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Gender Differences in Professional and Digital Competencies among Secondary School Teachers in Jammu and Kashmir: A Descriptive and Correlational Analysis
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Education for All: Addressing the Digital Divide and Socioeconomic Disparities in Modern Schools
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Volume 12 Issue 2 September - November 2016

Research Paper

Emergence of Organizational Change and Organizational Learning through Development of a Communications Plan

Beverly D. Hill* , Alice T. Ledford**

* Instructional Systems Specialist, Department of Defense Service Component Organization, Minneapolis, Minnesota, USA.

** Adjunct Professor, School of Education, Capella University, Minneapolis, Minnesota, USA.

Hill, B. D., and Ledford, A.T. (2016). Emergence of Organizational Change and Organizational Learning through Development of a Communications Plan. i-manager's Journal on School Educational Technology, 12(2), 1-10. https://doi.org/10.26634/jsch.12.2.8213

Abstract

The purpose of this action research study was to create an organizational communications plan to enhance a Department of Defense (DOD) adult education institution's capability to communicate with its course writers and others internal and external to the organization. It sought to answer the question: how will an organizational communications plan be developed to convey course development duties, responsibilities, and submission requirements clearly to its course authors? The rationale for the study was the institution perpetually missing course activation dates. Qualitative data were collected, using Argyris and Schön's (1996) double-loop learning concept in addition to Eoyang's (2007) transforming feedback loop, inclusive of an organizational communications data collection tool, archival organizational information, a seven member focus group, as well as meeting minutes and a researcher journal. The findings concluded that by using action science, theory and practice can be successfully merged as in the development of a comprehensive organizational communications plan.

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Research Paper

Teacher Candidates Implementing Universal Design for Learning: Enhancing Picture Books with QR Codes

Marya Grande* , Camille M. Pontrello**

* Associate Professor, Department of Teacher Education, Canisius College, New York, USA.

** Adjunct Professor, Department of Teacher Education, Canisius College, New York, USA.

Grande, M., and Pontrello, C. M. (2016). Teacher Candidates Implementing Universal Design for Learning: Enhancing Picture Books with QR Codes. i-manager's Journal on School Educational Technology, 12(2), 11-23. https://doi.org/10.26634/jsch.12.2.8214

Abstract

The purpose of this study was to investigate if teacher candidates could gain knowledge of the principles of Universal Design for Learning by enhancing traditional picture books with Quick Response (QR) codes and to determine if the process of making these enhancements would impact teacher candidates' comfort levels with using technology on both students with and without disabilities. Participants were undergraduate students seeking teacher certification for children from birth through grade six. Data sources included a pre and post survey, discussion forum, final presentations, and the enhanced picture books. Results indicated that the process of using QR codes to adapt a book resulted in candidates being significantly more comfortable in using technology with students with disabilities although there were no significant differences on their comfort level using technology for students without disabilities. In addition, teacher candidates were able to identify ways to use QR codes to adapt picture books for literacy development, but were limited in their ability to link text enhancements to the principles of Universal Design for Learning. Suggestions for using QR codes in teaching these principles to teacher candidates are offered as well as suggestions for future research.

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Research Paper

Innovation in Higher Education: The Influence of Classroom Design and Instructional Technology

Christine Siegel* , Jennifer Claydon**

* Vice Provost and Associate Vice President, Academic Affairs, Fairfield University, Connecticut, USA.

** Accreditation Coordinator, Fairfield University, Connecticut, USA.

Siegel, C., and Claydon, J. (2016). Innovation in Higher Education: The Influence of Classroom Design and Instructional Technology. i-manager's Journal on School Educational Technology, 12(2), 24-33. https://doi.org/10.26634/jsch.12.2.8216

Abstract

The current work seeks to explore University professors' perspectives on teaching and learning in an innovative classroom characterized by flexible design of space, furniture and technology. The study took place during the 2015-2016 academic year at Fairfield University, a Masters comprehensive university in the Northeastern United States. Qualitative research methods for data collection and analysis were used to gather and summarize professors' perspectives, with specific attention to their integration of technology for instruction and use of teaching strategies. Emergent themes revealed that professors redesigned course work and class time to utilize the innovative technology and space effectively. Results further demonstrated that professors actively integrated multiple types of technology into classroom instruction and used a variety of pedagogies to engage students. Additionally, professors expressed increased satisfaction and motivation for teaching related to ease of instructional technology and flexibility of classroom furniture. Future research is needed to examine how such changes in instructor perspectives might influence paradigm shifts in higher education and impact college student learning.

References

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Research Paper

Opinions of Prospective Preschool Teachers about Smart Board Use for Education

Gï¿½?nselI Yildirim*

Associate Professor, Education Faculty, DokuzEylül University, Izmir, Turkey.

Yildirim ,G. (2016). Opinions of Prospective Preschool Teachers about Smart Board Use For Education. i-manager's Journal on School Educational Technology, 12(2), 34-43. https://doi.org/10.26634/jsch.12.2.8215

Abstract

The aim of this study was to determine the opinions of prospective preschool teachers studying in education faculties at Turkey about smart board use for education. To achieve this aim, prospective preschool teachers in the Department of Preschool Teacher Education, DokuzEylül University were asked with five open ended questions through a semistructured interview form. This is a qualitative study. Obtained data were analyzed with descriptive analysis and its results were expressed in numbers. The results showed that smart board use turned abstract concepts and subjects into concrete things during the learning process, helped to achieve meaningful learning and encouraged active learning. In addition, most of the prospective preschool teachers noted that they did not have sufficient information and skills about smart board use. In light of these findings, it can be recommended that students and teachers should be offered education about the effective use of smart boards and that smart boards should be available in all classrooms.

