Structure of Student Time Management Scale (STMS)

Vol.8 No.4

Year : 2013

Issue : Mar-May

Title : Structure of Student Time Management Scale (STMS)

Author Name : Balamurugan M

Synopsis :

With the aim of constructing a Student Time Management Scale (STMS), the initial version was administered and data were collected from 523 standard eleventh students. (Mean age = 15.64). The data obtained were subjected to Reliability and Factor analysis using PASW Statistical software version 18. From 42 items 14 were dropped, resulting in the retention of 28 items on final version. The scale had a Cronbachs Alpha reliability coefficient of 0.885. Factor analysis revealed that the items on final version loaded on 4 factors, which accounted for 39.419% of the total scale variance. The factors were Scheduling Prioritizing, Planning Goal Setting Reviewing Record Keeping and Organizing Controlling of 7 items each and whose Cronbachs Alpha reliability coefficients were estimated to be 0.691, 0.697, 0.707 and 0.685 respectively. Students and teachers can use this scale for self development and guidance respectively. (Contain 3 tables with 8 references).

Using an Augmentative and Alternative Communication Device to Teach a Preschooler with Developmental Delays to Request Assistance and Seek Attention

Vol.8 No.4

Year : 2013

Issue : Mar-May

Title : Using an Augmentative and Alternative Communication Device to Teach a Preschooler with Developmental Delays to Request Assistance and Seek Attention

Author Name : Nicole Talkington, Thomas McLaughlin, K. Mark Derby , Alison Clark

Synopsis :

The purpose of this study was to evaluate the effectiveness of augmentative communication (AAC), specifically a Flip ‘n Talk device, with a preschool student with developmental delays.  Also, during data collection he was also being evaluated to determine if he had autism (ASD). The ability to functionally requesting assistance and to functionally request the attention of individuals such as teachers, instructional assistants, and later peers was the focus of this study. A multiple baseline design was employed to evaluate the use of AAC across asking assistance or seeking attention. . The results of this study suggested that AAC was an effective way to teach functional communication to our participant.

A Study On Mobile Learning As A Learning Style In Modern Research Practice

Vol.8 No.4

Year : 2013

Issue : Mar-May

Title : A Study On Mobile Learning As A Learning Style In Modern Research Practice

Author Name : D. R. Robert Joan

Synopsis :

Mobile learning is a kind of learning that takes place via a portable handheld electronic device. It also refers to learning via other kinds of mobile devices such as tablet computers, net-books and digital readers.  The objective of mobile learning is to provide the learner the ability to assimilate learning anywhere and at anytime. Mobile devices can be used not only to convey information but also can be used as modern comprehension. In present days mobile learning focus on the distance learning through mobile devices. Progression in mobile communication skill will push more educational atmosphere in which the interactive society is interested. The term mobile learning is a much more recent modification, motivated by mobile communications technology and modelled on expressions such as electronic learning, which refers more generally to learning and teaching supported by computers and other electronic devices. The investigator used the survey method to determine the development of global trends of mobile learning in modern research practice as a learning style. The investigator has used two tools for the present study. They are Mobile Learning Questionnaire and Personal data sheet. The major objective of this paper is to establish the progress of mobile learning as a learning style among student teachers and find the correlation between mobile learning and academic achievement among student teachers. The major hypothesis of this paper is there is no significant difference between mobile phone users and others in mobile learning as a learning style among student teachers. Also there is no significant correlation between mobile learning and academic achievement among student teachers. The major finding of this paper is there is significant difference between mobile phone users and others in mobile learning as a learning style among student teachers and there is significant correlation between mobile learning and academic achievement among student teachers. That is, the student teachers who are using mobile device are better than others in mobile learning as a learning style. Also the mobile learning and academic achievement have high correlation in the learning of student teachers. It is concluded that mobile phones increases learning paradigms and also the inventory related to learning.

