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 main purpose of this article is to have parents actively engaged in their children's educational development. Studies have shown that when parents are involved, student achievement improves (Clark, 1983;Comer, 1980; Dornbusch, 1986; Henderson, 1981). However, the way parents have been involved has changed and is continuing to change over time (Connors & Epstein, 1995).
This paper discusses on Student Behavior Management and Support in the previous issue. This looks into to one of the complex issues that affects our students and the ways to tackle it appropriately in this issue.
The Internet provides opportunities for students in developing countries to interact both with a wide variety of educational resources and with distant students and teachers. For a decade the authors have researched the essential elements to ensure success when technology is introduced in classrooms. Therefore this focuses on developing research-based materials and high-quality teacher professional development.
It is well-known fact that more than eighty percent of our active life time is spent in one or other form of Communication i.e. sending of receiving messages with other. Communication is essential in each and every sphere of life e.g. family, work place, friendship, politics, academics, or any other profession. The success depends upon the use of skills of communication.
One of the key arguments for problem-based learning as a holistic, learner centred pedagogical method rests on the premise it addresses multiple facets of learner development rather than decontextualised, content related learning outcomes. Fostering meta-cognitive ability in an attempt to develop self regulatory, autonomous learning habits is an important goal of PBL learning environments. Using a small pool of data from students' Learning Journal entries from an institution which implements PBL as the sole methodological framework, this article explores the nature, type and possible conclusions from a range of student responses within a specific context. The purpose of this seminal work is to demonstrate the faint but discernible patterns one can observe through such students' work which mark their respective positions in the spectrum of ability for self regulated, self directed learning.
One of the ways in which teachers tend to 'personalise' to the needs of their students is by complementing their teaching materials with online resources. However, the current online resources are designed in such a way that only allows teachers to customise their search and not personalise. Therefore, a Personalised Search Tool for teachers called the “PoSTech” has been proposed for the iClass Project (EU funded) This paper will outline the functionality and the possible interface of such a tool designed in correspondence to the IEEE LOM standards.
University admissions for professional degree programmes has become very competitive in many countries in the world. While students have to score high aggregate of marks at the university entrance examinations, other criteria may also have to be met. As a result, additional private coaching outside the normal high school system is being sought by the students. In certain countries private coaching system which uses modern technology and distance education has become a thriving business. In this paper, the consequences of this trend are discussed while paying attention to a study conducted in Sri Lanka. Remedial measures for the Sri Lankan situation are proposed which could be applicable to other countries as well.
Historically, technology educators have chosen the creation of products or projects as a means to teach technological concepts. Although it is true that technology is most commonly known by its products, in most educational situations technology is best described as a process. This paper describes a technology education course that promotes cooperative and creative problem-solving in primary school teacher education. The purpose of the course was to study creativity through analysing a special method for problem-solving and to create new pedagogical approaches in a learning environment, designed to promote active, co-operative, and problem-centred learning in technology education.
