ethanporcaro/eric-fulltext-meta huggingface dataset:
ICT in Teacher Education in India: Still in Search of Its Application
Author: Singh, Gaurav
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Technology Integration,Educational Technology,Teacher Education Programs,Access to Computers,Access to Information,Educational Resources,Check Lists,Pedagogical Content Knowledge,Technological Literacy,Educational Assessment,Teacher Surveys,Measures (Individuals)

It is no longer possible to conceive of teacher education without ICTs. It is imperative for the teacher education institutions to wake up and reorganize their curriculum to accommodate the changing face of knowledge. This study conducted by the researcher in teacher education institutions related to availability and access of ICTs in these institutions during session 2008-09, brought forward the real scenario of ICT in teacher education institutions. For this study the researcher used a scale named &quot;ICT Friendliness Scale&quot; developed by Kumar and Singh (2008). Analysis indicates that there is not a single ICT facility, which is present in every teacher education institution. There is non-availability of facilities like Educational software pertaining to school subjects on CDs, Slide Projector, Networking in computer lab, Dial-up/ Broad band Internet Access, LCD Projector, Language Learning Software with Headphones, Electronic versions of common Encyclopedias and Electronic versions of common Encyclopedias in all the Government aided Teacher education Institutions sampled for the study.
Education Blended with Yoga--A Solution for Youth Risk Behavior
Author: Selvi, B. Tamil
Date: 2010-00-00
Type: Journal Articles
Subjects: Blended Learning,Metacognition,Youth Problems,Youth Opportunities,Risk,Behavior Problems,Adolescent Development,Educational Practices,Educational Strategies,Behavior Change,Positive Behavior Supports,Change Strategies,Health Behavior,High School Students,National Surveys,Foreign Countries

All teenagers take risks as a normal part of growing up. Risk-taking is the tool an adolescent uses to define and develop his or her identity, and healthy risk-taking is a valuable experience. Healthy adolescent risk-taking behaviors which tend to have a positive impact on an adolescent's development can include participation in sports, the development of artistic and creative abilities, volunteer activities, travel, running for school office, making new friends, constructive contributions to the family or community, and others. Negative risk-taking behaviors which can be dangerous for adolescents include drinking, smoking, drug use, reckless driving, unsafe sexual activity, disordered eating, self-mutilation, running away, stealing, gang activity, and others. Substance abuse leads to negative outcomes such as unemployment, adolescent pregnancy, drug or alcohol addiction, or imprisonment. Unprotected sex is the primary form of HIV transmission among young people, and every day around 6,000 young people are infected with the virus. Girls aged 15-19 account for one in four unsafe abortions-about 5 million each year. In Nepal and Indonesia, almost 60 % of all males aged 15-24 are smokers. Half of all murders and violent crimes in Jamaica are committed by males aged 18-25, who make up 10 % of the population. These youth risk behaviors will not only hinder their development and their future but also will corrupt the society and finally the country. There is a very effective technology that can deal with human body, mind and soul which will help in coordinating of all the three and prevent corruption of any one of them. This is nothing but the Yogic technology called YOGA. Education when blended with Yoga can avoid all youth risk behaviors and shape them well enough to become the best citizens in the world. (The article contains a bibliography.)
Empowering School Teachers for Emerging Technologies: An Action Plan
Author: Misra, Pradeep Kumar
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Technological Literacy,Pedagogical Content Knowledge,Faculty Development,Capacity Building,Training Methods,Relevance (Education),Technological Advancement,Technology Uses in Education,Teacher Competencies,Educational Planning,Educational Change,Change Strategies,Influence of Technology

&quot;Possessing openness to emerging technologies is critical for teachers in the technology-rich 21st Century as technology continues to accelerate at a rapid rate. Readiness for new technologies is a challenge associated with change. Teachers who resist change may impede and/or limit their students' learning and skills. Teachers, therefore, must prepare students by teaching knowledge and skills necessary for students to be successful in the technology-rich 21st Century&quot; (Niles, 2007, p.27). In this context, school teachers need to understand how emerging technologies work, what they offer, and to use them for betterment of teaching learning process. Here a pertinent question arises that what approach should be adopted to empower school teachers for emerging technologies. To critically and systematically deal with these issues, author talks about emerging technologies in education, their impact on teaching-learning process and need for Tech-savvy teachers. This discussion is followed by a detailed action plan to empower school teachers for emerging technologies. The proposed action plan is based on the approach that three parties namely NCTE (National Council for Teacher Education), Teacher Education Departments/Institutions and school teachers themselves are key to fulfill this promise.
The FISTE Project from a Teacher's Perspective
Author: Thorsteinsson, G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Inservice Teacher Education,Technology Integration,Online Courses,Technology Uses in Education,Internet,Access to Computers,Access to Information,Program Evaluation,Training Methods,Electronic Learning,Teacher Characteristics,Foreign Countries

