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

Volume 11 Issue 2 September - November 2015


Efficacy in Teaching through “Multiple Intelligence” Instructional Strategies

B. Tamilselvi* , Geetha D**
* Associate Professor, Department of Education, Karpagam Academy of Higher Education, Coimbatore, Tamil Nadu, India.
** Research Scholar, Department of Education, Karpagam Academy of Higher Education, Coimbatore, Tamil Nadu, India.
Tamilselvi.B., and Geetha, D. (2015). Efficacy in Teaching through “Multiple Intelligence” Instructional Strategies. i-manager’s Journal on School Educational Technology, 11(2), 1-10. https://doi.org/10.26634/jsch.11.2.3700


Multiple intelligence is the theory that ‘people are smart in more ways than one has immense implication for educators’. Howard Gardner proposed a new view of intelligence that is rapidly being incorporated in school curricula. In his theory of Multiple Intelligences, Gardner expanded the concept of intelligence with such areas as music, spatial relations, and interpersonal knowledge in addition to mathematical and linguistic ability. This article discusses on the intelligences, the theories based on intelligences, origin of Gardner's Theory of Multiple Intelligences and the incorporation of the theory of Multiple Intelligences into the classroom. To incorporate Multiple intelligence theory in the classroom, there is a need to specialize the process of lesson planning. This paper illustrates the need for special lesson planning, benefits of it to the teachers and learners, integrating various instructional strategies in lesson planning and its effect in the progress of the learners. This article also shows the importance of integrating MI activities in the lesson plans which aid students' learning, providing them with the optimum learning environment through their preferred learning medium and help them to achieve their fullest potential in their respective talented areas.


E-Governance in Education: Pursuit of Education Excellence

Sundarapandiyan Natarajan*
Associate Professor, Vivekananda Institute of Management Studies, Coimbatore, Tamilnadu, India.
Sundarapandiyan Natarajan. (2015). E-Governance in Education: Pursuit of Education Excellence. i-manager’s Journal on School Educational Technology, 11(2), 11-16. https://doi.org/10.26634/jsch.11.2.3701


This article aims to explore today's educational challenges, being technologically supreme, the primary focus on education is to bring out the outcome and value based education to the community. Electronic Governance (e- Governance) focuses not only the technological infrastructure and getting the learning environment sync is the major challenge. E-Governance is an application of Information and Communication Technologies (ICT) used at various levels both the government and private sectors for improving national service enhancement as well as it’s development. Egovernance in education is preferred to have a smooth functioning of educational institutions including Universities, colleges and relevant administrative layers in the field. The solutions from Information and Communication Technology eases and gets away with conventional methods of educational administration including assessments, record keeping, students and teaching monitoring systems. However, the education development, student – teacher enhancement towards educational excellence is still a serious concern in developing countries especially in India. Technology savvy may bring advancements but only value driven education along with learner determined education focus could bring human excellence. This needs an awareness and swift for the young conventional thinkers and educationists on driving outcomes through value based education approach and commitment by capitalizing e-infrastructure for social and community building through blended flexible learning strategies.


Does Higher-Order Thinking Impinge on Learner-Centric Digital Approach?

Bincy Mathew* , B. William Dharma Raja**
* Research Scholar, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu, India.
** Head, Department of Education, Manonmaniam Sundaranar University, Tamil Nadu, India.
Mathew.,B and Raja B.W.D. (2015). Does Higher-Order Thinking Impinge on Learner-Centric Digital Approach?. i-manager’s Journal on School Educational Technology, 11(2), 17-23. https://doi.org/10.26634/jsch.11.2.3702


