Impact of Multimedia Technology Integrated Instruction on Students’ Learning Satisfaction in Bhutanese Classroom
Virtual Laboratory to Conduct Slip Test of Synchronous Machine
The Flipped Classroom Model: Effects on Students’ Reading Comprehension in English
The Effect of Gaining the Unit of Systems in Our Body by Using Virtual Reality Technology on Student Success
Confronting Challenges of School-Based Management in a Developing Country
A Study Of Health Education And Its Needs For Elementary School Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Locus of Control in School Students and its Relationship with Academic Achievement
Spatial Distribution of Government Primary and Secondary Schools and the Free and Compulsory Education Policy in Akwa Ibom State, Nigeria
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
This article will review the experiences of a graduate counselor educator in teaching and evaluating her online courses. The author will summarize her most effective instructional and assessment mechanisms, based on student performance through achievement of course objectives as well as students' feedback and comments on specific online counseling courses and methods. The article will then provide five guidelines or must-do's that have demonstrated success for faculty members and students in fully online courses at the graduate education level. These five must-do's emerged from a thorough and comprehensive review of ten online graduate counseling courses taught at a metropolitan university in New York City within the past three years. The data collected is currently being analyzed and synthesized into a research report. The five recommendations proposed by the primary instructor include Presence, Interaction, Clarity, Consistency, and Availability, which create the acronym, “PICCA”, to summarize a proactive and creative approach to teaching and learning in online courses (Cicco, 2013; Cicco, 2015). Underlying the faculty and student roles in a PICCAbased online course is the understanding that each individual has a responsibility to remain attentive and engaged throughout the duration of the course and should hold an authentic commitment to strive for an optimal learning experience. The article will also include suggestions on specific ways to adapt and implement PICCA in the virtual classroom.
While research on the use of tablets in the field of education is emerging, existing research on the use of this tool for the purposes of student teaching supervision is very limited. This study aimed to explore the application of iPad tablets for student teacher supervision in a teacher preparation program at a large state university in the Northeastern United States, with the purpose of improving practice in the supervision and effectiveness of implementation of the digital tool. Employing a case study methodology to analyze data from five participating professors who supervise pre-service teachers' teaching practice in actual school settings, this study revealed several strengths of this tool in terms of facilitating communication, collaboration, and organization for supervisors and for encouraging effective reflective practice among student teachers. It also revealed limitations in implementation, including access to necessary infrastructure on-site at K-12 schools and the structure of the implementation program. These findings can inform similar technology integration in other teacher preparation programs.
The objective of this study is to reveal the effect of the use of smart board in the biology class at the tenth grade of the secondary education on the academic achievements of students. The study used the quasi-experimental model with pre-test and posttest control groups and semi-structured interviews were made with the students. The study group of the research consists of the 50 students at the tenth grade in an Anatolian High School in the Buca District of the izmir province. The lessons with the students in the test group included the contents which were prepared by the methods and techniques based on the constructive learning approach and taught by using the smart board. The students in the control group were instructed with the activities that were specified in the current curriculum. As a result of the study, a significant difference was found between the achievements of the test group and control group students. The achievement of the test group students was found to be higher than the control group students. In addition, the interviews with the test group students provided comprehensive opinions on the use of smart board.
Teaching experience and training of the teachers are important variables for teaching and evaluating effectively having an immense impact to their inclination, attitude and perfection. West Bengal Board of Secondary Education (W.B.B.S.E), India, has taken the initiative to implement Continuous and Comprehensive Evaluation system up to class VIII level. The present study explores the effect of experience and training on the attitude of the teachers towards CCE. 100 teachers under W.B.B.S.E were selected from 20 schools from Kolkata and South 24 Parganas district, West Bengal, India. Attitude scale towards CCE by Sood & Anand (2011) was adopted. t- test result showed that, teaching experience and training have no effect on the attitude of teachers towards CCE. Few orientations were suggested and discussed in the light of the matter.
Critical thinking ability is one among the life skills enlisted by the World Health Organisation. Citizens who can think critically are the need of the nation. The new era warrants persons who can think and evaluate the information correctly. It is the duty of education to inculcate the skill of critical thinking in the students, the future citizens. The study was conducted using the normative survey method. The sample for the present study consisted of 640 secondary school students from different schools of Palakkad district. A tool, namely Critical Thinking Ability Test for Higher Secondary School Students was constructed and standardized by the investigators for the study. The study investigated the influence, the effect of gender, type of management and the optional subject on the critical thinking ability of higher school students. Statistical measures such as t-test and ANOVA were used to analyze the data. The result of the analysis shows that a significant difference exists in the mean scores of critical thinking ability with respect to gender, type of management and optional subjects of students.