Abstract

There is no doubt that children enjoy field trips. They enjoy the opportunity to explore new places, gaze upon new images and artifacts, and learn about different people, places, and things. Unfortunately, due to financial cutbacks or concerns about security and safety, many children are no longer able to enjoy these adventures. What can teachers do when faced with these challenges? How can teachers generate a sense of adventure and discovery when faced with the same four walls each and every day? These are questions that today’s technology can help answer. By creating a Virtual Field Trip, teachers can bring the world into their classrooms. This article will discuss the rationale behind creating these trips as well as offer practical suggestions and ideas for developing the trips, tying them to standards, developing effective strategies for the trips, and assessing the knowledge gained by students as a result of their interaction with the Virtual Field Trips. Student creation of Virtual Field trips, as assessment projects, will also be discussed.

Abstract

Task-based teaching is an area which has emerged from the upsurge of interest in cognitive approaches to language learning and teaching of the mid 1980s. Being a current vogue in communicative language teaching, task-based language learning contains dangers if implemented without care. In particular, it is likely to create pressure for immediate communication rather than interlanguage change and growth. In this process, it may persuade learners to use lexical modes of communication excessively and prematurely, and to fossilize some way short of native-like second language competence. This paper takes a processing-pedagogic viewpoint to review what task-based instruction is, to identify its goals, and to warn EFL/ESL teachers about the potential pitfalls of task-based language teaching.

Abstract

The purpose of this investigation was to ascertain the effectiveness of Captain’s Log, a computerized cognitive-training program designed to improve attention and reduce impulsivity. Participants consisted of 48 children in third through sixth grades, nominated by teachers for classroom behavior that interfered with their learning.  Students were randomly assigned to either an experimental group or the control condition.  All of the students first completed the Integrated Visual and Auditory Continuous Performance Test (IVA CPT), which served as a pre-test measure of attention and impulsivity.  Those assigned to the experimental group then received seven weekly sessions of Captain’s Log, each lasting approximately 30 minutes.  Those in the control group were excused from class for an equal amount of time, but played a basic computer game (Solitaire) instead. In addition, teachers completed the BASC Teacher Rating Scale at the beginning and conclusion of the study in order to determine if behavioral changes were recognized in the classroom.  A multivariate analysis of variance (MANOVA) of the post-test measures found that the visual-focused attention scale showed a statistically significant improvement in the experimental group.

Abstract

This study explores the phenomenon of reflective learning through weblogging among pre-service teachers enrolled in an undergraduate technology course. Teacher trainees used weblogs to record their experiences in learning to use technology in teaching and learning.  Although weblogging has emerged as a new form of mainstream communication among younger 'digital citizens' (Prensky, 2001), it has yet to be widely studied in the teacher training program in Malaysia, as a tool for reflective learning. This study seeks to find out the practicability of introducing weblogging in an instructional setting by examining the focus and level of reflection weblogging is able to facilitate. The findings from the content analysis of individual weblogs and focus group interviews show that the sample of six pre-service teachers were generally at ease and optimistic about using weblogging to reflect on a range of content. However, some weblogs were more reflective than others and seven factors were found to influence the level of reflection in the weblogs. This paper reveals that assessment in weblogging for reflective learning is contentious and may be a culture-specific issue. It is suggested that weblogging is generally a viable tool to facilitate reflective learning; not only about course content but also professional values, attitudes and learning strategies. The condition is that instructional design elements must be observed.

Abstract

This paper is an analysis of published research on computer-assisted instruction (CAI) for mathematics involving students with learning disabilities. A systematic search of the literature on computer-assisted instructional interventions for students with learning disabilities yielded 25 studies that met the criteria for inclusion in this analysis. The studies were analyzed on an identified set of evidenced-based instructional components validated in the effective teaching research. Overall, the results suggest that most of the identified evidenced-based instructional components are incorporated into CAI programs used to teach mathematics to students with learning disabilities. Additionally, the results indicate that CAI is a generally effective means for increasing the mathematical performance of students with learning disabilities. Although promising, the implications for practice based on this analysis are limited by the relatively small number of studies reviewed and the diverse array of mathematical concepts and skills targeted. Findings from this analysis highlight the need for continued development and research validation of CAI programs focusing on improving learning outcomes of students with learning disabilities.