Bringing ICT to Teach Science Education for Students With Learning Difficulties

Vol.8 No.4

Year : 2013

Issue : Mar-May

Title : Bringing ICT to Teach Science Education for Students With Learning Difficulties

Author Name : H.G. Jeya Harish, R.Krishna Kumar , B. William Dharma Raja

Synopsis :

The purpose of the following study was to examine the impact of Information and Communication Technology (ICT) in Science classrooms of students with Learning Disabilities. Teachers were positive about the learning benefits and design of the Science curriculum. Students were more critical but still positive about these features. Learning Science has both Cognitive and affective implications for students with LD.From a constructivist perspective, the process of learning is viewed as an active construction of knowledge rather than a passive reception of information.ICT provides cognitively engaging and motivating instructional tools for individualizing the mode of delivery , developing special tutors, using metaphors as instructions, Cross curricular Connections in science, reducing the  cognitive load on working memory and motivating the students to stay on the same task.

Post Graduate Student’s Perceptions Of The Pedagogical Benefits Of Web 2.0 Applications

Vol.8 No.4

Year : 2013

Issue : Mar-May

Title : Post Graduate Student’s Perceptions Of The Pedagogical Benefits Of Web 2.0 Applications

Author Name : Thiyagu Suriya

Synopsis :

Most people believe that our schools and colleges are failing to teach kids and youngsters in the 21st century skills they will need in order to succeed in the future (Rachna Rathore 2009). Even as the price of technology continues to drop, computers keep getting faster, and nearly all teens are exploring online social networking, schools have not only fallen behind other countries, but administrators have fallen behind of their own students.  Communication technology, particularly real-time and collaborative online communities, represents an enormous draw for teens. Doctors no longer use 19th century practices on their patients; likewise educators have a duty to incorporate modern technology into the classroom. The power to harness multimedia, Blogs, Forums, Chat Rooms and other Web 2.0 technology, safely, for educational pursuits, is now in your hands (Starkman, Neal 2007). The aim of the study is to find out the level of “PG STUDENTS PERCEPTIONS OF THE PEDAGOGICAL BENEFITS OF WEB 2.0 APPLICATIONS’’. The investigator used a survey method for doing this research. The investigator used the self prepared questionnaire for collecting the data. The investigator has been collected 240 samples in Thoothukudi District, Tamilnadu using random sampling technique. The investigator has been used percentage analysis, t-test and chi-square test for analyzing the data. The findings of the study were most of the PG students did not familiar with the web 2.0 tools and have a positive perception towards the pedagogical benefits of web 2.0 applications. There is no significant difference in the mean scores of perceptions towards pedagogical benefits of web 2.0 applications among the postgraduate students with respect to their Gender, course of study and locality of the institution.

Determining the Outcomes of an Innovative Solution for At Risk Students: Using the Tri–Squared Test as Advanced Statistical Analysis to Verify the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement

Vol.8 No.4

Year : 2013

Issue : Mar-May

Title : Determining the Outcomes of an Innovative Solution for At Risk Students: Using the Tri–Squared Test as Advanced Statistical Analysis to Verify the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement

Author Name : James E. Osler II, Carl Waden

Synopsis :

This paper discusses the implementation of the Tri–Squared Test as one of many advanced statistical measures used to verify and validate the outcomes of an initial study on academic professional’s perspectives on the use, success, and viability of 9th Grade Freshman Academies, Centers, and Center Models. The initial research investigation published in iManager’s Journal on School Educational Technology determined that academician’s view these types of academic programs as positive solutions that aid in the retention and projected completion of High School minority “At–Risk” students. This advanced approach to data analysis is a transformative mixed methods research design that involves the in–depth comparison of the initial research qualitative and quantitative outcomes and establishes the validity and reliability of the researcher’s instrument.

A Case Study to understand the behavioral issues affecting e-learning with reference to IHL, Sultanate of Oman.

Vol. 8 No. 3

Year: 2013

 
Issue: Dec-Feb

Title : A Case Study to understand the behavioral issues affecting e-learning with reference to IHL, Sultanate of Oman.

Author Name : Manishankar Chakraborty, Salim Al Rashdi , Vazeem Hashim

Synopsis :

IHL, a leading institute offering higher education in the Sultanate of Oman is on the cusp of translating from an organization with conventional modes of teaching-learning to those of the modern day practices notably electronic learning. The challenges posed in the implementation of an environment conducive to electronic learning and its different forms and manifestations would only be inculcated if the real opportunities are understood by all the major stakeholders. The paper highlights the major findings gathered through primary and secondary data, which in turn would provide an opportunity to debate on the pros and cons of electronic learning from that of IHL’s perspective. The findings revealed that the learner’s are already familiar with internet as an effective tool for learning, its only that the direction is to be channeled commensurate with the requirements so as to create an environment where e-learning is acknowledged, implemented and monitored by one and all.

