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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

Most Cited

Volume 12 Issue 1 June - August 2016

Article

Reflecting on Online Course Evaluations: Five Must-Do's for Faculty and Students

Gina Cicco*

Associate Professor, Department of Counselor Education, School of Education, St. John's University, NewYork, USA.

Cicco, G. (2016). Reflecting on Online Course Evaluations: Five Must-Do's For Faculty and Students. i-manager's Journal on School Educational Technology, 12(1), 1-7. https://doi.org/10.26634/jsch.12.1.8078

Abstract

This article will review the experiences of a graduate counselor educator in teaching and evaluating her online courses. The author will summarize her most effective instructional and assessment mechanisms, based on student performance through achievement of course objectives as well as students' feedback and comments on specific online counseling courses and methods. The article will then provide five guidelines or must-do's that have demonstrated success for faculty members and students in fully online courses at the graduate education level. These five must-do's emerged from a thorough and comprehensive review of ten online graduate counseling courses taught at a metropolitan university in New York City within the past three years. The data collected is currently being analyzed and synthesized into a research report. The five recommendations proposed by the primary instructor include Presence, Interaction, Clarity, Consistency, and Availability, which create the acronym, “PICCA”, to summarize a proactive and creative approach to teaching and learning in online courses (Cicco, 2013; Cicco, 2015). Underlying the faculty and student roles in a PICCAbased online course is the understanding that each individual has a responsibility to remain attentive and engaged throughout the duration of the course and should hold an authentic commitment to strive for an optimal learning experience. The article will also include suggestions on specific ways to adapt and implement PICCA in the virtual classroom.

References

[1]. Cicco, G. (2013). “Online learning experiences of counselors-in-training: Implications for online course design, assessment, and research”. In INTED2013 Digital Library, INTED2013 Publications.

[2]. Gina Cicco (2014). “Learning-Style Assessment in Online Courses: A Prerequisite for Academic Success”. imanager's Journal of Educational Technology, Vol. 11, No. 2, Jul-Sep 2014, Print ISSN 0973-0559, E-ISSN 2230-7125, pp. 1-6.

[3]. Gina Cicco (2015). “Virtual Learning and Instructional Tools: Perfecting the Weekly Roadmap”. i-manager's Journal of Educational Technology, Vol. 12, No. 2, Jul-Sep 2015, Print ISSN: 0973-0559, E-ISSN: 2230-7125, pp.1-6.

[4]. Grady, J.R. (2013). “Improving student satisfaction with large-scale, compressed timeline online courses”. Quarterly Review of Distance Education, Vol. 14, No. 4, pp. 195-208.

[5]. Haberstroh, S. (2010). “College counselors' use of informal language online: Student perceptions of expertness, trustworthiness, and attractiveness”. Cyberpsychology, Behavior & Social Networking, Vol. 13, No. 4, pp. 455-459.

[6]. Hollins-Alexander, S. (2013). Online Professional Development through Virtual Learning Communities. Thousand Oaks, CA: Corwin.

[7]. Horton, H.E. (2013). “How technological advances are customizing the student experience”. Community College Week, Vol. 25, No. 15, pp. 8-9.

[8]. LaBarbera, R. (2013). “The relationship between students' perceived sense of connectedness to the instructor and satisfaction in online courses”. Quarterly Review of Distance Education, Vol. 14, No. 4, pp. 209-220.

[9]. Reiner, C.M., and Arnold, K.E. (2010). “Online course evaluation: Student and instructor perspectives and assessment potential”. Assessment Update, Vol. 22, No. 2, pp. 8-10.

[10]. Robb, L., and McDaniel, R. (2012). “Transforming online learning through narrative and student agency”. Journal of Educational Technology & Society, Vol. 15, No. 4, pp. 344-355.

[11]. Rust, J.P., Raskin, J.D., and Hill, M.S. (2013). “Problems of professional competence among counselor trainees: Programmatic issues and guidelines”. Counselor Education & Supervision, Vol. 52, No. 1, pp. 30-42.

[12]. Trepal, H., Haberstroh, S., Duffey, T., and Evans, M. (2007). “Considerations and strategies for teaching online counseling skills: Establishing relationships in cyberspace”. Counselor Education & Supervision, Vol. 46, No. 4, pp. 266-279.