Humans are social beings and the social cognition focuses on how one form impressions of other people, interpret the meaning of other people's behaviour and how people’s behaviour is affected by our attitudes. The school provides complex social situations and in order to thrive, students must possess social cognition, the process of thinking about how other people are likely to think, act, and react. Impact of technology on learning has not been answered clearly many years after the introduction of ICT into classrooms. Today there are optimist and pessimist views regarding the use of ICT in Education. The main objective of Digital classroom is to enhance interactive learning through teaching pedagogies that provide opportunities for authentic, contextualised assessment that supports learning in a digital context. Digital classroom incorporates contemporary teaching and learning strategies. It provides the basis for engaging students in actively constructing and applying rich learning in purposeful and meaningful ways. The integration of ICT in social cognitive development is a complex and multidimensional process, including many dynamics such as ICT tools, teachers, students, school administration, educational programmes and school culture. While using digital media devices, students of today need active participation and involvement rather than playing a passive role. This means integrating the use of smart phones, tablets, and laptops in on-ground classrooms. They are also looking for the emotional satisfaction of using and interacting with these products. The main purpose of this paper is to make an inquiry on how social cognition impinges on learner-centered digital classroom in an Educational view. It also provides an understanding of how the mind is influenced by social interactions and how to implement technology to enhance social cognitive learning.

Research Paper

ESET: [Eagles Student Evaluation Of Teaching] - An Online Andragogical Student Ratings Of Instruction Tool That Is An In–Depth Systemic Statistical Mechanism Designed To Inform, Enhance, And Empower Higher Education

James Edward Osler II* , Mahmud A. Mansaray**
* Faculty Member, North Carolina Central University, USA.
** Research Analyst, North Carolina Central University, USA.
Osler, J. E., II. and Mansaray.M.A. (2015). ESET: [Eagles Student Evaluation Of Teaching] - An Online Andragogical Student Ratings Of Instruction Tool That Is An In–Depth Systemic Statistical Mechanism Designed To Inform, Enhance, And Empower Higher Education. i-manager’s Journal on School Educational Technology, 11(2), 24-42. https://doi.org/10.26634/jsch.11.2.3703


This paper seeks to provide an epistemological rationale for the establishment of ESET (an acronym for: “Eagles Student Evaluation of Teaching”) as a novel universal SRI [Student Ratings of Instruction] tool. Colleges and Universities in the United States use Student Ratings of Instruction [SRI] for course evaluation purposes (Osler and Mansaray, 2013a). This research investigation is the third part of a post hoc study that psychometrically examines the reliability and validity of the items used in an Historic Black College and University (HBCU) SRI instrument. The ESET sample under analysis consisted of the responses to 56,451 total items extracted from 7,919 distributed Student Ratings Instruments that were delivered electronically (at HBCU) to students who completed the ESET tool. The ESET methodology provides a statistically valid SRI/SET survey instrument along with a variety of post hoc statistical measures to determine the efficacy of collegiate instruction. This research is also the continuation of research conducted on innovative statistical metrics introduced in the i-managre’s Journal on Mathematics.

Case Study

Inclusion in a Multicultural Nation: Realities through Case Studies

Vishalache Balakrishnan*
Post-doctoral Scholar, The University of Waikato, New Zealand.
Balakrishnan. (2015). Inclusion in a Multicultural Nation: Realities through Case Studies. i-manager’s Journal on School Educational Technology, 11(2), 43-47. https://doi.org/10.26634/jsch.11.2.3704


According to Inclusion Press International, inclusion is not just a 'disability issue' but about living full lives, about learning to live together and treasuring diversity and building community. When Malaysia obtained her independence from Britain in 1957, one of the main ruling was all three ethnicities (Malay, Chinese, and Indian) should live together as one multicultural nation. No individual should be excluded from any aspects of Education, Economic and Social means. After almost six decades of independence, many individuals in Malaysia are still unhappy with the social injustice due to exclusion based on several factors such as ethnicity and historical roots. In this paper the researcher would like to argue that, the minority ethnic group have been side lined due to constitutional rights and current policies. Using multiple case studies and collecting date through technology such as Facebook, Whats App and e-mail, the researcher used textual analysis to analyse the data collected. Findings show that, the participants have to fend for themselves and the social injustice caused many to leave their country of birth to move to other countries where they are treated equally for what they are and not who they are. The researcher suggests that, there is a critical need for Malaysia to overlook its Political, Economic and Education policies to ensure a new world which is just and fair.