Internet Knowledge Of Post-Graduate Students In The Arts And Sciences

Vol. 8 No. 3

Year: 2013

 
Issue: Dec-Feb

Title : Internet Knowledge Of Post-Graduate Students In The Arts And Sciences

 

Author Name : SANKAR PRASAD MOHANTY MOHANTY, Harihar Sethy

Synopsis :

Internet occupies a significant place in every individual’s life. For the students particularly at post graduation level, internet plays vital role in gathering more and more information related to their academics work. Internet enables the student to search any job, course available in the institution organization and help to apply any form and to take admission in any institution online. The common notion envisages the message that the PG students are aware of the modern technologies (ICT) for academic purpose. But in reality it differs in some extent, the present study has made an effort to study the internet knowledge of P.G. student and their level of usage. The present study was undertaken in Ravenshaw University with a view to know the extent to which the post graduate students were having knowledge, skills in use of internet and whether there was any factor such as socio economic status of their family, stream, responsible for development of internet knowledge among these students.  The findings revealed that the gender, stream of study and socio economic statuses of the family were not the responsible factors for development of internet knowledge.

Technology Integration in Curriculum Progress to Meet Knowledge Explosion

Vol. 8 No. 3

Year: 2013

 
Issue: Dec-Feb

Title : Technology Integration in Curriculum Progress to Meet Knowledge Explosion

   

Author Name : D. R. Robert Joan, S.P. Denisia

Synopsis :

The integration of technology throughout the curriculum is important to meet the needs of all learners of the 21st century. Technology can assist teachers with the delivery of lessons and assessing students. It can also provide students with numerous ways to demonstrate their learning, increase engagement in the learning process, and help to meet the many learning needs of students within a classroom. As there are rapid changes in technology, it is difficult to identify expectations of specific sites, hardware or software that should be included in the written, taught, and tested curriculum. Curriculum provides medium of interaction between the teachers and the students. A teacher is expected to infuse successfully the knowledge of technology integration into his/her subjected area to make learning meaningful. Educational systems all over the world are changing rapidly due to knowledge explosion. So the present education should be readjusted and reshaped in keeping pace with different factors emerging today. This would lead the learners as lifelong learners. This presentation focuses on the uses of technology integration to frame the Curriculum. The written curriculum should encourage teachers to be co-learners or guides rather than the sole dispenser of knowledge with the students as the vessels to be filled. Even more traditional lessons can be enhanced with technology.

The Psychometrics of Educational Science: Designing Trichotomous Inventive Investigative Instruments for Qualitative and Quantitative for Inquiry

Vol. 8 No. 3

Year: 2013

 
Issue: Dec-Feb

Title : The Psychometrics of Educational Science: Designing Trichotomous Inventive Investigative Instruments for Qualitative and Quantitative for Inquiry

Author Name : James E. Osler II

Synopsis : 

This monograph provides an active discourse on the novel field of “Educational Science” and how it conducts in–depth research investigations first presented in an article by the author in the iManager Journal of Mathematics. Educational Science uses the innovative Total Transformative Trichotomy–Squared [Tri–Squared] Test as a means of informative inquiry. This novel approach to data analysis is a mixed methods research design that involves the holistic combination and comparison of qualitative and quantitative data. An example is provided on the psychometric process of creating trichotomous instruments that are an essential part of the Tri–Squared research investigative process.  

Living social: How to use social stories as a behavior intervention

Vol. 8 No. 3

Year: 2013

Issue: Dec-Feb

Title : Living social: How to use social stories as a behavior intervention
 

Author Name : Julie Jones, Sarah Love 

Synopsis : 

Peer-related social competencies can have a major impact on classroom success. While some students can learn these social competencies through observation and imitation of others, other students require intensive intervention in social skills to be able to interact appropriately with others.  This article presents social stories as a behavioral intervention option for educators. Detailed steps describe 5 stages of the intervention process: 1) identifying target behavior, 2) establishing baseline, 3) writing the story, 4) implementing the intervention, and 5) evaluating effectiveness. Ideas for using multimedia resources in social stories are provided. 

