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).

Using iPad2 for a Graduate Practicum Course

Vol. 7 No. 3

Year: 2012

Issue: Dec-Feb

Title: Using iPad2 for a Graduate Practicum Course 

Author Name: Lindsey Sachs, Prince Bull 

Synopsis: 

iPads and iPhones continue to impact academia, but the iPad2 provides features that could enhance teacher education programs. This paper addresses how eight graduate students and a faculty used iPad2 to support a graduate practicum course. Participants were asked to report how they used their iPad2 each week in the form of a written log and complete a survey after seven weeks. Participants used the camera or video feature to create educational tutorials, record video logs, record interviews, capture student footage for parent night presentations, record guest speaker presentations for future playback, archive students acting in performances for homework instruction, document follow up communication after professional development sessions. Others used Apps to improve delivery of instruction and record student collaborative group work with video and camera footage. Over 86% of respondents agreed or strongly agreed that if given a class set of iPad2’s, student learning and performance would improve.

 

Reviewing teachers’ barriers associated with the integration of ICT tools in their classroom teaching

Vol. 7 No. 3

Year: 2012

Issue: Dec-Feb

Title: Reviewing teachers’ barriers associated with the integration of ICT tools in their classroom teaching 

Author Name: Ms. Faezeh Seyedarabi 

Synopsis: 

This paper reviews barriers associated with the use of ICT tools by teachers in their classroom teaching at ‘technical’, ‘teaching’ and ‘school’ levels. The aim of this review is to highlight the fact that there is currently less research work on the kind of technology teachers need for adopting ICT tools in the 21st century education. There has been much work carried out on easing ICT and internet barriers through resourcing and teacher training. However, there is less work on the sort of technology that teachers would like to use for their teaching, particularly when searching online for teaching resources. Hence, a call for further research in web ‘personalisation’, an emerging direction that is currently adopted by technologists and the government was made as a proposed new approach or possible solution to the technical barriers of teachers.

Using Multimedia with Kindergarten to Increase Homework Participation

Vol. 7 No. 3

Year: 2012

Issue: Dec-Feb

Title: Using Multimedia with Kindergarten to Increase Homework Participation 

Author Name: Mary Tunstall, Prince Bull 

Synopsis: 

This study stemmed from a concern that homework instruction, verbal and print oriented, did not reflect a 21st century learning strategy for kindergarten students due to their reading levels and their abilities to consistently follow written instructions to complete tasks. The study examined 18 kindergarten students’ perceptions of using multimedia, video and screen capture, as a medium for homework instruction and activities. The study guided by the constructivist teaching approach, described how multimedia was used as a motivational tool to engage students in literacy instruction and knowledge construction. Findings show that use of multimedia motivated and engaged students in learning both in school and at home. Students stated that multimedia activities were fun. Mean scores from pre-survey to post-survey show positive dispositions to the integration of multimedia in the class and homework activities. Findings also show that multimedia helped students create knowledge and work as a team. A by-product of this study was increased parental involvement in students’ learning. Parental supervision was required for students to play DVDs or to access online files at home. This request turned out to be a positive outcome of the study.

Encouraging innovativeness through Computer-Assisted Collaborative Learning

Vol. 7 No. 3

Year: 2012

Issue: Dec-Feb

Title: Encouraging innovativeness through Computer-Assisted Collaborative Learning 

Author Name: Gisli Thorsteinsson, Tom Page 

Synopsis: 

This article puts forward a three related case study series, using a Virtual Reality Learning Environment (VRLE) with a view to supporting the development of students' ideation skills in conventional primary and secondary education. This learning environment is fairly new and therefore it is necessary to examine its educational uses and determine if the new learning environment will meet teachers’ expectations. Therefore, the overall goal for this research was twofold: a) to explore the ways in which idea generation was developed during students’ work and b) to assess the way VRLE affects student idea generation work. The data collected was qualitative and the analysis was based on grounded theory principles and an interpretive paradigm.