One of the aims of the Socrates Comenius 2.1 action is to prepare programmes, courses, strategies or teaching material for training the staff involved in education. In this respect, in the frame of the &quot;FISTE--A Future Way For In-Service Teacher Training Across Europe&quot; (118766-2004-RO-COMENIUS-C21) the on-line curse &quot;Integrating ICT in Traditional Training&quot; was produced, the main product of the project that presents methods for integrating face to face and web-based learning tools. The first version of the course was designed in English, followed by 5 national versions in Romanian, Spanish, Finnish, Icelandic and Latvian. The on-line course was offered to the initial and in-service teachers by using an e-learning environment--BSCW (Basic Support for Cooperative Work)--a platform which supports asynchronous and synchronous cooperation between different partners over the Internet. Having in view that the project partnership is coming from countries with different levels of ICT introduction in their educational systems, the initial evaluation of the group offered interesting aspects which could lead to drawing a specific profile. The paper tries to summarize part of the teachers' main answers and offer an image of the teachers who are interested in participating in on-line courses related to introduction of ICT in training.
Participation in the Virtual Environment of Blended College Courses: An Activity Study of Student Performance
Author: Cavanaugh, Cathy
Date: 2016-04-00
Type: Journal Articles
Subjects: Virtual Classrooms,Blended Learning,Academic Achievement,Student Participation,Online Courses,College Students,Higher Education,Integrated Learning Systems,Correlation,Electronic Learning,Learner Engagement,Foreign Countries,Open Source Technology,Cooperative Learning,Educational Environment,Pilot Projects,Bachelors Degrees,Quasiexperimental Design,Educational Technology,Single Sex Colleges,Females,College Faculty,Liberal Arts,Student Surveys,Predictor Variables,Undergraduate Study

This paper describes a study of success factors in the introductory semester of liberal studies blended courses offered at the bachelor of science level. The influence of student participation in the online course environment was examined, as measured by the number of times students logged into the learning management system (LMS) and average session length. These measures were correlated with final course grades to increase understanding of the participation patterns of successful students. The resulting patterns and their implications are identified. We observe that students with an intermediate number of logins and average session length tended to exhibit the optimal level of course performance with students who logged in near the low or high amount of times tending to receive lower grades.
A Study of Designing an Inquiry-Based Unit in Mathematics and Science
Author: Dyjur, Patti
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Curriculum,Science Curriculum,Curriculum Design,Active Learning,Inquiry,Units of Study,Grade 9,Urban Schools,Single Sex Schools,Females,Teacher Collaboration,Secondary School Teachers,Educational Researchers,Scientists,Barriers,Qualitative Research,Case Studies,Interviews,Classroom Observation Techniques,Participant Satisfaction,Foreign Countries

This paper looks at the design process of an inquiry-based mathematics and science unit in two urban grade nine classes. Three teachers who teach in an urban, all-girls' junior high school collaborated with math/science and educational experts to design and implement the unit. Results showed the following: teachers needed to be flexible regarding the direction of the unit, collaborating with experts helped teachers to design a more authentic unit, topic selection needed to be carefully considered, and that the resulting unit was worthwhile due to its relevance, richness, and increased student interest and ability to make multidisciplinary connections. Issues with this approach included workload, the amount of time required for planning, and a lack of inquiry-based materials in math.
A Qualitative Perspective: Pre-Service Teachers Discuss Educational Technology Online
Author: Spatariu, Alexandru
Date: 2010-00-00
Type: Journal Articles
Subjects: Qualitative Research,Preservice Teachers,Educational Technology,Asynchronous Communication,Teaching Methods,Prompting,Technology Uses in Education,Educational Psychology,Online Courses,Transcripts (Written Records),Comparative Analysis,Control Groups,Experimental Groups,Feedback (Response),Group Discussion,Persuasive Discourse,Undergraduate Students,Technology Education

