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

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Volume 11 Issue 3 December - February 2016 [Open Access]

Research Paper

Career Planning with Careerforward: Exploring Student Perceptions and Experiences in An Online Career Preparation Course

Michael K. Barbour* , Minakshi Lahiri, Sacip Toker*, Kelly Unger Harrison****

* Director, Doctoral Studies, Isabelle Farrington College of Education, Sacred Heart University, Connecticut, USA.

Instructional Technology Specialist, Irvin D. Reid Honors College, Wayne State University, Michigan, USA.

* Assistant Professor, Department of Digital Game Design, School of Cinematic Arts, Ipek University, Ankara, Turkey.

**** Senior Learning and Development Specialist, Global Information Technology Team, Ford Motor Company, USA.

Barbour, M.,Lahiri, M., Toker, S., and Harrison, K. U. (2016). Career Planning With Career forward: Exploring Student Perceptions and Experiences In An Online Career Preparation Course. i-manager's Journal on School Educational Technology, 11(3), 1-10. https://doi.org/10.26634/jsch.11.3.4785

Abstract

In April 2006, the Michigan State Board of Education and Michigan Legislatures adopted a rigorous package of high school graduation requirements, one of which made Michigan the first state that incorporated an online learning graduation requirement into the K-12 curriculum. All Michigan's students entering high school during 2008-2009 school year were required to complete online learning during their course of high school studies in order to graduate. Michigan Virtual School helped the schools in Michigan to fulfill this requirement by developing a 20-hour online learning course called “Career Forward”. In December 2008, the Michigan Virtual University provided the National Repository of Online Courses access to the CareerForward course content, allowing students from anywhere in the United States, the ability to access CareerForward free of charge. This evaluation study was conducted to provide Michigan Virtual School with information to improve the design and delivery of the Career Forward course, in order to improve the learning experiences of the future students and to improve the overall efficiency of the course. Analysis of data from this research indicated that, CareerForward in its current format had very little impact on student attitude towards career planning. Recommendations for changes in design and delivery options of the course for future offerings are suggested in order to make the course more effective and to meet its objectives.

References

[1]. Barbour, M. K. (2010). “Researching K-12 online learning: What do we know and what should we examine?” Distance Learning, Vol. 7(2), pp. 7-12.

[2]. Barbour, M. K. (2009). Evaluation Report for the Michigan Virtual School on CareerForward. Lansing, MI: Michigan Virtual University.

[3]. Barbour, M. K., & Reeves, T. C. (2009). “The reality of virtual schools: A review of the literature”. Computers and Education, Vol. 52(2), pp. 402–416.

[4]. Cavanaugh, C., Barbour, M. K., & Clark, T. (2009). “Research and practice in K-12 online learning: A review of literature”. International Review of Research in Open and Distance Learning, Vol. 10(1). Retrieved from http://www. irrodl.org/index.php/irrodl/article/view/607

[5]. Clark, T. (2001). “Virtual schools: status and trends. Phoenix, AZ: West Ed/Distance Learning Resource Network”. Retrieved from http://www.wested.org/online_pubs/ virtualschools.pdf

[6]. Department of Education (2006). Michigan Merit Curriculum Guidelines: Online Experience. Lansing, MI: Government of Michigan.

[7]. Fulton, K. (2002). Guide to Online High School Courses. Washington, DC: National Education Association. Retrieved from http://www.nea.org/technology/images/02online courses.pdf

[8]. Government of Michigan. (2007). “News Release- Innovative online career development course for HS students is launched: CareerForward meets new state online learning requirement and gives students early exposure to career planning and entrepreneurship”. Lansing, MI: Author. Retrieved from http://web.archive.org/web/ 20070316090630/http://www.mivhs.org/upload_2/cfwd_la unch.pdf

[9]. Reeves, T. C., Herrington, J., & Oliver, R. (2005). “Design research: A socially responsible approach to instructional technology research in higher education”. Journal of Computing in Higher Education, Vol. 16(2), pp. 96-115.

