i-manager Publications

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

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ChatGPT as an Empowering Catalyst: Unveiling the Impact on Political Awareness and Civic Education
Demand for Private Coaching: Stakeholder's Perspective and Consequences
Revisiting Flipped Class Model Effectiveness on Learning Performance: A Meta-Analysis of Meta Analyses
Unlocking Learning Potential: An Experimental Study on the Impact of TPACK-Enhanced Flipped Learning in Mathematics Education
Effectiveness of Flipped Classroom (FC) Model in Learning Economics Subject: A Quasi-Experimental Study

Most Cited

Volume 14 Issue 4 March - May 2019

Research Paper

Tutoring as an Early Field Experience for Preservice Teachers: A Teacher Preparation Educator’s Reflections

Cynthia Brooks Wooten*

Department of Elementary Education, College of Education, Fayetteville State University, USA.

Wooten, C. B. (2019). Tutoring as an Early Field Experience for Preservice Teachers: A Teacher Preparation Educator’s Reflections. i-manager’s Journal on School Educational Technology, 14(4), 1-16. https://doi.org/10.26634/jsch.14.4.15870

Abstract

The role of teacher educators as researcher-practitioner is viewed in this narrative reflection from the perspective of the author, the professor of record for a course in which an early field experience tutoring opportunity was embedded. The manuscript reports on the tutoring experiences through the lens of the author with instigations and collaboration with the preservice teachers. Limitations suggested, include the intentional omission of any experimentation but focuses on the lived experiences of the professor exploring this early field experience implementation. The findings are reflective and opines that a commitment to move a course into the authentic school setting should cause the author to reflect on the collaboration prior to any experimental investigation of the impact. It is believed that research may suggest how germane early field experiences are to future educators, but the voice of the instructor as the subject of the experience should be part of the body of literature as a phase of ongoing research of practice.

References

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Research Paper

Perceptions of the Impact of Quality Professional Development on the Sustainability of a One-to-One Computing Initiative at the High School Level

Kerry Morrison*

Secondary English and Science Instruction, Vance County Schools, Henderson, North Carolina, USA.

Morrison, K. (2019). Perceptions of the Impact of Quality Professional Development on the Sustainability of a One-to-One Computing Initiative at the High School Level. i-manager’s Journal on School Educational Technology, 14(4), 17-36. https://doi.org/10.26634/jsch.14.4.16039

Abstract

It has been said that education is the key to success, and today's youth are tomorrow's human resources. This is the 21 century; and students, who will be the human resources of tomorrow, are being prepared for jobs that may not even exist today. Legislators, policy makers, and researchers have encouraged methods to ensure teachers deliver high quality instruction, including requiring that teachers complete specific training, possess a minimum level of content knowledge, and use curriculum materials and professional development resources available from schools and districts. As a result, teachers need to be exposing students to lessons that are technologically enhanced as they prepare students for the future. This study is a qualitative analysis of a survey and interviews that seek to examine the impact of quality professional development and teacher exposure to technology on the sustainability of one-to-one computing initiatives. This study is supported by the following theories: the Technological Pedagogical Content Knowledge (TPACK) framework and Bandura's self- efficacy theory. This study discussed the impact of the TPACK framework and Bandura's self- efficacy theory on the sustainability of a one-to one computing initiative. The key findings in this study were that content-driven professional development, clear expectations for technology use in classrooms, and the availability of school-based instructional coaches can impact the sustainability of a one-to-one computing initiative. As is defined by Bandura's self-efficacy theory, teachers are more likely to implement technology in the classroom that can sustain a one- to-one computing initiative if they are confident in their ability to use technology. This study also discussed recommendations for practice that school districts can use as they sustain a one-to-one computing initiative.

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Research Paper

Self-Regulated Learning Strategies and School Performance in Higher and Lower Students in Secondary and Preparatory School

Alemayehu Belay Emagnaw*

Department of School and Counseling Psychology, Faculty of Educational and Behavioural Sciences, Woldia University, Ethiopia.

Emagnaw, A. B. (2019). Self-Regulated Learning Strategies and School Performance in Higher and Lower Students in Secondary and Preparatory School. i-manager’s Journal on School Educational Technology, 14(4), 37-48. https://doi.org/10.26634/jsch.14.4.15914

Abstract

This study attempted to examine whether there were differences between high-achieving and low achieving students on self regulation strategies. Three hundred adolescents participated (Mean age = 17.4 years) to measure their own self regulated learning strategies and collected their academic scores from the record office of the schools. The analysis of the data showed that self regulated learning strategies have statistically significant contribution to the students' school performance. The results of the general MANOVA (Multivariate Analysis of Variance) tests showed that the mean differences for those with high and low achiever were statistically significant for the academic self-efficacy (F = 4.349, p < 0.05), self regulation (F = 4.746, p < 0.05), intrinsic value (F = 3.741, p < 0.05),and time management attitude (F = 7.947, p < 0.05) self regulated learning.

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Research Paper

The Role of Parental Involvement Impact on Career Decisions Making among Senior Secondary School Student in Selected Province of Bhutan

Sangay Jamba*

Education Management and Administration, Lower Secondary School, Royal Government of Bhutan.