Strategic Lesson Planning in Online Courses: Suggestions for Counselor Educators

Vol. 8 No. 3

Year: 2013

 
Issue: Dec-Feb

Title : Strategic Lesson Planning in Online Courses: Suggestions for Counselor Educators

Author Name : Gina Cicco

Synopsis : 

This article will present instructors with a myriad of strategies for lesson planning in online courses. There are many inherent differences between the traditional classroom and the virtual classroom. Factors such as student experience with online courses, instructor availability, and the compatibility between instructor teaching style and student learning style may impact on student performance and satisfaction in online courses (Cicco, 2009; Haberstroh et al., 2008). These variables are important to consider when designing innovative and engaging online courses (Cicco, 2012). A five-step plan for creating online courses will be reviewed, with an emphasis on strategies for accommodating specific learning-style preferences within the context of online graduate counseling courses. This plan includes syllabus revision and differentiated instruction. The concerns associated with relationship-building in the virtual classroom will be highlighted, especially those relevant to counselor preparation courses (Cicco, 2012; Trepal, Haberstroh, Duffey, & Evans, 2007). Creative instructional strategies that correspond to perceptual and sociological learning styles will be addressed, including learning activities that increase the possibilities for accurate assessment of student performance and for relationship-building among faculty members and students (Burke, 2000; Dunn & Griggs, 2003; Fearing & Riley, 2005; Haberstroh, 2010).

Technical Education in Pre and Post Independent India

Vol. 8 No. 2

Year: 2012

Issue: Sep-Nov

Title: Author Name: G. Janardhana, M Rajasekhar 

Synopsis: 

This paper deals with technical education growth, policies in pre and post independent India. The world is moving forward rapidly and positively, into an era where societies and economies are incrementally based on knowledge. The importance of nations in the 21st Century shall be judged not by their economic strength alone, but also by their power to conceptualize, innovate, invent and bring the benefits of these inventions to their people.  With the beginning of the Industrial Revolution, new technologies like business management, pharmacy, and computer technology were developed. The Government emphasized the need for technical manpower to handle these organizations and directed the states to develop technical education on a fast track mode. The All India Council for Technical Education (AICTE) was set-up in November 1945 as a national level apex advisory body and, later on, in 1987 it was given the statutory status by an act of parliament. Due to efforts and initiatives taken during successive Five Year Plans technical education witnessed tremendous growth in quantitative terms with the establishment of engineering colleges, polytechnics, Industrial Training Institutes and so on. But mere quantitative increase in the number of institutions imparting technical education will not help India in realizing her dream of establishing the knowledge society of the future.

Multimedia Approach ad Its Effect In Teaching Mathematics For The Prospective Teachers

Vol. 8 No. 2

Year: 2012

Issue: Sep-Nov

Title: Multimedia Approach ad Its Effect In Teaching Mathematics For The Prospective Teachers 

Author Name: D. R. Robert Joan, S.P. Denisia 

Synopsis: 

Multimedia improves the effectiveness of teaching learning process of multimedia in formal or informal setting and utilizing scientific principle. It allows us to sort out the information to analyse and make meaning for conceptualization and applications which is suitable for individual learners. The objectives of the study was to measure the effectiveness of the multimedia approach in teaching Mathematics for prospective teachers and the experimental research is essential for finding out into effective from the population of prospective teachers, the investigator selected 30 students from a college of education in Tamil Nadu. Tools used were Multimedia package for Mathematics prospective teachers developed by D. R. Robert Joan and S. P. Denisia, 2012 and Achievement test in Mathematics developed by D. R. Robert Joan and S. P. Denisia, 2012. In the experimental group, student teachers were taught the subject Mathematics by using this Multimedia package for Mathematics. The control group student teachers were taught using Active learning methodology. Findings of the study showed that there was significant difference between pre-test and post-test scores for the experimental group in learning Mathematics.

Listening to the reactions of people in the midst of change

Vol. 8 No. 2

Year: 2012

Issue: Sep-Nov

Title: Listening to the reactions of people in the midst of change 

Author Name: Dr. Jill Friestad-Tate, Dr. Craig McCoy 

Synopsis: 

The purpose of the study was to listen to reactions of key stakeholders experiencing profound organizational change.  A case study was used to gather data from participants’ interview responses. Data analysis identified research-supported reactions; in addition, two unique themes were identified: constructive critique and ill-effects of good intentions.  Listening to, understanding, and appreciating reactions and emotions during change provide valuable insights that help build organizational community and enhance the success of a change initiative. 