[10]. Ruona, W. E. A. (2005). “Analyzing Qualitative Data”. In R. A. Swanson & E. F. Holdton III (Eds), Research in Organizations: Foundations and Methods of Inquiry, pp. 233-263. San Francisco, CA, Berrett-Koehler Publishers, Inc.

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Research Paper

Relationship of Perceptual Learning Styles and Academic Achievement among High School Students

K. V. Rani *

Associate Professor, M.E.T. College of Education, Chenbagaramputhur, Tamilnadu, India.

Rani, K.V. (2016). Relationship of Perceptual Learning Styles and Academic Achievement among High School Students. i-manager's Journal on School Educational Technology, 11(3), 10-17. https://doi.org/10.26634/jsch.11.3.4786

Abstract

Perceptual Learning styles are different ways in which people process the information in the course of learning, intimately involved in producing more effective response stimuli. The objective of the study was to find out the correlation between the variables of Perceptual learning style in total and with its dimensions to Academic achievement. Population of the study includes all students studying in High Schools of Kanyakumari District. Samples of the study were 328 students who were studying in various High Schools located in Kanyakumari District. The tool adopted here was ‘The Learning Styles Scale’ developed by the Investigator herself. Statistical techniques involved here were ‘t-test’ and ‘Pearson's Product Moment coefficient of correlation’. The findings of the study revealed that, perceptual styles of learning were greater for Female and Tamil medium students than that of their counterparts. Also from correlation, it was revealed that, the perceptual learning styles have a high correlation with the academic achievement of students. So, educators need to recognize different modes of learning and had to adopt different approaches to teaching, that enable students to adopt different learning styles to learn effectively. This means that, teaching needs to be designed to include different learning opportunities and appropriate assessments to ensure that, the learning is accessible to the largest number of students. The teachers must be persons who are capable for applying a mix of teaching approaches to the classroom and in planning the learning opportunities for students which should benefit the maximum numbers of students, thereby develop our Mother India.

References

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[18]. Shrivastava, A. (2002). “A study of learning styles of secondary school students with scientific attitude and their achievement in science”. Doctoral Dissertation, Lucknow University, Retrieved from http://www.dauni.ac.in.

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Research Paper

Students' Views towards the Usage of Smart Board in Biology Lessons

Recep Onder* , Halil Aydin**

* Research Scholar, Anadolu University, Eskisehir, Turkey.

** Associate Professor, Department of Biology Education, DokuzEylul University, Izmir, Turkey.

Onder, R., and Aydin, H. (2016). Students' Views towards the Usage of Smart Board in Biology Lessons. i-manager's Journal on School Educational Technology, 11(3), 18-28. https://doi.org/10.26634/jsch.11.3.4787

Abstract

The aim of this study was to determine students' view on the use of smart boards in the tenth grade Secondary Education Biology classes. The research was carried out in a Public High School in Izmir with the participation of ten students. Data of the research were collected through a semi-structured interview and unstructured observation techniques. The data dump were subjected to content analysis in the analysis stage and the results were presented by grouping according to the content properties for study purposes. Students interviewed in research results that facilitate smart board to learn, improve their success, while providing the advantage of changing attitudes towards use; disruptions due to nonavailability and remote emergence of technical problems during the use of smart boards as their disadvantages.

References

[1]. Akcayir, M. (2011). “The Effect of Utilizing the Smart Board in Mathematics Teaching on 10th Grade Students, Their Academic Achievement, Their Attitude Towards Mathematics and Their Self Efficacy Levels”. Unpublished Master's Thesis, Gazi University, Institude of Educational Sciences, Ankara.

[2].Akdemir, E. (2009).”The Investigation of the Effects of Using The Smart Board on the Achievement of Students in Geography Courses”. Unpublished Master's Thesis, Zonguldak Karaelmas University, Institude of Social Sciences, Zonguldak.

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[4]. Ates, M. (2010). “The Using of Active Board at Secondary School Geography Lessons”. Marmara Geographical Review, Vol. 22(1), pp.409 – 427.