Using Prezi to Motivate Middle School Science Students

Vol. 7 No. 3

Year: 2012

Issue: Dec-Feb

Title: Using Prezi to Motivate Middle School Science Students 

Author Name: Caroline Bender, Prince Bull 

Synopsis: 

This study examined the effects of the use of a non-linear multimedia presentation model, Prezi, on middle school students’ attitude toward learning science, engagement in school science, and the impact on learning science.  Prezi was used as the primary instructional model for an intensive six-week intervention period in seventh grade science classrooms.  A total of 28 students, from two science classes, participated in the study.  Each student completed a pre- and post-survey to determine attitudes and beliefs about learning science and also completed two surveys at the end of the intervention to determine the effectiveness of Prezi as an instructional tool.  Findings indicate small improvements in both students’ attitudes and beliefs about learning science in general.  However, results do show that Prezi is effective as a learning tool because it engages students in learning, helps students retain information, and for its ease and style of design and presentation.  Results also indicated that Prezi was, most notably, effective in informing students about science topics, presenting information in an understandable way, and that Prezi would be an effective learning tool if used in other courses.

Cross Curricular Connections: An Innovative Model for Curriculum Transaction

Vol. 7 No. 3

Year: 2012

Issue: Dec-Feb

Title: Cross Curricular Connections: An Innovative Model for Curriculum Transaction 

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

Synopsis: 

Students want to discuss each and everything related to the subject as well as the personal matters with their teacher. This shows that they trust their teachers so much than anyone else. So it is the duty of the teacher to teach the subject with more and more concrete examples and connections with the day to day life. They should connect the subject with all disciplines so that rather than opening the new memory location the information will store on the location which was already created on the brain. In the light of the above discussion researcher (authors) decided to carry out a research (article) on Cross Curricular Connections. Cross Curricular Connections to science instruction can result in rich and meaningful experience for students. The article that follows describes Cross-Curricular or interdisciplinary connections and their values to learners. Then, it lists specific considerations a Science teacher, or any other teacher, should consider before setting aside instructional time to make Cross Curricular Connections.

The Availability And Use Of Science Laboratories At Secondary Education Level

Vol. 7 No. 2

Year: 2011

Issue: Sep-Nov

Title: The Availability And Use Of Science Laboratories At Secondary Education Level 

Author Name: T.J.M.S. Raju, N.V.S. Suryanarayana 

Synopsis: 

This study focuses on the availability and use of Science Laboratories at the secondary education level in Visakhapatnam District of Andhra Pradesh, India. It is commented that most of the schools do not possess well equipped laboratories and even when equipment is available some science teachers are not utilizing the laboratory facilities. Another issue is many of the laboratories do not possess appropriate equipment and many schools use expired chemicals that can skew experiments as well as be hazardous to students and teachers. The data were collected from 50 science teachers working in both government and private management secondary schools by way of a statement questionnaire. The items denoting various facilities in the science laboratories and the availability of equipment and utility by the science teachers are more important. The tool is a self developed tool and was standardized by conducting item analyses using the statistical procedures of chi-square tests. The reliability of the test is 0.75 and the validity is 0.86. So the tool is highly reliable and valid. The data were analyzed by way of means, standard deviations, t-values and chi-square tests for testing the various hypotheses framed. The results declare that there are no significant differences between male and female science teachers, rural and urban science teachers, below 5yrs and above 5yrs experienced science teachers and graduate and post graduate science teachers in the availability and effective use of science laboratories at secondary schools, demerits of science laboratories and measures taken for effective use of science laboratories. On over all observation of the study some educational implications were given.

Skewness And Comparability Of School Based Continuous Assessment Scores

Vol. 7 No. 2

Year: 2011

Issue: Sep-Nov

Title: Skewness And Comparability Of School Based Continuous Assessment Scores 

Author Name: Gbore, L.O, Abe, T.O. , Adodo. S.O 

Synopsis: 