Modern Educational Technology: Educational Usages of Cell phone As Perceived by Students of Education Faculties

Vol. 8 No. 2

Year: 2012

Issue: Sep-Nov

Title: Modern Educational Technology: Educational Usages of Cell phone As Perceived by Students of Education Faculties 

Author Name: ali harba 

Synopsis: 

This study investigated the educational use of cell phones at two Syrian education establishments. The research sample consisted of (n=184) students from the Department of Teacher Education at Tishreen and Damascus Universities. During the study, students filled in a self-report 17—item questionnaire. Survey results imply that cell phone use encourages students (41.30%) to acquire higher technological skills. In addition, (40.76%) of students who participated in the research also used the internet on their cell phone to look up related information. Further results showed that students at Tishreen University used the internet on their cell phone for more prolonged educational purposes than their peers at Damascus University.

Using Innovative Technical Solutions as an Intervention for At Risk Students: A Meta–Cognitive Statistical Analysis to Determine the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement

Vol. 8 No. 2

Year: 2012

Issue: Sep-Nov

Title: Using Innovative Technical Solutions as an Intervention for At Risk Students: A Meta–Cognitive Statistical Analysis to Determine the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement 

Author Name: James E. Osler II, Carl Waden 

Synopsis: 

This paper provides an active discourse on the use of innovative solutions to conduct an in—depth investigation on the success and viability of 9th Grade Freshman Academies, Centers, and Center Models to aid in the retention of at risk students. These types of academic programs provide an active solution for the retention and projected completion of High School by minority students. The research methodology used in this study is Meta—Cognitive Analysis. This novel approach to data analysis is a mixed methods research design that involves the holistic combination and in—depth comparison of qualitative and quantitative data.

Counseling Instruction in the Online Classroom: A Survey of Student and Faculty Perceptions

Vol. 8 No. 2

Year: 2012

Issue: Sep-Nov

Title: Counseling Instruction in the Online Classroom: A Survey of Student and Faculty Perceptions 

Author Name: Gina Cicco 

Synopsis: 

This article will review the design, procedures, and results of a recent study conducted to survey the perceptions of counseling students and professionals regarding the delivery of counseling instruction in online courses. Few studies have addressed the appropriateness, effectiveness, and evaluation procedures of counseling skills instruction via the online classroom (Trepal, Haberstroh, Duffey, & Evans, 2007). Counseling skills courses, especially those requiring field experiences, typically involve intensive and ongoing communication among counselors-in-training, their faculty supervisors, peers, and clinical or on-site supervisors. The frequent exchange of information among learners, faculty, and evaluators is primarily centered on critiquing and improving specific counseling skills and techniques. Exercises such as role-playing and mock counseling sessions are viewed as appropriate and necessary for the healthy development and practice of core counseling skills. Such skills are viewed as hierarchical, from basic attending skills to advanced development of personal theory (Ivey, Ivey, & Zalaquett, 2010). Essentially, courses that teach counseling skills provide opportunities for practice, review, and assessment of core and advanced skills and the interpersonal skills that are prerequisites for their development. The study described in this article utilized a researcher-made survey instrument to obtain the perceptions of counselors-in-training, counseling faculty, and active practitioners on the instructional procedures, learning, and evaluation of counseling skill development within the online classroom. Many participants offered suggestions for the improvement of instruction within online courses and the incorporation of live interaction to supplement strictly asynchronous exchanges. The results of the survey revealed participants’ concerns about the opportunities for students to practice skills sufficiently in online courses and the ethical responsibilities of academic program faculty to confirm skill mastery prior to graduation. Study findings also hold implications for pedagogues on the importance of considering learning styles in online classrooms (Cicco, 2009).