[5]. Ekici, F. (2008). “Effects of Smart Board Usage on Primary School Maths Students' Success”. Unpublished Master's Thesis, Marmara University, Institude of Educational Sciences, Istanbul.

[6]. Glover, D. & Miller, D. (2001). “Running with Technology: The Pedagogic Impact of The large-Scale introduction of interactive Whiteboards in One Secondary School”. Journal of Information Technology for Teacher Education, Vol. 10(3), pp. 257 - 276.

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[9]. Kocasarac, H. (2003). “Teachers' Competencies About The Use Of Computers In Education”. The Turkish Online Journal of Educational Technology – TOJET, Vol. 3(2), pp.77- 85.

[10]. Kose, S., Ayas, A. ve Tas, E. (2003). “The Effects of Computer-Based Instruction on Misconceptions: Photosynthesis”. Journal of Education, Vol. 2(14), pp.106- 112.

[11]. Lopez, O. (2010). “the Digital Learning Classroom: Improving English Language Learners Academic Success in Mathematics and Reading Using Interactive Whiteboard Technology”. Computers and Education, Vol. 54, pp. 901- 915.

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[15]. Olgun, H. (2012). “Investigation of Student Perceptions of Interactive Whiteboards in a Physics Classroom”. Unpublished Master's Thesis, Marmara University, Institute of Educational Sciences, Istanbul.

[16]. Oztan, A. Y. (2012). “The Effect of Using Active Board on Academic Success of Primary 7th Grade Students on Science and Technology Teaching”. Unpublished Master's Thesis, Necmettin Erbakan University, Institude of Educational Sciences, Konya.

[17]. Sanli, O., Altun, M., Ve Tan, C. (2014). “Problems and Solution Offers of the Teachers about Smart Boards and the Tablets Delivered to the Students”. International Periodical For The Languages, Literature and History of Turkish, Vol.10(3), pp. 833-850.

[18]. Solak, M. (2012). “The Analysis of the Teacher's Attitudes Towards the Usage of the Smart boards According to the Technology Acceptance Model”. Unpublished Master's Thesis, Sakarya University, Institute of Educational Sciences, Sakarya.

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Research Paper

A Study of Student-Teachers' Readiness to Use Computers in Teaching: An Empirical Study

M. Padmavathi*

Assistant Professor, The Oxford College of Education, Bangalore, India.

Padmavathi, M. (2016). A Study of Student-Teachers' Readiness to Use Computers in Teaching: An Empirical Study. i-manager's Journal on School Educational Technology, 11(3), 29-39. https://doi.org/10.26634/jsch.11.3.4788

Abstract

This study attempts to analyze student-teachers' attitude towards the use of computers for classroom teaching. Four dimensions of computer attitude on a Likert-type five-point scale were used: Affect (liking), Perceived usefulness, Perceived Control and Behaviour Intention to use computers. The effect of student-teachers' subject area, years of computer experience and computer competency on attitude towards the computers are also analyzed. The study has adopted ‘Technology Acceptance Model’ as its conceptual framework. Apart from mean analysis, correlation and Multivibrate Ananlysis of Variance (MANOVA) are carried out to elucidate statistical significance of the study variables. Major findings in this study are: (1) Student-teachers are found to have positive attitude towards the use of computers for classroom teaching; (2) Affect dimension of computer attitude is significant for subject area and computer experience; (3) A strong positive correlation between the computer experience and computer attitude was observed; (4) A significant correlation between the years of computer experience and perceived control, and computer attitude was observed; (5) The findings show a significant difference in computer attitude by subject areas: Languages, Science, Mathematics and Social Studies; and (6) Subject area and computer experience are significantly associated with an overall attitude towards computers. Implications for teacher training and suggestions for further research are provided in this study.

References

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[22]. Saricoban, A. (2013). “Pre-Service ELT Teachers' Attitudes Towards Computer Use: A Turkish Survey”. Eurasian Journal of Educational Research, Vol. 53, pp.59-78.

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International Conference on Computers in Education (ICCE).