[13]. Yukselturk, E., and Yildirim, Z. (2008). “Investigation of interaction, online support, course structure and flexibility as the contributing factors to students' satisfaction in an online certificate program”. Journal of Educational Technology &Society, Vol. 11, No. 4, pp. 51-65.

[14]. Zacharis, N.Z. (2011). “The effect of learning style on preference for web-based courses and learning outcomes”. British Journal of Educational Technology, Vol. 42, No. 5, pp. 790-800.

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Research Paper

Exploring the Use of Tablets for Student Teaching Supervision

Joseph A. Johnson* , Whitney M. Wesley, Randy Yerrick*

* Assistant Professor, Department of Physics, Mercyhurst University, Erie, Pennsylvania, USA.

Associate Professor and Chair, Department of Middle and Secondary Education and Educational Leadership, Edinboro University, Edinboro, Pennsylvania, USA.

* Full Professor and Associate Dean, Interprofessional Education and Engagement, Graduate School of Education, State University of New York, Buffalo, USA.

Johnson, J.A., Wesley, W. M., and Yerrick, R. (2016). Exploring the Use of Tablets for Student Teaching Supervision. i-manager's Journal on School Educational Technology, 12(1), 8-17. https://doi.org/10.26634/jsch.12.1.8079

Abstract

While research on the use of tablets in the field of education is emerging, existing research on the use of this tool for the purposes of student teaching supervision is very limited. This study aimed to explore the application of iPad tablets for student teacher supervision in a teacher preparation program at a large state university in the Northeastern United States, with the purpose of improving practice in the supervision and effectiveness of implementation of the digital tool. Employing a case study methodology to analyze data from five participating professors who supervise pre-service teachers' teaching practice in actual school settings, this study revealed several strengths of this tool in terms of facilitating communication, collaboration, and organization for supervisors and for encouraging effective reflective practice among student teachers. It also revealed limitations in implementation, including access to necessary infrastructure on-site at K-12 schools and the structure of the implementation program. These findings can inform similar technology integration in other teacher preparation programs.

References

[1]. Abell, Bryan, and Anderson, (1998). “Investigating Preservice Elementary Science Teacher Reflective Thinking Using Integrated Media Case-based Instruction in Elementary Science Teacher Preparation”. Science Education, Vol. 82(4), pp. 491-509.

[2]. Abell, S. K., and Bryan, L. A. (1997). “Reconceptualizing the Elementary Science Methods Course using a Reflection Orientation”. Journal of Science Teacher Education, Vol. 8(3), pp. 153-166.

[3]. Ball, D. L. (1990). “The Mathematical Understandings that Prospective Teachers bring to Teacher Education”. The Elementary School Journal, Vol. 90, pp. 449-466.

[4]. Beaudin, L. (2012). “Using iPads to Enhance Pre Service Teachers' Reflection Skills: A Pilot Study”. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Vol. 2012, No. 1, pp. 888-892.

[5]. Bryan, L. A., and Abell, S. K. (1999). “Development of Professional Knowledge in Learning to Teach Elementary Science”. Journal of Research in Science Teaching, Vol. 36, pp. 121–139.

[6]. Calandra, B., Brantley-Dias, L., and Dias, M. (2006). “Using Digital Video for Professional Development in Urban Schools: A Preservice Teacher's Experience with Reflection”. Journal of Computing in Teacher Education, Vol. 22(4), pp. 137-144.

[7]. de Mesquita, P. B., Dean, R. F., and Young, B. J. (2010). “Making Sure What You See Is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science”. Contemporary Issues in Technology and Teacher Education, Vol. 10(3), pp. 275-293.

[8]. Grimmett, P. P., and Erickson, G. L. (1988). Reflection in Teacher Education. New York: Teachers College Press.

[9]. Hill, H. C., Rowan, B., and Ball, D. L. (2005). “Effects of Teachers' Mathematical Knowledge for Teaching on Student Achievement”. American Educational Research Journal, Vol. 42(2), pp. 371-406.

[10]. Howes, E. V. (2002). “Learning to Teach Science for all in the Elementary Grades: What do Preservice Teachers Bring?” Journal of Research in Science Teaching, Vol. 39(9), pp. 845-869.