Abstract

Educationists are of the opinion that the educational problems relating to quantity and quality could be tackled by the proper utilization of instructional technology. Instructional technology is a systematic way of designing, carrying out and evaluating the teaching learning process. Instructional technology makes instruction more effective, understandable and meaningful. All types of resources are used to make the learning easy. Traditional teacher-centred approach in the classroom has been shifted from teaching to learning. It is called student centred or resource-based approach, the student being the resource. Learning through hearing alone proves to be the least effective means of learning. One learns eleven percent by hearing as against eighty-three percent by seeing. As for as retention of hearing is concerned, learning through hearing again stands at the lowest ebb because after three days, we recall only ten percent of what we learn through hearing as against fifty percent of what we learn through both hearing and seeing, and ninety percent of what we acquire by applying three of our senses i.e. seeing, hearing and doing. The major objectives of the study were, (i) to find the relative effectiveness of instructional technology in teaching biology at secondary level to students of experimental group and control group and (ii) to see the difference of treatment effects between the students of low achievers and high achievers and high achievers, (iii) to see the difference of treatment effects between the students of the control and experimental groups on the variable of retention. The study is significant because findings identified the effectiveness of instructional technology and weakness of traditional approach at secondary level in teaching biology. The researcher selected the students of 10th class of the Federal government Girls Secondary School No.6 and two groups (experimental and control) were randomly secured from total available group. The equivalence of the groups was determined by equating the students of both groups on the pre-test scores. Four chapters of biology were taught during the experiment of both experimental and control groups by two different teachers almost of the same qualification and experience and were intended to measure the outcomes of learning. The post-test was administered to both groups after twelve weeks. The retention test was administered after twelve weeks of the post-test. In order to secure data, pre-test and retention rest were administered as research instrument. Data were tabulated, analyzed and interpreted in the light of objectives of the study. In order to see the significance of the results, the t-test was applied. The analysis revealed that the application of instructional technology as supplementary strategy in teaching biology was more effective because the use of instructional technology increased interest and enhanced motivation levels. Instructional technology as supplementary strategy was also found to be equally effective for low achievers and high achievers. On the basis of findings, researcher provided workable suggestions/recommendations for enhancing the effective learning of students of biology at secondary level.

Abstract

The purpose of this study was to find out whether; 1) truancy, drop-out and failure rates was as a result of the teacher teaching strategy in Secondary Schools in Osun State, (ii) If skill in instructional design has any relationship with failure rate; and (iii) whether teachers that studied Educational Technology would perform significantly better in their teaching profession than those who did not. The study also investigated the rate at which teachers utilized instructional materials and the extent of ensuring active, participatory and effective learning among secondary school students in Osun State.

Three hundred and sixty three samples were selected from all the secondary schools in Osun State. They were divided into three groups, that is, the Art subjects, Science subjects and the social sciences. The statistical programme for social sciences (SPSS) was used to analyze the data. The result showed that;

(1) 65% of the students sampled showed great dissatisfaction with their teachers’ teaching method (x2=2.41<p0.05),

(2) The data collected  showed that only 20% of their teachers use the library always in Arts,4% in Sciences and 7% in Social sciences,

(3) The teachers in Osun state seldom employed instructional materials that would have motivated the students and encouraged active and participatory learning,

(4) The result also showed that there was a significant relationship between the teacher’s teaching strategies, truancy, drop out and failure rate in secondary schools in Osun State(X2 =19.40 p<0.05),

(5) Teachers who studied Educational Technology and instructional design were able to use a better approach and  performed significantly better in their teaching profession than those who did not study Educational Technology (x2=2.52 p < 0.05).