References

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[4]. Bagci, H. (2013). Fatih Projesi Çerçevesinde Ortaögretim Ögrencilerinin Etkilesimli Tahtaya Yönelik GörüslerininIncelenmesi (Yayimlanmamis Yüksek Lisans Tezi). Okan Üniversitesi, Sosyal Bilimleri Enstitüsü, Istanbul.

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The 4A Metric Algorithm: A Unique E–Learning Engineering Solution Designed via Neuroscience to Counter Cheating and Reduce its Recidivism by Measuring Student Growth Thorough Systemic Sequential Online Learning

James Edward Osler II*

Faculty Member, School of Education (SOE), North Carolina Central University (NCCU), North Carolina, USA.

Osler, J. E., II. (2016). The 4a Metric Algorithm: A Unique E–Learning Engineering Solution Designed Via Neuroscience To Counter Cheating And Reduce Its Recidivism By Measuring Student Growth Thorough Systemic Sequential Online Learning. i-manager's Journal on School Educational Technology, 12(2), 44-61. https://doi.org/10.26634/jsch.12.2.8217

Abstract

This paper provides a novel instructional methodology that is a unique E-Learning engineered “4A Metric Algorithm” st designed to conceptually address the four main challenges faced by 21 century students, who are tempted to cheat in a myriad of higher education settings (face to face, hybrid, and online). The algorithmic online neuroscience supported instructional methodology detailed in the narrative also provides an active solution that when implemented addresses the needs of Colleges and Universities who desire new methods to achieve their academic goals (such as increase student retention and graduation rates, and respond to their high standards of student success without diminishing academic rigor). A case study is presented that details how to effectively and successfully implement the algorithm in an online graduate statistics course. Additional research into the infrastructure of the 4A Metric Algorithm as a dynamic neuroengineering online solution will further advance the 4A Metric Algorithm as a standard for in–depth online instruction that is also an interactive solution designed to effectively counter cheating and reduce its recidivism.

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Volume 12 Issue 2 September - November 2016

Emergence of Organizational Change and Organizational Learning through Development of a Communications Plan

Beverly D. Hill* , Alice T. Ledford**

* Instructional Systems Specialist, Department of Defense Service Component Organization, Minneapolis, Minnesota, USA. ** Adjunct Professor, School of Education, Capella University, Minneapolis, Minnesota, USA.

Hill, B. D., and Ledford, A.T. (2016). Emergence of Organizational Change and Organizational Learning through Development of a Communications Plan. i-manager's Journal on School Educational Technology, 12(2), 1-10. https://doi.org/10.26634/jsch.12.2.8213

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Teacher Candidates Implementing Universal Design for Learning: Enhancing Picture Books with QR Codes

Marya Grande* , Camille M. Pontrello**

* Associate Professor, Department of Teacher Education, Canisius College, New York, USA. ** Adjunct Professor, Department of Teacher Education, Canisius College, New York, USA.

Grande, M., and Pontrello, C. M. (2016). Teacher Candidates Implementing Universal Design for Learning: Enhancing Picture Books with QR Codes. i-manager's Journal on School Educational Technology, 12(2), 11-23. https://doi.org/10.26634/jsch.12.2.8214

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Innovation in Higher Education: The Influence of Classroom Design and Instructional Technology

Christine Siegel* , Jennifer Claydon**

* Vice Provost and Associate Vice President, Academic Affairs, Fairfield University, Connecticut, USA. ** Accreditation Coordinator, Fairfield University, Connecticut, USA.

Siegel, C., and Claydon, J. (2016). Innovation in Higher Education: The Influence of Classroom Design and Instructional Technology. i-manager's Journal on School Educational Technology, 12(2), 24-33. https://doi.org/10.26634/jsch.12.2.8216

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Opinions of Prospective Preschool Teachers about Smart Board Use for Education

Gï¿½?nselI Yildirim*

Associate Professor, Education Faculty, DokuzEylül University, Izmir, Turkey.

Yildirim ,G. (2016). Opinions of Prospective Preschool Teachers about Smart Board Use For Education. i-manager's Journal on School Educational Technology, 12(2), 34-43. https://doi.org/10.26634/jsch.12.2.8215

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The 4A Metric Algorithm: A Unique E–Learning Engineering Solution Designed via Neuroscience to Counter Cheating and Reduce its Recidivism by Measuring Student Growth Thorough Systemic Sequential Online Learning

James Edward Osler II*

Faculty Member, School of Education (SOE), North Carolina Central University (NCCU), North Carolina, USA.

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* Instructional Systems Specialist, Department of Defense Service Component Organization, Minneapolis, Minnesota, USA.

** Adjunct Professor, School of Education, Capella University, Minneapolis, Minnesota, USA.

* Associate Professor, Department of Teacher Education, Canisius College, New York, USA.

** Adjunct Professor, Department of Teacher Education, Canisius College, New York, USA.

* Vice Provost and Associate Vice President, Academic Affairs, Fairfield University, Connecticut, USA.

** Accreditation Coordinator, Fairfield University, Connecticut, USA.