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[14]. Roscorla T. (2012). “Massively Open Online Courses are 'Here to Stay'”. Center for Digital Education.

[15]. Roth K. J. (2009). “Using Video Studies to Transform Science Teaching and Learning: Results from the Stella Professional Development Program. The Power of Video Studies in Investigating Teaching and Learning in the Classroom, pp. 225-242.

[16]. Schön D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books, Vol. 5126.

[17]. Thompson, N., and Pascal, J. (2012). “Developing Critically Reflective Practice”. Reflective Practice, Vol. 13(2), pp. 311-325.

[18]. Yerrick, R. (2002). “Utilizing Digital Video to Expand Prospective Science Teachers' Views of Science”. Exchanges: The Online Journal of Teaching and Learning in the CSU. Retrieved from http://www.exchangesjournal.org/ classroom/1092_Yerrick_pg1 .html

[19]. Yerrick, R. (2014). “The Mathematical and Scientific nd iPad.” In Sam Gliksman's (2 Ed.), iPads in Education for Dummies, pp. 215-259, Wiley Publishers.

[20]. Yerrick, R. K., and Johnson, J. A. (2009). “Meeting the Needs of Middle Grade Science Learners Through Pedagogical and Technological Inter vention” . Contemporary Issues in Technology and Teacher Education, Vol. 9 (3).

[21]. Yerrick, R., Ross, D., and Molebash, P. (2005). “Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing”. Journal of Science Teacher Education, Vol. 6, No. 4, pp. 351-375.

[22]. Yerrick, R., Thompson, M., McLaughlin, S., and MacDonald, S. (2011). “Collected from the Cutting Room Floor: An Examination of Teacher Education Approaches to Digital Video Editing as a Tool for Shifting Classroom Practices”. Contemporary Issues in Technology and Teacher Education, Vol. 11(1), pp. 118- 148.

[23]. Yerrick, R., Radosta, M. and Greene, K. (2016). “Technology, Culture, and Young Science Teachers: A Promise Unfulfilled”. In Y. Dori, Z. Mevarech, and D. Baker's (Eds.), Cognition, Metacognition, and Culture in STEM Education, Springer.

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Research Paper

The Effect of the Use of Smart Board in the Biology Class on the Academic Achievement of Student

Recep Onder* , Halil Aydin**

*Research Scholar, Anadolu University, Eskisehir, Turkey.

** Professor, Department of Biology Education, Dokuz Eylul University, Izmir, Turkey.

Onder, R., and Aydin, H. (2016). The Effect of the Use of Smart Board in the Biology Class on the Academic Achievement of Student. i-manager's Journal on School Educational Technology, 12(1), 18-29. https://doi.org/10.26634/jsch.12.1.8080

Abstract

The objective of this study is to reveal the effect of the use of smart board in the biology class at the tenth grade of the secondary education on the academic achievements of students. The study used the quasi-experimental model with pre-test and posttest control groups and semi-structured interviews were made with the students. The study group of the research consists of the 50 students at the tenth grade in an Anatolian High School in the Buca District of the izmir province. The lessons with the students in the test group included the contents which were prepared by the methods and techniques based on the constructive learning approach and taught by using the smart board. The students in the control group were instructed with the activities that were specified in the current curriculum. As a result of the study, a significant difference was found between the achievements of the test group and control group students. The achievement of the test group students was found to be higher than the control group students. In addition, the interviews with the test group students provided comprehensive opinions on the use of smart board.

References

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[2]. Akpinar, E., and Ergin, O. (2005). “The Role of Science Teacher in Constructivist Theory”. Ilkogretim Online, Vol. 4, No. 2, pp. 55-64.

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[27]. Recep Onder and Halil Aydin, (2016). “Students' Views towards the Usage of Smart Board in Biology Lessons”. imanager's Journal on School Educational Technology, Vol. 11, No. 3, Dec 2015-Feb 2016, Print ISSN: 0973-2217, EISSN: 2230-7133, pp.18-28.

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Research Paper

Whether Experience and Training of Teachers Affect their Attitude towards Continuous and Comprehensive Evaluation (CCE)?

Sahanowas S.K.* , Santoshi Halder**

* Assistant Professor, Department of Education, Bidhannagar College, SaltLake, Kolkata, India.