Perception towards Mobile Learning Activities among Post Graduate Students

Vol. 8 No. 1

Year: 2012

Issue: Jun-Aug

Title: Perception towards Mobile Learning Activities among Post Graduate Students 

Author Name: Thiyagu Kaliappan 

Synopsis: 

M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime anywhere. m-learning is learning that is not constrained to a physical space or specific time and learning that is supported by communication with embedded computing elements in the environment on every move of the learner (Thiyagu, K, 2009). The main aim of the study is to assess the perception towards mobile learning activities among post graduate students in Viruudhunagar district.  Survey method is employed for this study.  The investigator has chosen 230 post graduate students as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their course in terms (b) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their Father’s Educational Qualifications and father’s occupation.

Conceptualizing alternative ways of curricular teaching through technology

Vol. 8 No. 1

Year: 2012

Issue: Jun-Aug

Title: Conceptualizing alternative ways of curricular teaching through technology 

Author Name: Dr. Kumar Laxman 

Synopsis: 

Traditional methods of teaching algebra encourage students to identify algebraic notations and perform procedural computations without comprehending the underlying relationships between the different modes of algebraic representations involving graph, expression and tables. Such approaches might enable students to ace in standardized Mathematics examinations but they do not acquire robust conceptual understandings of algebraic principles and concepts. This has resulted in growing calls for reforms in traditional ways of algebra instructions to re-conceptualise and invigorate the learning of algebra content in schools. In this paper, an instructional intervention that implemented a function-based generative activity design approach supported by the capabilities of next-generation classroom networks as an alternative to traditional algebra pedagogy is described. The findings of the study examine the pedagogical efficacy and impact of this intervention on students’ algebra learning performance.

Predictive Validity of Pre-University Examinations Test Scores For University Science Undergraduates’ Academic Achievement in South West, Nigeria

Vol. 8 No. 1

Year: 2012

Issue: Jun-Aug

Title: Predictive Validity of Pre-University Examinations Test Scores For University Science Undergraduates’ Academic Achievement in South West, Nigeria 

Author Name: Gbore, L.O 

Synopsis: 

This study examined the predictive validity of pre-university examinations test scores (university matriculation examination (UME), Post-UME and pre-degree) for undergraduate academic achievement.  The study is planned along the lines of correlational and ex-post-facto research design. A sample of four hundred university science based undergraduates admitted 2006/2007 session which was made up of 100students selected from each of the four purposively selected universities from south west Nigeria using stratified sampling technique.  An inventory titled “mode of entry characteristics and academic achievement proforma” was used to collect data from records. T he data were subjected to Pearson Product Moment Correlation and multiple regression (Backward solution) analysis.  Result reveled that as much as 17.1% of the variations in CGPA is explained by the linear combination of three predictor variables, while pre-degree scores indicated significant contribution to the prediction, UME showed negative contribution to the prediction. The result also showed that significant relationship exists between the independent variables (Pre degree, Post UME scores) and CGPA while there was low relationship between UME and CGPA.  Based on the findings of the study, there is need to further strengthen and uphold the pre-degree programme and post-UME tests for continuous utilization as means of recruiting viable candidates for university admission purpose.

India Needs International Standards in Accreditation Problems in Adoption and Implementation

Vol. 8 No. 1

Year: 2012

Issue: Jun-Aug

Title: India Needs International Standards in Accreditation Problems in Adoption and Implementation 

Author Name: B M Naik 

Synopsis: 

The paper outlines in brief, need and importance of introducing global quality standards in accreditation, prescribed by the international agreement “Washington Accord”. This agreement is initially provisional and after scrutiny, if found fit, it is upgraded to Signatory status. It is this status which empowers students of engineering, to become internationally mobile to harness job opportunities in world market. It facilitates mutual recognition of professional qualifications and reduces barriers between nations for mobility of engineering personnel for employment, career advancement and pursuing higher education. However, there are problems in adoption and implementation. The problems are in respect of scope of the institutions which ought to include now more of research & development. Research needs to be increased with a view to enlarge student’s innovation capacity and imagination to global level. The paper attempts to identify the problems and evolve possible solutions. India, to be able to fulfil its declared dream of becoming a developed nation by 2020, needs not simple professionals, but movers & shakers, technology pioneers and industry leaders of world class standard, which can come only by becoming member of the international agreement.