This study examined skewness as means of determining the nature of distribution of school based continuous assessment (SBCA) scores in selected subjects among Secondary Schools in Ondo State, Nigeria, to determine whether or not there is need for moderation of the SBCA Scores. This is an ex-post-facto research design involving no treatment and nonmanipulation of subjects but collection of data from records. Cluster sampling techniques was used to select ten schools from three senatorial districts in Ondo State. Simple random sampling technique was employed to selected one thousand five hundred Senior Secondary Students. This comprised 500 students per subject (one hundred and fifty students per school which was made up of 50 students per subject in each school). The SBCA Scores for year 2005/2006 —2007/2008 for the selected school formed the data for the study. Data collected were analysed using Coefficients of Skewness and Pearson Product moment Correlation Statistic. Results indicated that SBCA Scores for first year in English language, first, and third year in Mathematics were positively skewed while SBC Scores for second and third year in English Language, Second year in Mathematics and first, second and third year in Biology showed negative Skewness. There was significant relationship between coefficients of skewness of school based continuous assessment (CSBCA)Scores of first and second year in English Language, Mathematics and Biology. There was no significant relationship between CSBCA scores for first and third year in Mathematics and between CSBCA scores for second and third year in Biology. Based on the findings of the study, some recommendations were made.

Building professional learning communities in special education through social Networking: directions for future research

Vol. 7 No. 2

Year: 2011

Issue: Sep-Nov

Title: Building professional learning communities in special education through social Networking: directions for future research 

Author Name: Elizabeth L. Hardman 

Synopsis: 

This paper examines the challenges inherent in building professional learning communities (PLCs) in special education and describes how two Web 2.0 tools were used to build a community that engages general and special education teachers, school administrators, and teacher educators in implementing research based inclusive practices that are known to have a positive impact on student learning. A wiki and ning were selected to provide the network's infrastructure because these applications have the capacity to support collaboration and networking when community members are separated by geographical location and time. The first year of the project was focused on developing web pages for community consumption and building membership. The membership grew from 50 at the end of the first year to 150 during the second year but data collected on member use showed that the membership contributed very little to community development and relied almost entirely on the network administrator to direct and manage all facets of community work. The success of any PLC is ultimately dependent upon members' level of engagement in community work. Thus, continued research should explore the processes that support community development and teacher engagement in community work, and most importantly, the degree to which participation in community work impacts student achievement.

K-12 Student Use Of Web 2.0 Tools: A Global Study

Vol. 7 No. 2

Year: 2011

Issue: Sep-Nov

Title: K-12 Student Use Of Web 2.0 Tools: A Global Study 

Author Name: Cheri Toledo, MaryFriend Shepard 

Synopsis: 

Over the past decade, Internet use has increased 445% worldwide. This boom has enabled widespread access to online tools and digital spaces for educational practices. The results of this study of Web 2.0 tool use in kindergarten through high school (K-12) classrooms around the world will be presented. A web-based survey was sent out through online social networks (e.g., Twitter, Nings, and blogs). From a list of 25 types of digital tools, 189 participants chose the online tools that their K-12 students used in educational settings. The data analysis identified tool-use across grade levels and trends based on teacher demographics. At all four levels students most frequently used wikis, blogs, and multimedia presentation tools. Further analysis revealed six categories that described how teachers were designing instruction for students to use online tools.

Trends and challenges of integrating ict in indian education: a paradigm shift in 21st century

Vol. 7 No. 2

Year: 2011

Issue: Sep-Nov

Title: Trends and challenges of integrating ict in indian education: a paradigm shift in 21st century 

Author Name: vijaykumar Ramalingappa 

Synopsis: 

Information and communication technologies are today playing a very important role in transforming the mode of imparting education. The trend in educational system has seen a leaning towards upgrading and updating knowledge and ideas to face increasingly demanding in order to meet the rapid expansion of knowledge. Technology enabled teaching have helped in taking forward the level of education by preparing teacher community in improving their professional competencies and skills in order to meet the competitive classrooms. The increase in the number of job opportunities in the current global economy has witnessed an enhanced demand for skilled and qualified teacher community. The synchronous learning environment proves to be advantageous to the workforce, as it brings to them a quality and standard of education that would otherwise not be available to them at all. ICT brought considerable change in capacity and globality for accessing and using information as well as communicating both of which have impacted on education. The digital era brought revolutionary changes in teaching and learning process by bringing multimedia approach in which multifaceted instructional pedagogies have been incorporated in order to simplify classroom instruction to the fullest extent. There are lots of ICT applications designed for children in the classroom teaching and a lot of imagination has gone into these designs especially educational applications and it is evidenced that technologies have changed the way of teaching and learning is conducted in different parts of the world by developing some effective and interesting education tools. It is evidenced that integration of ICT in Education and changing role of imparting instruction has fully influenced modern classroom practices and it is right time to address the present ICT application in the 21st Century that is the paradigm shift in Indian class room. This paper addresses the modern Trend and Challenges in Integrating the ICT in Indian education system.

