Gender Differences in Professional and Digital Competencies among Secondary School Teachers in Jammu and Kashmir: A Descriptive and Correlational Analysis
Technology and Identity Enactment among Muslim Immigrant Families
Education for All: Addressing the Digital Divide and Socioeconomic Disparities in Modern Schools
Overcoming Misconceptions on 'Gravity and Force' of Ninth Standard Students
A Study to Assess the Effectiveness of Behavior Change Techniques on Screen Time Duration among Preschoolers and Parent Satisfaction Levels at a Selected School in Kanniyakumari District, Tamil Nadu
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
A Study Of Health Education And Its Needs For Elementary School Students
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 purpose of the current research study was to compare the use of interactive instruction to direct instruction on the acquisition of personal finance skills for high school students. Participants were 45 high school seniors who were divided into a Traditional and an Interactive Instruction group. The 9-week research study measured the impact that interactive instruction had on students' achievement in acquiring personal finance skills, students' attitudes toward personal finance instruction, and student's engagement in learning personal finance skills. The data collection instruments included a pre-test and post-test, a Likert-scaled attitude survey, an engagement checklist, and field notes detailing qualitative observations of students' behaviors. Results indicated no significant statistical difference on achievement test scores between the groups, but a medium effect for practical significance. Students' attitudes toward instruction changed as a result of the type of instruction they received and students' engagement was statistically higher for the interactive instruction group.
Education is a lifelong journey for every person. A person experiences most of his education through schools. After the invention of computers, the world has become a global village. Education system in India is facing increasing pressure to use innovative methodologies and integrate new Information and Communication Technologies in the teaching and learning process. Students, have the opportunity to learn lessons through e- portals offering education. The computer has a vital role to play in the field of education. It forms the base for learning other subjects also. Today, computers are used in houses, schools, offices, factories, companies and many other places. Every individual should know atleast the basics of computer. It is essential that, the awareness of computer skills should be promoted among the students, so that they can keep abreast with the time and gain proficiency in using computers for widening their knowledge. So it is essential that, the awareness levels should be assessed in order to give them proper training in using the computer for educational advancement. The main aim of the study was to measure the computer knowledge of higher secondary school students, to find out the level of computer knowledge among XI students and to impart the computer knowledge at lower level. The main objective of the study is to assess the computer knowledge of the higher secondary school students, to measure the level of computer knowledge of higher secondary school students in Coimbatore district, in Tamilnadu, India. So the study was conducted at 7 schools that follows Tamilnadu State Board syllabus (SamacheerKalvi) randomly selected for the study. The research was carried out with a survey method of questionnaire tool constructed based on the curriculum of the XI standard students.
One-to-One Computing initiatives are K-12 Educational environments where student and teacher have Internetconnected, wireless computing devices in the classroom and optimally at home as well (Penuel, 2006). One-to-one computing has gained popularity in several schools and school districts across the world. However, there is limited research exploring the barriers of implementing one-to-one computing, especially on a large scale. This study utilizes a qualitative approach by interviewing six senior administrators on identifying the barriers to implementing one-to-one computing. Solutions are recommended by the senior district leadership to help secure a successful and sustainable district-wide implementation of a one-to-one computing initiative. Results from this study have implications that could drive the planning of future initiatives in large school districts across the world.
Blended Learning is mostly understood as the use of resources which combine e-learning with other educational resources. In this study, a blended learning strategy was designed with a variety of factors addressed to create a meaningful learning environment facilitated by a variety of modes, methods and moments through a combination of Objectives (Cognitive, Affective & Psychomotor), Methods (Exploratory, Guided Discovery, Self-paced learning) and Media - Synchronous – (Instructor-led Classrooms, Field visits) and Asynchronous - (Surveys, Web/Computer-Based Learning). The strategy encourages task-based learning which includes specific tasks for the pupil to be completed within a specific time through consequent events which are executed through specific activities. The purpose of the present study was to find out the effect of blended leaning strategy on achievement in Biology and social and environmental attitude of secondary school students of Kerala. Experimental cum survey method was adopted. The basic experimental design adopted was Pre-test, Post-test and Non - equivalent group Design. Survey method was used to find out the social and environmental attitude of secondary school students using attitude scales viz., Social Attitude Scale and Environmental Attitude Scale developed and standardized by the investigator. The findings reveal that Blended Learning strategy is an effective means for enhancing achievement in Biology, for improving Social Attitude and Environmental Attitude of secondary school students.
With the onset of Web 2.0 and 3.0 – the social and semantic webs – a next wave for integration of educational technology into the classroom is occurring. The aim of this paper is to show how some teachers are increasingly bringing collaboration and shared meaning-making through technology environments into learning environments (Evergreen Education Group, 2014). Purpose is to show a case study of how teachers include student-to-student online collaboration in their Technology Integration Practices (TIP), and how some research projects are examining useful methodologies for incorporating evaluation, assessment and reflection of the approaches (Wilson et al., 2012; Wilson, Scalise, & Gochyyev, 2014). Results from the use of TIP collaborative math/science notebooks in the Assessment and Teaching of 21st Century Skills (ATC21S) project are presented. Recommendations are to help teachers answer key questions about how to assess and evaluate collaborative work online, and how to employ such techniques in the classroom.