Jamba, S. (2019). The Role of Parental Involvement Impact on Career Decisions Making among Senior Secondary School Student in Selected Province of Bhutan. i-manager’s Journal on School Educational Technology, 14(4), 49-55. https://doi.org/10.26634/jsch.14.4.16024

Abstract

The present research was carried out to forecast the protagonist of parental involvement in the Career Decision making among students of Senior Secondary School. This study was basically descriptive method used to acquire important and accurate information. The main objectives were to analyze the inter-relationship between career decision making and perceived parental involvement of senior secondary school of Bhutan. And another objective was to study the role of perceived parental involvement on the relationship between career decisions making among students of senior secondary school. The investigator selected 300 senior secondary school students through convenient sampling technique. For the collection of data the investigator used Career Decision making scale, developed by Dr. Kirandeep Singh in 2014 and Parental Involvement tool developed by Dr. Vijayalaxmin Chouhan and Mrs. Gunjan Ganotra Arora in 2009. For the purpose of drawing out the results the investigator used statistical techniques like Coefficient of Correlation and Regression Analysis were used. The outcome showed that a significant negative relationship exists between Career Decision Making and Parental Involvement of senior secondary school students of Bhutan. Also, parental involvement plays a significant predictor role in the career decision making of school students.

References

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Review Paper

Teaching Teachers to Use Constructivist Approaches: A Proposal

Vaishali* , Pradeep Kumar Misra**

*_**Department of Education in Chaudhary Charan Singh University in Meerut, Uttar Pradesh, India.

Vaishali and Misra, P. K. (2019). Teaching Teachers to Use Constructivist Approaches: A Proposal. i-manager’s Journal on School Educational Technology, 14(4), 56-63. https://doi.org/10.26634/jsch.14.4.15651

Abstract

Emerging research suggest that our education system must move towards learner centred curriculum and teaching methods. Following these suggestions, National Curriculum Framework (NCF) of 2005 emphasized on practicing learner centred approaches in teaching-learning i.e. constructivist approaches, and National Council for Teacher Education (NCTE) regulations 2014 suggested to make constructivist approaches based teaching-learning activities as an essential component of B.Ed. curriculum. In context to these initiatives, two important questions appear in our minds, whether those teachers already in teaching profession are familiar with constructivist approaches, and what challenges these teachers face regarding use of constructivist approaches in teaching-learning processes? Present paper tries to answer these two very important questions. The paper further presents a proposal to support awareness of teachers, and develop skills in practicing constructivist approaches based teaching-learning processes.

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

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Volume 14 Issue 4 March - May 2019

Tutoring as an Early Field Experience for Preservice Teachers: A Teacher Preparation Educator’s Reflections

Cynthia Brooks Wooten*

Department of Elementary Education, College of Education, Fayetteville State University, USA.

Wooten, C. B. (2019). Tutoring as an Early Field Experience for Preservice Teachers: A Teacher Preparation Educator’s Reflections. i-manager’s Journal on School Educational Technology, 14(4), 1-16. https://doi.org/10.26634/jsch.14.4.15870

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Perceptions of the Impact of Quality Professional Development on the Sustainability of a One-to-One Computing Initiative at the High School Level

Kerry Morrison*

Secondary English and Science Instruction, Vance County Schools, Henderson, North Carolina, USA.

Morrison, K. (2019). Perceptions of the Impact of Quality Professional Development on the Sustainability of a One-to-One Computing Initiative at the High School Level. i-manager’s Journal on School Educational Technology, 14(4), 17-36. https://doi.org/10.26634/jsch.14.4.16039

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Self-Regulated Learning Strategies and School Performance in Higher and Lower Students in Secondary and Preparatory School

Alemayehu Belay Emagnaw*

Department of School and Counseling Psychology, Faculty of Educational and Behavioural Sciences, Woldia University, Ethiopia.

Emagnaw, A. B. (2019). Self-Regulated Learning Strategies and School Performance in Higher and Lower Students in Secondary and Preparatory School. i-manager’s Journal on School Educational Technology, 14(4), 37-48. https://doi.org/10.26634/jsch.14.4.15914

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The Role of Parental Involvement Impact on Career Decisions Making among Senior Secondary School Student in Selected Province of Bhutan

Sangay Jamba*

Education Management and Administration, Lower Secondary School, Royal Government of Bhutan.

Jamba, S. (2019). The Role of Parental Involvement Impact on Career Decisions Making among Senior Secondary School Student in Selected Province of Bhutan. i-manager’s Journal on School Educational Technology, 14(4), 49-55. https://doi.org/10.26634/jsch.14.4.16024

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Teaching Teachers to Use Constructivist Approaches: A Proposal

Vaishali* , Pradeep Kumar Misra**

*_**Department of Education in Chaudhary Charan Singh University in Meerut, Uttar Pradesh, India.

Vaishali and Misra, P. K. (2019). Teaching Teachers to Use Constructivist Approaches: A Proposal. i-manager’s Journal on School Educational Technology, 14(4), 56-63. https://doi.org/10.26634/jsch.14.4.15651

Abstract

References

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