Impact Of Simulations On The Mental Models Of Students In The Online Learning Of Science Concepts

Vol. 7 No. 2

Year: 2011

Issue: Sep-Nov

Title: Impact Of Simulations On The Mental Models Of Students In The Online Learning Of Science Concepts 

Author Name: Dr. Kumar Laxman, Dr. Yap Kueh Chin 

Synopsis: 

Numerous flash or java applet based simulations have been developed to improve students' comprehension of Science concepts, particularly the more complex or 'dry' ones. Simulations have been reported to be effective as instructional aids in scaffolding scientific learning by students since simulations support the explication of implicit understandings. Simulations are usually designed to allow students to actively manipulate variables to experientially explore the relationships between these variables and their scientific applications. Rich associative thinking skills can also be infused in students by encouraging them to actively manipulate the simulations and learn on their own new science concepts without being prescriptively taught to by teachers as it often happens in Science classrooms. Misconceptions in the learning of Science concepts can more easily be identified and corrected in a timely manner. This paper examines indepth research studies that have been conducted on the effectiveness of integrating simulations in the teaching and learning of Science and the effects of simulations in developing sound understanding of Science precepts. Studies done by one of the author of this paper have also been described in explaining the performance of a group of in-service teachers in the applied use of simulations in the delivery of Science education.

Development And Validation Of Yoga Video Package And Its Effectiveness On Depression, Anxiety And Stress Of School Teachers

Vol. 7 No. 1

Year: 2011

Issue: Jun-Aug

Title: Development And Validation Of Yoga Video Package And Its Effectiveness On Depression, Anxiety And Stress Of School Teachers 

Author Name: TAMILSELVI BALASUNDARAM 

Synopsis: 

Teaching once was considered as a noble job but, within the last decade it has become an increasingly stressful profession for school teachers.  Increased work load, insufficient salary package, fast changing curriculum, increase in the responsibilities of the students, modern fast mechanical life, conflicts with the colleagues and with higher authorities have made the teaching profession more stressful. This stress ultimately gives rise to many other psychological problems like depression, anxiety, etc. A lot of physiological problems like changes in blood pressure, hypertension, obesity, diabetes, heart problems, respiratory problems, eating disorders, sleep disorders, etc. arise as a result of job stress. This will finally affect their work efficiency and they also tend to pour down these effects on the school children. It also leads to miserable classroom environment, thereby affecting the learning process of the children. The long search for a natural healing remedy for psychological problems like Depression, Anxiety and Stress finally lead to a scientifically proven technology called YOGA. Yoga is a science that has been practiced for thousands of years and is said to be a magical natural remedy for all psychological maladies. So an attempt has been made in this study to use this Yogic Technology, on school teachers.  A special video package has been designed based on the above said psychological problems of school teachers and it is tested on them. A significant reduction in Depression, Anxiety and Stress was found in school teachers after yoga training. So it is suggested to include a short Yoga training for future school teachers which will help them manage their psychological problems and improve their Professional Excellence.

Integration of SMART Board Technology and Effective Teaching: Enhancing Students’ Academic Engagement

Vol. 7 No. 1

Year: 2011

Issue: Jun-Aug

Title: Integration of SMART Board Technology and Effective Teaching: Enhancing Students’ Academic Engagement 

Author Name: Kathryn Min, Christine Siegel 

Synopsis: 

The proposed paper reports on the results of a study conducted to explore the influence of SMART Board technology on student engagement in and perception of classroom activities. Using momentary time-sampling procedures, this study examined differences in second grade students’ on-task and off-task behaviors during 30-minute math and science lessons that did and did not include the use of a SMART Board. Student perceptions were measured via questionnaire. Observation results revealed that (a) effective teaching, without technology, can promote above-average levels of student engagement, (b) the integration of SMART Board technology can further increase on-task behavior, and (c) the combination of effective teaching and SMART Board technology can maintain high levels of student engagement throughout a multi-component lesson. Questionnaire results provided modest support for the use of the SMART Board to engage students. While none of the participants favored lessons without the SMART Board, only half rated their attention and participation higher in classes that included the SMART Board compared to those that did not. Further research is needed to determine if the integration of SMART Board technology and effective teaching enhances the engagement of students at other grade levels, of other demographic backgrounds, and in other subject areas.

