i-manager's Journal on School Educational Technology (JSCH)


Volume 13 Issue 3 December - February 2018

Research Paper

Using Effective Listening, Negotiating, and Reflecting to Promote Constructive School Collaboration: A Theoretical Analysis

Gabrielle L. McBath*
Ph.D. in Educational Leadership, Northcentral University, USA
Mcbath, G. (2018). Using Effective Listening, Negotiating, and Reflecting to Promote Constructive School Collaboration: A Theoretical Analysis. i-manager’s Journal on School Educational Technology, 13(3), 1-8. https://doi.org/10.26634/jsch.13.3.13950

Abstract

There are numerous reasons why human connectivity fails in contemporary United States K-12 school districts ranging from overlooking faculty contribution to disregarding their individualism. Often, the need to fill mandates supersedes the bond between school leaders and faculty, and faculty to students. Leadership must be a collective effort, as one individual cannot have all the capabilities, knowledge, and resources to work alone. It is defined therefore as a malleable concept: connecting actions to ideas; it fails in isolation. The objectives of this literature-based study are to investigate how school leaders delegate effectively to faculty, as well as contribute productively to a district's goals. Three benchmarks of effective listening, negotiating, and reflecting promoted constructive leadership within a school environment. Behavioral errors of listening and negotiating prompted a need to find solutions. These solutions are, (a) examining errors within the aforementioned behavioral criteria, (b) precipitating the solution of story-telling, (c) collaborating work efforts, and (d) maintaining a reflection log. However, further research is needed to assess why there are stronger individual efforts within collaborative work projects.

Research Paper

Effects and Challenges of Using Instructional and Multimedia Materials in Teaching Islamic Studies in Nigerian Schools: An Analysis

Busari Jamiu Muhammad*
Research Scholar, Department of Religions and Peace Studies, Lagos State University, Nigeria
Muhammad, B.J. (2018). Effects and Challenges of Using Instructional and Multimedia Materials in Teaching Islamic Studies in Nigerian Schools: An Analysis. i-manager’s Journal on School Educational Technology, 13(3), 9-18. https://doi.org/10.26634/jsch.13.3.13951

Abstract

Teaching Islamic Studies in Nigerian schools formally and informally is dominantly done in an unstructured traditional ways for centuries and the system has produced resourceful scholars and individuals who have excelled in all works of life. However, without mincing words, the unabated technological products which are witnessed in this digital age has mandated the adoption of various sophisticated devices in disseminating information, especially in teaching and learning for an effective communication; hence, it effects and values to the teaching of Islamic studies cannot be denied while the challenges faced in developing countries such as Nigeria can never be underestimated. With the adoption of analytical approach, this study aims at enunciating the effects and challenges of using instructional and multimedia materials in teaching Islamic studies, roles of Islamic studies teachers and proffer preferable solutions to the conundrum faced in the utilization of instructional and multimedia materials in the teaching of Islamic studies in Nigerian schools.

Research Paper

Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education

Dennis* , Sonia Janice Pilao**
* Founder of Psychreg, London, United Kingdom.
** Assistant Professor, Department of Psychology, Centro Escolar University, Philippines
Relojo, D., and Pilao, S.J. (2018). Case Study of Inclusive Education Programme: Basis For Proactive and Life Skills Inclusive Education. i-manager’s Journal on School Educational Technology, 13(3), 19-26. https://doi.org/10.26634/jsch.13.3.13952

Abstract

It is widely accepted that inclusion is the educational expression of normalisation, whereby the child is provided with all possible opportunities which are similarly given to his mainstream counterparts. The current work examines the features and services of the inclusive education programme of New Era University, a higher education institution in the Philippines. This descriptive-evaluative study utilised data-gathering methodologies, which include observation, interview, survey, and documentary analysis. This case study can serve as a prototype of inclusive education as it is anchored on the ecological systems theory, which proposes that the different aspects of the environment influence the development of the child, more so, those with special educational needs. Implications are offered for policy and future research.

