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
Technological Pedagogical Content Knowledge (TPACK) is a conceptual framework for teachers to teach effectively using technology. This framework originates from the opinion that use of technology in educational context would be effective only if content, pedagogy and technology are aligned carefully. It implies that for teachers to use technology in their teaching, they need to be competent in all three domains. This present paper is an attempt to understand the assumptions and components of Technological Pedagogical and Content Knowledge (TPACK) as a conceptual framework. Further, the paper addresses the issues and challenges in preparing teachers with TPACK capabilities, apart from emphasizing the role of teacher educators, pre-service, and in-service teachers in understanding TPACK for effective classroom teaching and learning. Suggestions for developing TPACK competencies among teacher educators, inservice teachers, and preservice teachers were discussed. Recommendation for restructuring curriculum of teacher training programmes was also included.
As in many other fields, the Internet has been used for educational purposes, especially for foreign language learning. This study has the main objective to investigate English as a Foreign Language (EFL) students' opinions about the use of English on the Internet. By means of a Likert-type questionnaire dealing with the use of English on the Internet for various reasons (i.e., interest, benefit, socialization, entertainment), the views of 364 high school students at two high schools in a small city in Turkey were collected. Mean values and standard deviations were calculated in Statistical Package for the Social Sciences (SPSS-23) to reveal their reasons for using English on the Internet. Also, the question as to whether opinions about the use of English on the Internet significantly differ depending on the gender variable was explored by means of the independent samples t-test. The analysis of the data yielded the conclusion that participants mostly use English on the Internet for entertainment. It was also found that their level of interest in using English on the Internet was not very high. Additionally, it was discovered that girls mostly use English on the Internet for socialization while boys use it for entertainment. The implication of the study is that students' level of interest in using English on the Internet should be increased.
The iPad is a tool that could change the way in which teachers prepare and deliver instruction in the K-12 environment. But, while proponents tout its capabilities, school administrators run the risk of purchasing yet another tool without understanding its potential impacts on the teacher, students, and classroom environment. This study used iPads to implement a four-month professional development program aimed at helping teachers integrate technology into their classrooms. The iPads were deployed to classroom teachers in the science department at a suburban high school. Professional development was tailored to the teachers' interests, and was followed by individual interviews by the project leader. Results of the study showed that while teachers are open to new technologies, their focus is more on teaching considerations than on professional development. The study also indicated that teachers have difficulty considering incorporating a single device into a classroom of multiple students. It is recommended that this study be replicated, without the technical problems, on a larger scale and in subject areas beyond the sciences.
This qualitative research aims to examine the opinions of school administrators, teachers, and middle school students about what makes a good mathematics teacher. Interviews were conducted with thirty-five participants: ten school administrators, ten mathematics teachers, and fifteen middle school students. A semi-structured interview form consisting of three questions was used. According to the results obtained, students, teachers, and school administrators agreed that a good mathematics teacher should know how to teach mathematics. The students assessed a good mathematics teacher as someone who not only explains mathematics well, but also takes into account the positive teacher-student relationship. They also expressed that they learn better when the mathematics teacher teaches mathematics by relating it to real life and prepares concrete examples like pictures and graphics. Mathematics teachers defined a good mathematics teacher in terms of knowledge of mathematics, knowledge of mathematics teaching methods, and affective features. According to school administrators, on the other hand, a good mathematics teacher should have mathematics teaching ability; develop himself/herself professionally; communicate with students, colleagues and parents effectively; and obey the rules of institution.
Anthropocentrism and ecocentrism are two ways of understanding an extension of ethics to nature. In an anthropocentric ethic, nature deserves moral consideration because how nature is treated affects humans. In an ecocentric ethic, nature deserves moral consideration because nature has intrinsic value. Ecocentrism focuses on the biotic community as whole and strives to maintain ecosystem composition and ecological processes. Anthropocentrism is the root cause of the ecological crisis, human over population, and the extinction of many non-human species. The understanding of the human – nature relationship affects strongly people's world views and differences in world views determine the way people conceptualise the need for addressing solutions to existing environmental problems. Developing Ecocentric attitude among secondary School students is a challenging task in the hands of teacher in the present society. Hence, the investigator made an attempt to develop Ecocentric Attitude among Secondary School Students by using two different Instructional Strategies, such as Co-operative Learning Strategy and Lecture Demonstration Method. It is an experimental study. Pretest – Post test parallel group design was used to select two Schools for the experimentation. The selected sample 80 were grouped into two and the instructional strategies used were Co-operative Learning strategy and Lecture Demonstration Method. Based on these selected two instructional strategies, the instructional package was developed for the IX Standard Environmental Science Content. The Ecocentric Attitude scale was developed and validated by the investigator and used to collect data. The findings of the study reveals that both the instructional strategies are effective in developing Ecocentric Attitude among Secondary School Students, but Cooperative Learning Strategy proved to be more effective than Lecture Demonstration Method in developing Ecocentric Attitude among Secondary School Students.