An Analysis of Engagement in a Combination Indoor/Outdoor Augmented Reality Educational Game

Vol. 7 No. 1

Year: 2011

Issue: Jun-Aug

Title: An Analysis of Engagement in a Combination Indoor/Outdoor Augmented Reality Educational Game 

Author Name: James E. Folkestad, Patrick O'Shea 

Synopsis: 

This paper describes the results of a qualitative analysis of video captured during a dual indoor/outdoor Augmented Reality experience.  Augmented Reality is the layering of virtual information on top of the physical world.  This Augmented Reality experience asked students to interact with the San Diego Museum of Art and the Botanical Gardens in San Diego’s Balboa Park.  Pairs of students were videotaped as they progressed through the experience and the results of video analysis indicated that student engagement and collaboration was relatively high even though there were several technological difficulties — particularly present during the outdoor portion of the experience.

The Effect of Laboratory Training Model of Teaching and Traditional method on Knowledge, Comprehension, Application, Skills-Components of Achievement, Total Achievement and Retention Level in Chemistry

Vol. 7 No. 1

Year: 2011

Issue: Jun-Aug

Title: The Effect of Laboratory Training Model of Teaching and Traditional method on Knowledge, Comprehension, Application, Skills-Components of Achievement, Total Achievement and Retention Level in Chemistry 

Author Name: Alireza Badeleh 

Synopsis: 

The present study aimed at finding the effectiveness of the Laboratory Training Model of Teaching (LTM) and comparing it with the Traditional methods of teaching chemistry to seventh standard students. It strived to determine whether the (LTM) method in chemistry would be significantly more effective than the Traditional method in respect to the male and female students’ overall as well as component-based achievement and retention in chemistry. Four homogenous groups of seventh standard students from two English medium primary schools in Mysore in India were selected adopting purposive sampling technique. Thirty students were selected from each class and hence 60 male and female students from school A and 60 from school B formed the sample of the study. Test of Higher Mental Ability in Science (THMAS) was used to determine the homogeneity of the participants. The 120 students of all the experimental and control groups were given the post-test at the end of the experimental work to both the experimental and control groups to measure their terminal behavior. The researcher-constructed and validated achievement test of chemistry was administered to the subjects in experimental and control groups at the end of the instruction to measure their achievement in chemistry. After a gap of one month, the delayed post test for achievement in chemistry was administered to the experimental and the control groups to determine the retention level of the students. The Statistical technique used to analyze the obtained research data was the independent sample t-test. The findings of the study indicated that as far as the overall achievement and retention in chemistry is concerned, the (LTM) method of teaching chemistry were much more effective than the Traditional method. As for the components of achievement and retention: comprehension, application, and skills in chemistry, the (LTM) method was more effective than the Traditional method except knowledge component.  But the component of knowledge in achievement and retention in Traditional method was more effective than (LTM) method in chemistry.

Role Of Teachers In Constructivistic Approach

Vol. 7 No. 1

Year: 2011

Issue: Jun-Aug

Title: Role Of Teachers In Constructivistic Approach 

Author Name: Karpagam, R. Ananthasayanam 

Synopsis: 

This paper attempts to explain learner centered methodology of teaching at the school level due to implementation of National curriculum frame work for school (2005), since NCF 2005 emphasizes the process of constructing knowledge i.e. learning to learn, willing to unlearn, and relearn as a new paradigm of learning in a flexible and creative manner. This Learner centered interactive pedagogic approach insists certain psychological principles as a representation of current knowledge base of learners and learning. This approach is based on Constructivist learning approach which socializes the people into the culture of self- reliance, resourcefulness, peace oriented values and health and also facilitates learner in acquisition of key knowledge, attitude and behavior to face the society at large. Considering above the teachers’ role becomes more complex, difficult and pivotal in the context of new curriculum and has to transform the teacher as a facilitator, co-learner, democratic leader and diagnostician.