimental and Control groups were identified in both these schools. Before the treatment both experimental and control groups were equated based on their performances in entry level test. The selected experimental and control groups were administered Pre test, developed and validated by the investigator. The treatment was conducted in four equal sessions. After all the treatments both the groups were administered Post test. Data were collected from the students. They were tabulated and statistical treatments were applied. The analysis results are discussed in this paper.

References

[1]. Best, J. W. and Kahn, J. V. (2009). Research in Education. New Delhi: PHI Learning Private Limited.

[2]. Geisert, P. G. and Futrell, M. K. (1995). “Teachers, Computers and Curriculum: Microcomputers in the Class room”. Singapore: Allyn and Bacon.

[3]. Kadhiravan, S. and Balasubramanian, N. (2005). “Development and Validation of Computer Tutorials”, Edutracks, Vol. 4(11), pp.17- 20.

[4]. Kumar, K. L. (1986). Educational Technology. New Delhi: New Age International (P) Ltd, Publishers.

[5]. Mahender Reddy Sarsani (2006). “ Quality Improvement in Teacher Education”. New Delhi: Sarup books publishers Pvt Ltd.

[6]. Panda, Subhash Chandra and Chaudhury Jeya Krushna. (2000). “Effect of Computer Assisted Learning in Achieving Higher Cognitive Skills”. Journal of All India Association for Educational Language Research. Vol. 12(3), pp. 25-30.

[7]. Richard Sorabji (2006). “Philoponus: On Aristotle Physics”. New York: Gerald Duckworth & Co.Ltd.

[8]. Sindhi, N. O. (1996). “The construction and Try-out of Multimedia Package for the Teaching of Physics in Standard XI”. An unpublished M.Ed Dissertation. Surat: South Gujarat University.

[9]. http://shodhganga.inflibnet.ac.in:8080/jspui/ bitstream/10603/2517/8/08_chapter%201.pdf

[ 10].ht tp://www.cs.mcgi ll.ca/ ~ rwest/ link- suggestion/ wpcd _ 2008-09_augmented/ wp/h/History_of_physics.htm

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Research Paper

Awareness of Facebook Education among Student Teachers in Present Scenario

D. R. Robert Joan*

Assistant Professor of Mathematics, Christian College of Education, Marthandam, Tamil Nadu, India.

Robert Joan (2015). Awareness of Facebook Education among Student Teachers in Present Scenario.i-manager’s Journal on School Educational Technology, 10(4), 35-43. https://doi.org/10.26634/jsch.10.4.3418

Abstract

Facebook is one of the most popular social networks in the world. Day by day, it is becoming an indispensable part of people lives affecting the daily routine of people. Developments in Computer Technology lead to developments in Communication Technologies and styles as well. Facebook is one of the significant examples of these developments. In addition, mobile phone companies encourage people to use wireless devices in order to connect to Social Network. The aim of the present study is to investigate the awareness of Facebook Education among student teachers in current scenario. The objective of the study was to find the difference between/among student teachers in their awareness of facebook education with respect to gender, locality, religion and family income, and also to find the correlation between Facebook awareness and Academic achievement among student teachers in Kanyakumari district. The investigator used the survey method to determine the facebook awareness of the students in the college of education. The present study consists of 140 samples from the population of Colleges of Education. The investigator has used two tools for the present study. They are ‘Facebook awareness scale’ and ‘Personal data sheet’. The hypothesis of this study was that there is no significant difference/among student teachers in their facebook awareness with respect to gender, locality, religion and family income. Also there is no significant correlation between facebook awareness and academic achievement among student teachers in Kanyakumari district. The finding shows that there is no significant difference between/among student teachers in their facebook awareness with respect to gender, locality, religion and family income. But there was positively very high correlation between Facebook Awareness and Academic achievement. Therefore it was concluded, that facebook awareness in education is important to all the student teachers in different areas irrespective of the, gender, religion and income of the family.

References

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

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

[3]. Blanche, W., Beard, J. L., Britt, V. G. (2013). “Using Facebook Group As an Educational Tool: Effects on Student Achievement”. Computers in Schools, Vol. 30(3) pp. 229-247.