** Assistant Professor, Department of Education, University of Calcutta, Kolkata, India.

Sahanowas, S.K., and Halder, S. (2016). Whether Experience and Training of Teachers Affect their Attitude towards Continuous and Comprehensive Evaluation (CCE)? i-manager's Journal on School Educational Technology, 12(1), 30-38. https://doi.org/10.26634/jsch.12.1.8081

Abstract

Teaching experience and training of the teachers are important variables for teaching and evaluating effectively having an immense impact to their inclination, attitude and perfection. West Bengal Board of Secondary Education (W.B.B.S.E), India, has taken the initiative to implement Continuous and Comprehensive Evaluation system up to class VIII level. The present study explores the effect of experience and training on the attitude of the teachers towards CCE. 100 teachers under W.B.B.S.E were selected from 20 schools from Kolkata and South 24 Parganas district, West Bengal, India. Attitude scale towards CCE by Sood & Anand (2011) was adopted. t- test result showed that, teaching experience and training have no effect on the attitude of teachers towards CCE. Few orientations were suggested and discussed in the light of the matter.

References

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Research Paper

Critical Thinking Ability of Higher Secondary School Students

Devika R* , Soumya P. R**

* Assistant Professor, NSS Training College, Ottapalam, Palakkad, Kerala, India.

** M.Ed Student, NSS Training College, Ottapalam, Palakkad, Kerala, India.

Devika R. and Soumya P. R. (2016). Critical Thinking Ability of Higher Secondary School Students. i-manager's Journal on School Educational Technology, 12(1), 39-44. https://doi.org/10.26634/jsch.12.1.8082

Abstract

Critical thinking ability is one among the life skills enlisted by the World Health Organisation. Citizens who can think critically are the need of the nation. The new era warrants persons who can think and evaluate the information correctly. It is the duty of education to inculcate the skill of critical thinking in the students, the future citizens. The study was conducted using the normative survey method. The sample for the present study consisted of 640 secondary school students from different schools of Palakkad district. A tool, namely Critical Thinking Ability Test for Higher Secondary School Students was constructed and standardized by the investigators for the study. The study investigated the influence, the effect of gender, type of management and the optional subject on the critical thinking ability of higher school students. Statistical measures such as t-test and ANOVA were used to analyze the data. The result of the analysis shows that a significant difference exists in the mean scores of critical thinking ability with respect to gender, type of management and optional subjects of students.

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Whether Experience and Training of Teachers Affect their Attitude towards Continuous and Comprehensive Evaluation (CCE)?

Sahanowas S.K.* , Santoshi Halder**

* Assistant Professor, Department of Education, Bidhannagar College, SaltLake, Kolkata, India. ** Assistant Professor, Department of Education, University of Calcutta, Kolkata, India.

Sahanowas, S.K., and Halder, S. (2016). Whether Experience and Training of Teachers Affect their Attitude towards Continuous and Comprehensive Evaluation (CCE)? i-manager's Journal on School Educational Technology, 12(1), 30-38. https://doi.org/10.26634/jsch.12.1.8081

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Critical Thinking Ability of Higher Secondary School Students

Devika R* , Soumya P. R**

* Assistant Professor, NSS Training College, Ottapalam, Palakkad, Kerala, India. ** M.Ed Student, NSS Training College, Ottapalam, Palakkad, Kerala, India.

Devika R. and Soumya P. R. (2016). Critical Thinking Ability of Higher Secondary School Students. i-manager's Journal on School Educational Technology, 12(1), 39-44. https://doi.org/10.26634/jsch.12.1.8082

Abstract

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Joseph A. Johnson* , Whitney M. Wesley, Randy Yerrick*

*Research Scholar, Anadolu University, Eskisehir, Turkey.

** Professor, Department of Biology Education, Dokuz Eylul University, Izmir, Turkey.

* Assistant Professor, Department of Education, Bidhannagar College, SaltLake, Kolkata, India.

** Assistant Professor, Department of Education, University of Calcutta, Kolkata, India.

* Assistant Professor, NSS Training College, Ottapalam, Palakkad, Kerala, India.

** M.Ed Student, NSS Training College, Ottapalam, Palakkad, Kerala, India.