Reinforcing In-Service Teachers Education via ICT

Vol. 8 No. 1

Year: 2012

Issue: Jun-Aug

Title: Reinforcing In-Service Teachers Education via ICT 

Author Name: Gisli Thorsteinsson 

Synopsis: 

Earlier educational models have not managed to take into account novel contextual and mobile methods of learning with the advances in technology-mediated learning.  The article firstly reports an educational approach, namely, future innovative in-service teacher education in Europe (ICE-ED). This project was supported by the European Union Comenius fund and coordinated by the University of Iceland. The ICE-ED project is focused on educational use of information and communication technologies (ICTs), particularly with the improvement and dissemination of latest pedagogical strategies for open and distance learning through in-service teacher education (ICE-ED) in schools across Europe (The ICE-ED website 2012). The project employs the on-line managed learning environment platform BSCW as a Computer Supportive Communication Learning instrument to make possible the participants collaboration.  It is a nonstop meeting setting for them, a steady support to their work and at the same time an online library of the entire project educational material on which all the activities take place.

Reviewing Web Searching In The 21st Century Education

Vol. 7 No. 4

Year: 2012

Issue: Mar-May

Title: Reviewing Web Searching In The 21st Century Education 

Author Name: Ms. Faezeh Seyedarabi 

Synopsis: 

In this paper, the government's initiatives and policies for improving schools in the UK are highlighted to be the main drive for the Internet use of teachers and online resources in their classroom teaching. The aim of this review is to outline Web searching as an important part of education and society in the 21st century. Hence, in order to learn more about the Web searching needs and preferences of teachers and in particular those in the UK, researchers are recommended to explore future research questions in the area of teachers' information needs and search behaviours. This should enable researchers to better understand the barriers associated with the integration of ICT tools like the Internet in classroom teaching as well as the technological needs of teachers in the 21st century

Dynamic Educational Collaboration Between University And High School Faculty Promoting Partnership In Teaching And Learning In The 21st Century

Vol. 7 No. 4

Year: 2012

Issue: Mar-May

Title: Dynamic Educational Collaboration Between University And High School Faculty Promoting Partnership In Teaching And Learning In The 21st Century 

Author Name: James E. Osler II, Prince Bull, Deborah Eaton 

Synopsis: 

A dynamic partnership has been developed and cultivated between the North Carolina Central University (NCCU) and Durham Public Schools (DPS) called “The Learning Laboratory Initiative Partnership”. The faculties involved in the partnership are from North Carolina Central University and Durham Public Schools Hillside New Tech High School. The overall purpose of the collaborative partnership between NCCU and Hillside New Tech High is to have a positive impact on 9—12 students' performance in science, mathematics, engineering, and technology (the STEM areas) by using current and emerging technologies, Instructional Design, the TPACK integration model, and a content faculty mentoring system. The partnership focuses on an intensive program of professional development and content mentoring of 9—12 teachers at Hillside New Tech. This project is divided into two phases based on the fiscal calendar. This research paper provides an overview of the project as a best practice model of technology integration and university—school partnership. It discusses the components of the project and provides a demonstration of professional development activities and teacher products as a result of the training provided by NCCU faculty for Hillside NT teachers.

An investigation into the secondary schools in – service teachers' selected Variables on interactive computer technology (ict) competency

Vol. 7 No. 4

Year: 2012

Issue: Mar-May

Title: An investigation into the secondary schools in – service teachers' selected Variables on interactive computer technology (ict) competency 

Author Name: Adodo. S.O 

Synopsis: 

The use of computer technologies has come to stay, an individual, group of individual and society who is yet to recognize this fact is merely living. The introduction of Information and Communication Technology (ICT) into the education industry has caused transformation in instructional process. The study investigated the in-service teachers instinctive variables and their competency at using interactive computer technologies (ICTCS). 240 teachers' were selected as sample for the study. Two research instruments (self concept scale, Attitude to Interactive Computer Technology Scale (AICTS) and Computer Interactive skills Scale (CISS). Correlation matrix, t-test statistics, ANCOVA and multiple regression analysis was used to analyse the data collected. The finding revealed that the instinctive variables significantly predicted the independent variable. Also, teachers gender did not make any significant contribution to their (ICTS) Competency. While teachers age and year of service significantly contribute to their ICTS competencies. A significant difference exist between the teachers age, teachers' year of service and their competency in ICTS