[4]. Donlan, L. (2014). “Exploring the Views of Students on the Use of Facebook in University Teaching and Learning”. Journal of Further and Higher Education, Vol. 38(4) pp. 572- 588.

[5]. Ekoc, A. (2014). “Facebook Groups as a Supporting Tool for Language Classrooms”. Turkish Online Journal of Distance Education, Vol. 15(3) pp. 18-26.

[6]. Facebook Info. (2011). Retrieved from Facebook: http://www.facebook.com/facebook?sk=info

[7]. Education”. New Delhi: Paragon International Publishers.

[8]. Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). “Facebook: An online environment for learning of English in institutions of higher education”. doi.: 10.1016/j.iheduc.2010.07.003

[9]. Jain, A. (2005). Computer in Education. New Delhi: Isha books.

[10]. Leary, Z. O. (2005). “The essential guide to doing research”. New Delhi: Vistaar Publications.

[11]. Santrock, J. W. (2006). “Educational Psychology”. New Delhi: Tata McGraw-Hill Publications.

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

Current Issue Vol. 19 Issue 2

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Volume 10 Issue 4 March - May 2015

Growing Reading Fluency: Engaging Readers with Technology and Text

Melissa A. Parenti* , Xiaojun Chen**

* Assistant Professor, Department of Education Specialties, St. John's University, New York, USA. ** Assistant Professor, Department of Curriculum and Instruction, St. John's University, New York, USA.

Parenti, M.A., and Chen, X. (2015). Growing Reading Fluency: Engaging Readers with Technology and Text.i-manager’s Journal on School Educational Technology, 10(4), 1-6. https://doi.org/10.26634/jsch.10.4.3414

Abstract

References

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Tri–Squared Qualitative and Mixed Methods Analysis of Perceptions of the Effectiveness of the Student Athlete Leadership Academy [SALA]: A Character Development and College Preparatory Program for Young African American Men

Harvey Hinton* , James Edward Osler II**

*-** North Carolina Central University, USA

Abstract

References

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Pre–Service Post Graduate Teachers' First Time Experience with Constructivist Learning Environment (CLE) Using MOODLE

Boopathiraj C* , K. Chellamani**

* Ph.D (JRF) Research Scholar, School of Education, Pondicherry University, Puducherry, India. ** Associate Professor, School of Education, Pondicherry University, Puducherry, India.

Boopathiraj, C., and Chellamani, K. (2015). Pre–Service Post Graduate Teachers' First Time Experience with Constructivist Learning Environment (CLE) Using MOODLE.i-manager’s Journal on School Educational Technology, 10(4), 23-28. https://doi.org/10.26634/jsch.10.4.3416

Abstract

References

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Effectiveness of CAI Package on Achievement in Physics of IX Standard Students

I. Uma Maheswari* , N. Ramakrishnan**

* Principal, Peniel Rural College of Education, Vemparali, Dindigul District, Tamil Nadu, India. ** Associate Professor, Thiagarajar College of Preceptors, Madurai, Tamil Nadu, India.

Uma Maheswari, I., and Ramakrishnan., N. (2015). Effectiveness of CAI Package on Achievement in Physics of IX Standard Students.i-manager’s Journal on School Educational Technology, 10(4), 28-34. https://doi.org/10.26634/jsch.10.4.3417

Abstract

References

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Awareness of Facebook Education among Student Teachers in Present Scenario

D. R. Robert Joan*

Assistant Professor of Mathematics, Christian College of Education, Marthandam, Tamil Nadu, India.

Robert Joan (2015). Awareness of Facebook Education among Student Teachers in Present Scenario.i-manager’s Journal on School Educational Technology, 10(4), 35-43. https://doi.org/10.26634/jsch.10.4.3418

Abstract

References

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* Assistant Professor, Department of Education Specialties, St. John's University, New York, USA.

** Assistant Professor, Department of Curriculum and Instruction, St. John's University, New York, USA.

* Ph.D (JRF) Research Scholar, School of Education, Pondicherry University, Puducherry, India.

** Associate Professor, School of Education, Pondicherry University, Puducherry, India.

* Principal, Peniel Rural College of Education, Vemparali, Dindigul District, Tamil Nadu, India.

** Associate Professor, Thiagarajar College of Preceptors, Madurai, Tamil Nadu, India.