Maximizing The Online Learning Experience: Suggestions For Educators And Students

Vol. 7 No. 1

Year: 2011

Issue: Jun-Aug

Title: Maximizing The Online Learning Experience: Suggestions For Educators And Students 

Author Name: Gina Cicco 

Synopsis: 

This article will discuss ways of maximizing the online course experience for teachers- and counselors-in-training. The widespread popularity of online instruction makes it a necessary learning experience for future teachers and counselors (Ash, 2011). New teachers and counselors take on the responsibility of preparing their students for real-life academic and professional experiences that will rely on communication through the Internet, social media, and virtual classrooms. To better prepare for these demands, they must be technologically literate and prepared to integrate technology, media, and differentiated pedagogies to deliver engaging lessons for students of various ages (Kelly, 2008). This article will examine the setup of the typical virtual classroom, and the ways that it can be modified to enhance student engagement, encourage collaboration among students, and provide diversified lessons to meet the needs of students with varied learning-style preferences. An example of a learning-style model will be presented to identify learning-style domains and profiles that may benefit from matching instructional strategies in online courses (Cicco, 2009; Rundle, 2006). The model will be discussed in connection with recent research studies indicating that specific pedagogical techniques utilized within the context of an online course can better accommodate individual learning needs and preferences while optimizing academic performance and overall student and faculty satisfaction. Suggestions for online educators include simple and clear presentation of course requirements, incorporating visual and auditory enhancements in lessons, using interactive course tools, and allowing for various assignment options (Cicco, 2009; Trepal, Haberstroh, Duffey, & Evans, 2007).

Evaluation study of Early Childhood Education in Pakistan

Vol. 6 No. 4

Year: 2011

Issue: Mar-May

Title: Evaluation study of Early Childhood Education in Pakistan 

Author Name: Muhammad Shakeel, Muhammad Farooq, Umbreen 

Synopsis: 

Early Childhood Education (ECE) was globally and locally an innovation, particularly in third world. The objective of this study was to investigate an impact evaluation of ECE initiated in recently in Pakistan.  The data of impact evaluation were drawn from three ECE Centers of Islamabad Capital Territory (ICT), Pakistan. Total samples of 65 individuals were drawn randomly from three sets of population: including pupils (30) and parents (30). The instruments were consisted of oral test, observational scale and interviews. Using graphic and statistical procedure, the empirical data was analyzed. The findings revealed that there has been significant correlation among the mean score of pupils.

 

E-Learning Strategy for Earning Learners

Vol. 6 No. 4

Year: 2011

Issue: Mar-May

Title: E-Learning Strategy for Earning Learners 

Author Name: Singaravelu G 

Synopsis: 

The study enlightens the effectiveness of e-learning strategy in learning English among the in-service -teachers who are studying B.Ed in School of Distance Educaion,Bharathiar University,coimbatore. E-learning strategy  is a life long learning strategy for earning in-service teachers. It is a strategy of remaining in employment, which can be more easily facilitated by the use of e-learning strategies than more traditional ones. Traditional strategies of teaching English are not fruitful to the B.Ed inservice-teachers to improve their competencies in English. Special innovative strategy can be supported to the trainees for acquiring more knowledge with earning the money. Smith and Spurling (1999) provided a simple definition of lifelong learning, that it relates to people learning consistently throughout their lifespan, covering all life from the cradle to the grave, and which may start at any age. Clearly lifelong learning takes place within an economic context be that organizational, national or global.   Objectives of the study: 1.To find out the problems of conventional strategies in learning English.  2.To find out the significant difference

 

Ubiquitous Learning (U-Learning) Awareness Among The Tuticorin District B.Ed., Trainees

Vol. 6 No. 4

Year: 2011

Issue: Mar-May

Title: Ubiquitous Learning (U-Learning) Awareness Among The Tuticorin District B.Ed., Trainees 

Author Name: Thiyagu Suriya 

Synopsis: 

The rapid development of information and communication technologies during the past two decades has had many points of contact with education and training. The use of technology in colleges and schools is not new. Teacher training often includes computer-assisted learning along with other multimedia presentation techniques. The power of ICT over other technologies lies in the “information” and delivery capabilities (Peak, Berge & Zane, 2006). The global network brings learning outside the classroom at any time, any place. Interactive communication without time constraint between and among students and teachers-from local to global level-allows sharing of ideas and experience more easily. Wireless connectivity, notebooks, PDAs and their design and use, a transition from electronic learning (e-learning) to mobile learning (m-learning) is one of the challenges being faced by educational institutions. The recent trend of e-education is called as ubiquitous learning. That is, we learn everywhere and every time. So the investigator decided to take the study “A study on u-learning awareness among the B.Ed., trainees of Tuticorin District”. The objectives of the study were (i) To find out whether there is any significant difference in the mean scores of u-learning awareness among the B.Ed. trainees with respect to their age, marital status, group and residence of home.  (ii) To find out whether there is any significant association between parents’ income and their children’s u-learning awareness level. This article explores the level of ubiquitous awareness among the B.Ed., trainees.