Although there is a push in education to increase the amount of technologies used in the classroom much of the recent literature emphasizes a need to investigate ways to improve the instructional methods used when incorporating technology in education. The focus of the present research is to investigate an instructional technique used in an asynchronous online discussion (i.e., prompts versus no prompts). This research investigates pre-service teachers' positions on the use of technology in K-12 classrooms. Participants were students enrolled in an online Educational Psychology course at a Southwestern urban university; the online discussion transcripts were the data source for this qualitative research design. The treatment group received specific directions and feedback and the control group received very limited directions and feedback. The results of the study indicated that given specific guidelines and expectations for the discussion, the treatment group outperformed the control group in every category consistently within the small group analysis and the between group analysis. In addition, the in-depth analysis points to several findings with regard to how pre-service teachers view Educational Technology in schools, based on the dilemma posed in the online discussion forum.
Learning Difficulties in English for Rural Learners
Author: Singaravelu, G.
Date: 2010-00-00
Type: Journal Articles
Subjects: Learning Problems,Rural Population,English,Grammar,Educational Diagnosis,Difficulty Level,Teacher Attitudes,Gender Differences,Needs Assessment,Middle School Teachers,Middle School Students,Diagnostic Tests,Teacher Surveys,Hypothesis Testing,Foreign Countries

The present study illuminates and diagnoses the learning problems of the rural learners in English Grammar at standard VI. Present study may be useful to ameliorate the rural learners for acquiring competencies in English and eliminates the problems of the learners. It paves way to the teachers to diagnose the learning hurdles of the learners and supports to take necessary remedial teaching to enhance the achievements of the learners in English. Objectives of the study: 1.To diagnose the learning problems of the rural learners in English Grammar at standard VI. 2. To find out the difficulty items of the rural learners in English Grammar. 3. To find out the causes of difficulties of the rural learners in learning English Grammar. 4. To find out the significant association between the male and female teachers on opinion of difficulty items of learning English. Methodology: Survey method was adopted in the study. Sample: Two hundred pupils of standard VI and one hundred teachers in rural Panchayat Union Middle school, Coimbatore district were selected as sample for the study. Tools: Researcher's self-made diagnostic test and an opinionnaire for the teachers were used as tools for the study. Procedure of the study: 1. Identification of the difficulties by administering diagnostic test. 2. Identifying the difficulties of the learners from the opinion of the teachers. Findings: The learners have problems in the following items of grammar such as Pronunciation, preposition, conjunction, sentence pattern and semantics. Educational implications: It may be helpful to revamp the rural pupils in English.
Transformation in Education in Malaysia: A Look into Moral Education Syllabus
Author: Balakrishnan, Vishalache
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Course Descriptions,Ethical Instruction,Moral Development,Educational Development,Educational Change,Educational Practices,Educational History,Values Education,Values

This paper explores how the Education System concerning Moral Education (ME) has evolved over the years. ME is a core subject for non Muslim students in Malaysian schools and complements Islamic Studies taken by Muslim students. Over the years, the subject has undergone various evaluation and changes. With the forthcoming implementation of a transformative syllabus starting from the year 2011 in Malaysia, the paper critically looks at the purpose of such a change in the system pertaining to ME starting from primary schools.
Teachers' Level of Awareness of 21st Century Occupational Roles in Rivers State Secondary Schools
Author: Uche, Chineze M.
Date: 2016-08-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Secondary School Teachers,Public Schools,Private Schools,Questionnaires,Teacher Role,Likert Scales,Hypothesis Testing,Technology Uses in Education,Teaching Methods,Faculty Development,Educational Technology,Technological Literacy,Gender Differences,Critical Thinking,Problem Solving,Communication Skills,Cooperation