Designing Epistemologically Correct Science Narratives

Vol. 7 No. 4

Year: 2012

Issue: Mar-May

Title: Designing Epistemologically Correct Science Narratives 

Author Name: Sachin Datt, Ravi Poovaiah 

Synopsis: 

In recent years use of narratives for teaching science at secondary school level has gained impetus. This paper deals with the problem of designing narratives for teaching scientific concept. The central issue of the problem of designing narratives for carrying scientific information is that science belongs to the domain of objective observation of facts and general principles while narratives belong to the world of humans and their aspirations which are subjective in nature. If a narrative of science is built purely on intuitive bases, without any structural foundation, the epistemic correctness of the narrative may be doubted. This paper presents what is known as the Epistemic Narrative Structure (ENS) which synthesis principles of Narrative structure with general structure of a scientific discovery event. It is proposed that if a narrative about teaching science is built on the epistemic narrative structure, then the problem of synthesizing subjective human context and objective nature of scientific reasoning can be resolved leading to design of epistemologically correct science narratives. In this paper, the Epistemic Narrative Structure is explained and how it can be used to design a science narrative with an example of writing a narrative on 'how electric battery came into being.The narrative structure is replicable and can be used by teachers to design their own epistemologically correct science narratives.

Installing An Ethics Pledge Within K-12 Academia: A Restoration Of Humanism

Vol. 7 No. 4

Year: 2012

Issue: Mar-May

Title: Installing An Ethics Pledge Within K-12 Academia: A Restoration Of Humanism 

Author Name: Gabrielle McBath 

Synopsis: 

In May 2009, 33 Harvard M.B.A. Candidates proposed and published an ethics pledge entitled the M.B.A. Oath. It is a “voluntary student-led pledge that the goal of business managers is to 'serve the greater good.' It promises that Harvard M.B.A.[s] will act responsibly, ethically, and refrain from advancing their 'own narrow ambitions' at the expense of others” (Wayne, 2009, p.1). As of 2009, 450 of 900 graduates have signed with thousands of supportive fans on Twitter and Facebook. As of 2012, more than 6500 students support this Oath (M.B.A. Oath Website, 2012). In the wake of the Enron scandal, Wall Street disaster, and subsequent fiscal “Depression,” students should view teachers and administrators as ethical beings. Any K-12 or college setting has always been a “sheltered entity,” preparing students for the future but in a fashion that does not force them immediately into reality. This review of the literature will analyze the eight tenets of the M.B.A. Oath,while dividing them into three applicable areas: personal maintenance, accountability, and aiding student progression. The first two areas must be effectively monitored before progressing to the third: ultimately concluding that moral will and reason must align to the human connection (Johannesen, Valde, & Whedbee, 2008).

Designing innovative counseling courses: combining technology, theory, and Practice

Vol. 7 No. 4

Year: 2012

Issue: Mar-May

Title: Designing innovative counseling courses: combining technology, theory, and Practice 

Author Name: Gina Cicco 

Synopsis: 

This article will discuss the development of an innovative instructional design for teaching graduate courses in counselor education programs. The teaching strategies that will be highlighted evolved during a collaborative team-teaching project conducted by two counselor educators. These two faculty members worked together to redesign a course in organizational and administrative theory for school counselors-in-training. Their project will be described as well as the resultant conceptual model for integrating technology, theory, and practice through employing differentiated instruction. The proposed instructional design includes consideration of students' learning-style preferences. Countless studies document the many benefits of accommodating students' learning styles in the classroom, as doing so improves students' academic performance, learning outcomes, and overall attitudes (Cicco, 2009; Dunn & Griggs, 2003). Theinstructional design model presented incorporates techniques for engaging students through strategic lesson planning, emphasizing faculty expertise and interests, and providing students with assignment options so they can optimize their learning experiences. The instructional model ideally would combine thoughtful, meaningful technological tools, instruction of theory through various instructional strategies, and opportunities for application and evaluation through practical, experiential learning. Recommendations for enhancing lessons in the classroom by integrating resources from online course management systems will also be addressed. Utilizing faculty collaboration, peer-review methods, and experiential learning has been shown to produce positive learning outcomes in counselor preparation programs (Corey, Corey, & Callanan, 2005; Orr, Hall, & Hulse-Killacky, 2008).