 

Parents of Children with Disabilities Benefit from the Internet for Development, Learning, and Connecting

Vol. 6 No. 4

Year: 2011

Issue: Mar-May

Title: Parents of Children with Disabilities Benefit from the Internet for Development, Learning, and Connecting 

Author Name: Denise L. Winsor, Jessika C. Boles 

Synopsis: 

Good Parenting!  What it means and being prepared to do it is highly ambiguous in nature.  Most parents-to-be want to be good parents and readily believe they are prepared to be good parents.  That is until the baby arrives.  With every birth comes an even distribution of positive and negative thoughts and emotions.  In typically developing pregnancies and problem-free births the positive features are more prominent but this can change dramatically when parents are faced with discovering their unborn fetus or their child has a genetic abnormality, birth defect, disability, or chronic illness.  Children with serious medical illnesses and chronic disabilities endure many obstacles as they persist through cognitive, social, and emotional developmental milestones.  Technology can function as a tool to help accomplish crucial tasks of parenthood by promoting many aspects of child development (Blanchard, 1997).  However, a gap in the literature persists when it comes to how new technologies can provide critical information and support for parenting children with disabilities or chronic illnesses.  The focus of this paper is on how new technologies can supplement and provide a type of co-parenting support for parents of children with disabilities or chronic illnesses.  

 

Creating New Mathematical Applications Utilizing SMART Table

Vol. 6 No. 4

Year: 2011

Issue: Mar-May

Title: Creating New Mathematical Applications Utilizing SMART Table 

Author Name: Cheryl Seals, Cheryl Swanier, Justus N. Nyagwencha , Ashley L. Cagle , Navorro Houser 

Synopsis: 

SMART Technologies is leading the way for interactive learning, through their many different tools. The SMART Table is a multi-user, multi-touch interactive interface that not only teaches children different concepts in fun ways(Steurer P., 2003 ), but it also inspires cooperative competition. In Alabama, the state curriculum for kindergarten through second grade in mathematics education instructs students in the rudimentary manipulation of the base numbers zero through ten(Education, 2003). Teachers will greatly benefit from a funmathematical interactive educational system that involves base numbers. During this project, we implemented an educational tool utilizing the SMART Table SDK and Visual Studios 2008 to teach K-2 inequalities and the number line through educational software.

Teacher Empowerment And Institutional Effectiveness In Teacher Education

Vol. 6 No. 3

Year: 2011

Issue: Dec-Feb

Title: Teacher Empowerment And Institutional Effectiveness In Teacher Education 

Author Name: Avdhesh S. Jha 

Synopsis: 

Teacher Empowerment means to equip a teacher for conceptual and practical teaching which focuses on the relevant syllabus topics. It means the power of the teacher to exercise his judgement of what, why, how, when and why to teach. It also insists on developing a harmonious relationship with the environment along with the right of the teacher to participate in the determination of educational goals and policies and the achievement of educational school goals. In the present study teacher empowerment means the teachers ability and potential to achieve the school goals and the educational goals. The present study is restricted to the B.Ed. trainee teachers of Ahmedabad district. The objectives of the study comprised to know the necessary general qualities, personal qualities, teaching qualities, student teacher relationship, behaviour, attitude and miscellaneous qualities required by a teacher in the classroom and amongst the students for teacher empowerment. 100 trainee teachers from ten different colleges were selected by purposive sampling from Ahmedabad district. A questionnaire was prepared and the survey method was used in the study. The raw data was then grouped and then the frequency and the percentage of the frequency of the responses by the respondents for the said factor necessary for the teacher was applied to do the analysis and interpretation of the data. The study concluded that the necessary qualities required for teacher empowerment is the minimum necessary qualifications required for a teacher, general awareness, good and clear voice, simplicity, nobility, kindness, gentleness, generosity, activeness, honesty, humbleness, politeness, mildness, softness, intelligence, creativity, knowledge of psychology, philosophy, technology, management, different methods, techniques, approach, content, various languages, presentation style, sense of humour, decency and humbleness. The other qualities required by a teacher are responsibility, course completion on time, duty oriented, unbiased, ideal and intimate in addition to bearing sympathy, mercy, spontaneity and good understanding. The teacher should avoid punishing, frowning, hatred, abusive words, chewing tobacco. He should not be fearful, angry, rude and revengeful but bear oneness, equality, love and affection for students and try to be friendly.