Impact of Multimedia Technology Integrated Instruction on Students’ Learning Satisfaction in Bhutanese Classroom
Virtual Laboratory to Conduct Slip Test of Synchronous Machine
The Flipped Classroom Model: Effects on Students’ Reading Comprehension in English
The Effect of Gaining the Unit of Systems in Our Body by Using Virtual Reality Technology on Student Success
Confronting Challenges of School-Based Management in a Developing Country
A Study Of Health Education And Its Needs For Elementary School 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
Locus of Control in School Students and its Relationship with Academic Achievement
Spatial Distribution of Government Primary and Secondary Schools and the Free and Compulsory Education Policy in Akwa Ibom State, Nigeria
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
Over the past few decades has changed so rapidly that remote areas of the Earth are now inhabited by human beings. Technology has also developed and people can stay at home and have access to virtual schools. This has stimulated the need for K-12 education. K-12 education has emerged from the no-child-left-behind concerns of governments for educating the young population of their countries. This paper is a critique of such an educational system. It begins with a definition of K-12 distance education, and notices the five most popular K-12 systems: Statewide supplemental programs, District-level supplemental programs, Single-district cyber schools, Multi-district cyber schools, and Cyber charters. It then describes the most popular instructional practices within these K-12 systems and identifies them as: Instructor-led Training (ILT), Collaborative Learning, Computer-based Training (CBT), Web-based Training (WBT), and Electronic Performance Support System (EPSS). Then the paper compares K-12 education to traditional educational systems and identifies their advantages and disadvantages. In the end it concludes that computer or mass media technology has no special powers to enhance and facilitate learning unless it is embedded with instruction that addresses social and cognitive processes of knowledge construction.
This paper presents the reflections of teachers regarding the use of ICT in teaching and their implications for students’ quality of learning as well as on quality of teaching behaviours. The research data was collected in the frame of FISTE-project, A Future Way for In-service Teacher Training across Europe. It is argued that ICT is a key factor for positive changes in teachers’ pedagogical thinking and skills. The question of different manner of ICT use in education is analyzed together with their impact for different other components of the educational process.
Technology is an integral part of educational goals today. A study of technology use in a large urban Midwestern school district found that teachers have equipment available to them, but it is oftentimes inadequate, inconvenient, or not working. Teachers would like to use technology, but in reality they don’t use it. Part of the reason is lack of professional development. However, software limitations, school district policies that limit access and usage, and lack of technical support also account for this limited usage. Teachers are not requiring their students to use the equipment, but they would like to do so. This is due to limited software and hardware availability; focus on drill-and-kill applications, inadequate funding, and lack of school district vision for technology integration. A model for school change is presented and implications for change in technology usage in schools are discussed.
This study considers the importance of contextual effects on the quality of assessments on item bias and differential item functioning (DIF) in measurement. Often, in educational studies, students are clustered in teachers or schools, and the clusters could impact psychometric issues yet are largely ignored by traditional item analyses. A statistical model for incorporating these cluster effects will be presented. By considering DIF from this perspective, it is possible for DIF to be consistent or vary across clusters (e.g., teachers or schools). By using this model, researchers can be shown much more detail into the nature and source of DIF and provide greater quality in the analysis and use of their assessments. This can be of benefit in determining whether the nature of DIF is exclusively due to student attributes, or a particular combination of student and school attributes. In addition to this, DIF may exist only among clusters, but not for students. This is an extra detection not possible with traditional DIF analysis. For example, in some educational situations, DIF may not exist among the subjects of interest, but in certain type of schools. The use of this procedure will be demonstrated using real assessment data.
The purpose of this study was to determine parent perceptions of the efficacy of the use of three forms of electronic school-home communication used by faculty and staff in a rural high school in southern Georgia - e-mail, PowerSchool, and School Messenger. An anonymous survey instrument containing Likert scale questions, yes/no questions, and open-ended questions was completed by parents of students in the school. Surveys were returned by 354 of the 879 potential participants. Data were analyzed descriptively, and open-ended responses were analyzed qualitatively to identify common themes. Respondents gave overall favorable reviews to School Messenger, but found accessibility to current grades in PowerSchool to be lacking. Participants also indicated that e-mail was effective and appropriate, but cited that teachers in the school rarely used this medium of communication.
Educators in today’s classroom face increasing challenges which include the changing complexities of student needs, the intricacies of the No Child Left Behind Act (NCLB), the demands of high stakes standardized state assessments and the continuous and often widely publicized issues associated with budget constraints. With all of these challenges, introducing trends in assistive technology to already overwhelmed and frustrated educators is a monumental task even if students, teachers and schools may ultimately benefit from such implementation. However, assistive technology may be the key ingredient needed to enhance the educational opportunities of all students.
Discovering ways to approach teachers and spark their enthusiasm to use assistive technology to enhance educational opportunities for all students is a daunting yet necessary task. Consultants who navigate these unchartered territories require creativity and perseverance. They often begin their journey by initiating conversations and dialogue with directors of technology — recognizing this as fundamental to successful implementation. However, after consulting with various schools and working with influential school personnel, this is only the first step in the equation. It is essential to develop unique and innovative strategies to connect with teacher flexibility, patience, open mindedness, positive attitudes, and high expectations.
The trend of using e-learning as a teaching tool is now rapidly expanding into education. Although e-learning environments are becoming popular there is minimal research on the impact of e-learning on the teachers. The purpose of this study is to develop a tool to measure the impact of e-learning on the teachers’ of higher education in the Indian scenario. Initially the tool was constructed with 53 statements and administered to 300 teachers of Higher Education. Out of these 53 statements 17 statements focused on personal effectiveness, 21 statements focused on teaching skills and 15 statements focused on research and academic work. In order to standardize the tool the researcher applied Kolmogorov-Smirnov test, Cronbach Alpha test, Correlation and ‘t’ test. After the item analysis 30 statements were selected with the dimensions personal effectiveness (10), Teaching skills (13) and Research and Academic work (7).