Research Paper

Effect of Autonomous Learner Model on Self-Esteem of Secondary School Students With Different Levels of Achievement

Rose Kiran Pinto * , Clare A. C.**
* Assistant Professor, St. Ann's College of Education (Autonomous), Mangaluru, Karnataka, India.
** Principal and Research Guide, St. Ann’s College of Education (Autonomous), Mangaluru, Karnataka, India.
Pinto, R. K., and Clare, A.C. (2018). Effect of Autonomous Learner Model on Self-esteem of Secondary School Students with Different Levels of Achievement. i-manager’s Journal on School Educational Technology, 13(3), 27-36. https://doi.org/10.26634/jsch.13.3.13953

Abstract

Students are motivated for the learning process only when they are able to take responsibility for one's own learning. Thus the Autonomous Learner Model (ALM) is a key to demonstrate responsibility for Self–learning, develop positive selfesteem, increase knowledge in a variety of areas, develop decision-making, and problem-solving skills, imbibe certain skills to interact with everyone associated with students like friends, siblings, adults, parents, develop logical and creative thinking skills, develop skills to interact effectively with peers, siblings, parents, and other adults, develop critical and creative thinking skills, and thus take initiative of one's learning by being independent and lifelong learners. The present study aimed to study the effect of Autonomous Learner Model and Self-esteem of students studying in Class IX of Mangaluru Taluk. The study follows a Post-test only equivalent group design of research with simple random sampling technique, where a population of five hundred students were selected, out of which a representative sample of sixty students from a Private Secondary School of Mangaluru Taluk were selected. A rating scale on Self-esteem prepared by the researcher was used for the students for finding both negative and positive feelings about oneself. The paper is concluded with significant findings related to this issue and suggestions related to modifications on desirable lines. This research found out that the two instructional methods – Autonomous Leaner Model and Traditional Method differed in their effects on Self-esteem of Secondary School Students. Autonomous Leaner Model is significantly more effective than Traditional Method with respect to Self-esteem of secondary school students after partialling out the effect of Pre- Achievement. Levels of achievement have significant effect on developing Self-esteem among secondary school students and the Interaction effects of Autonomous Learner Model and Levels of Achievement has a significant effect on Self-esteem among secondary school students.

Research Paper

Development and Standardization of Information Processing Skills Scale for Higher Secondary Students

G. Kumaravelu*
Post Doctoral Fellow, School of Education, Pondicherry University, India.
Kumaravelu, G. (2018). Development and Standardization of Information Processing Skills Scale for Higher Secondary Students. i-manager’s Journal on School Educational Technology, 13(3), 37-41. https://doi.org/10.26634/jsch.13.3.13954

Abstract

The present study is an attempt to construct an information processing skills scale for higher secondary students. Information processing skills scale was developed and standardized based on the theoretical concept “Information skills in the school” engaging learners in constructing knowledge by State of New South Wales, Department of Education and Training (2007) by administering 325 randomly selected higher secondary school students of Puducherry region, thereby conducting item analysis to eliminate the inconsistent items in the tool. The final form of information processing skills scale consists of 47 items classified into six dimensions, namely-defining, locating, selecting, organizing, presenting, and assessing. All the items of information processing skills scale are likert type with five point rating.

Case Study

Writing Instruction and the Common Core State Standards: Integrating Technology into Writing Interventions

Michael Dunn*
Associate Professor, Special Education and Literacy, Washington State University, Vancouver, USA.
Dunn, M. (2018). Writing Instruction and the Common Core State Standards: Integrating Technology into Writing Interventions. i-manager’s Journal on School Educational Technology, 13(3), 42-48. https://doi.org/10.26634/jsch.13.3.13955

Abstract

Many children struggle with writing. As a case study, Jane is a fourth-grade student with a learning disability with writing goals and objectives in her Individual Education Plan. Teachers can use students' recent writing samples and questionnaire responses (e.g., what do you find challenging about writing?) as a guide to find tools and strategies that can promote improved skills over time. Mnemonic strategy instruction, as part of step-by-step mini lessons, offers students a means to learn and apply techniques that promote their ability to self-regulate a task, such as writing. In Jane's case, pairing the story mnemonic with technology tools (e.g., an iPad) for planning and text generation within her lessons and activities provided for a significant increase in her texts' content and quality. This article offers an illustrative description of how a student can learn a mnemonic such as story as well a list of app choices to help enrich students' writing lessons with mobile devices.