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Research Paper

Effectiveness of an Interactive Multimedia Learning Package in Developing Attitude towards Mathematics

P. Muthulakshmi* , A. Veliappan**

* Research Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.

** Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.

Muthulakshmi, P., and Veliappan, A. (2016). Effectiveness of an Interactive Multimedia Learning Package in Developing Attitude towards Mathematics. i-manager's Journal on School Educational Technology, 11(3), 40-46. https://doi.org/10.26634/jsch.11.3.4789

Abstract

The present study has been designed to investigate the effectiveness of an interactive multimedia learning package in developing attitude towards Mathematics. After establishing homogeneity with reference to the students' quarterly marks in Mathematics and the scores of intelligence test, they were divided into 21 learners in control group and 21 in Experimental group. The selected topics from the standard IX Mathematics book was taught through traditional method to the sample selected for the control group whereas, experimental group was given treatment through Interactive Multimedia Learning Package developed by the investigator. Attitude towards mathematics inventory developed by the investigator was used to collect the data. Pre-test and post-test were conducted to both groups before and after the treatment. The data obtained were statistically analyzed by calculating arithmetic mean, standard deviation and t-test. The results indicated that, there is a significant difference in the posttest scores between the control and experimental groups with regard to the attitude towards mathematics.

References

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

Current Issue Vol. 20 Issue 1

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Volume 11 Issue 3 December - February 2016 [Open Access]

Career Planning with Careerforward: Exploring Student Perceptions and Experiences in An Online Career Preparation Course

Michael K. Barbour* , Minakshi Lahiri**, Sacip Toker***, Kelly Unger Harrison****

Barbour, M.,Lahiri, M., Toker, S., and Harrison, K. U. (2016). Career Planning With Career forward: Exploring Student Perceptions and Experiences In An Online Career Preparation Course. i-manager's Journal on School Educational Technology, 11(3), 1-10. https://doi.org/10.26634/jsch.11.3.4785

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Relationship of Perceptual Learning Styles and Academic Achievement among High School Students

K. V. Rani *

Associate Professor, M.E.T. College of Education, Chenbagaramputhur, Tamilnadu, India.

Rani, K.V. (2016). Relationship of Perceptual Learning Styles and Academic Achievement among High School Students. i-manager's Journal on School Educational Technology, 11(3), 10-17. https://doi.org/10.26634/jsch.11.3.4786

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Students' Views towards the Usage of Smart Board in Biology Lessons

Recep Onder* , Halil Aydin**

* Research Scholar, Anadolu University, Eskisehir, Turkey. ** Associate Professor, Department of Biology Education, DokuzEylul University, Izmir, Turkey.

Onder, R., and Aydin, H. (2016). Students' Views towards the Usage of Smart Board in Biology Lessons. i-manager's Journal on School Educational Technology, 11(3), 18-28. https://doi.org/10.26634/jsch.11.3.4787

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A Study of Student-Teachers' Readiness to Use Computers in Teaching: An Empirical Study

M. Padmavathi*

Assistant Professor, The Oxford College of Education, Bangalore, India.

Padmavathi, M. (2016). A Study of Student-Teachers' Readiness to Use Computers in Teaching: An Empirical Study. i-manager's Journal on School Educational Technology, 11(3), 29-39. https://doi.org/10.26634/jsch.11.3.4788

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Effectiveness of an Interactive Multimedia Learning Package in Developing Attitude towards Mathematics

P. Muthulakshmi* , A. Veliappan**

* Research Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu. ** Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.

Muthulakshmi, P., and Veliappan, A. (2016). Effectiveness of an Interactive Multimedia Learning Package in Developing Attitude towards Mathematics. i-manager's Journal on School Educational Technology, 11(3), 40-46. https://doi.org/10.26634/jsch.11.3.4789

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Michael K. Barbour* , Minakshi Lahiri, Sacip Toker*, Kelly Unger Harrison****

* Research Scholar, Anadolu University, Eskisehir, Turkey.

** Associate Professor, Department of Biology Education, DokuzEylul University, Izmir, Turkey.

* Research Scholar, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.

** Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.