This study investigated the teachers' level of awareness of 21st century occupational roles in Rivers state secondary schools. Three research questions and three hypotheses guided the study. The population of study comprised of 247 public secondary schools and 57 private secondary schools in Port Harcourt metropolis of Rivers state which gave a total number of 9413 participants. The sample size for the study was 860 teachers selected by using the stratified random sampling, simple random sampling and the purposive sampling techniques. Instrument used was the questionnaire titled Teachers' level of awareness of 21st century occupational roles questionnaire (TLATCORQ) and personally designed by the researcher using a modified Likert scale of four points. Face and content validities were carried out on the instrument. A reliability test using Cronbach alpha technique which gave an index of 0.80, was also conducted. Mean and rank order statistics were used to answer the research questions while the z-test was used to analyse the hypotheses at 0.05 alpha level. Findings revealed that teachers' level of awareness of 21st century occupational roles is just moderate and not very encouraging, teachers do not use technology in classroom instruction and the 21st century environment has affected the areas of instructional materials, teaching strategies and others. Based on the findings, it was recommended that teachers be allowed to form self-development groups involving more technologically competent colleagues and that professional development programmes organized by the government for teachers should be more strategic and transformative in content and direction focusing more on 21st century skills and ICT based teaching and learning strategies.
Learning Behaviors and Interaction Patterns among Students in Virtual Learning Worlds
Author: Lin, Chi-Syan
Date: 2010-00-00
Type: Journal Articles
Subjects: Virtual Classrooms,Statistical Analysis,Communities of Practice,Computer Games,Electronic Learning,Educational Environment,Peer Evaluation,Coaching (Performance),Interaction,Educational Games,Experiments,Student Behavior

The goal of this study is to investigate how students behave themselves in the virtual learning worlds. The study creates a 3D virtual learning world, entitled the Best Digital Village, and implements a learning program on it. The learning program, the Expo, takes place at the Exhibition Center in the Best Digital Village. The space in the Expo is divided into three zones: the Lobby, the Exhibition Hall, and the DIY Rooms. Students have to form teams in four before entering the Expo and carrying out their learning tasks respectively. In the Lobby, students are encouraged to sign up in a guestbook and browse through the user guide of the Expo. The Exhibition Hall consists of 3D objects of famous architectures and landmarks around the globe. When students approach the 3D objects, information about the objects will show up in a separated window. Students are encouraged to discuss about the objects online while they are in the Exhibition Hall before taking a quiz about them. Finally, students are asked to enter their team's DIY Rooms together with team mates and create a 3D artifact with embedded online tools. There were 16 teams of school students from two different countries who took part in a 5-week experiment for the study. Twelve items of quantitative data were collected with the data logging mechanism of the virtual learning world. The statistic t-test was utilized to analyze these data. Results show that school students engaged more in communication with peers than in navigating learning objects in the virtual learning world. The study also reveals that virtual learning community and proximal learning community play an equal role in terms of interaction patterns among school students inside the virtual learning world.
Teacher Perceptions of Learner-Learner Engagement at a Cyber High School
Author: Borup, Jered
Date: 2016-04-00
Type: Journal Articles
Subjects: Teacher Attitudes,Learner Engagement,Cooperative Learning,Virtual Classrooms,High Schools,High School Students,Distance Education,Electronic Learning,Interaction,Peer Relationship,Student Behavior,Case Studies,Teacher Surveys,Interviews,Charter Schools,Friendship,Student Motivation,Peer Teaching,Instruction,Learning Processes,Barriers,Cheating,Bullying,Educational Benefits,Online Courses

Distance education has historically contained little or no learner-learner interactions. Currently the Internet allows for unprecedented levels of learner-learner interaction and has the potential to transform how students learn online. However, many courses offered online focus more on flexibility and independence than on interaction and collaboration. Often it is up to the teacher to decide how much learner-learner interaction their courses contain. However, little research has examined how online high school teachers perceive, value, and facilitate learner-learner interactions. This case study used teacher surveys and interviews at a full-time online charter high school to examine teacher perceptions of learner-learner interactions. The analysis identified four student behaviors that positively impact student engagement and learning: befriending, motivating, instructing, and collaborating. Teachers also identified several drawbacks to learner-learner interactions such as bullying and cheating. Furthermore, there appeared to be tension between providing for students' individual needs and requiring collaborative learning opportunities.
Effectiveness of Using Programmed Learning Materials in the Teaching of Map Marking in History
Author: Bhavana, A. R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Social Sciences,Pretests Posttests,Predictor Variables,Technology Uses in Education,Teaching Methods,Experiments,Computer Assisted Instruction,Multimedia Materials,Secondary School Students,Computer Software,Comparative Analysis,Statistics,Statistical Analysis,Scores,Maps,Map Skills,Programmed Instructional Materials,Correlation

The National Council for Social studies defines Social sciences as the &quot;integrated study of the social sciences and humanities to promote civic competence&quot;. At the elementary school level, social studies generally focuses on the local community and family. By middle and high school level, the social studies curriculum becomes more discipline based and content specific. It includes various fields which involve past and current human behaviour and interactions such as sociology, history, political science, economics, religion, geography, anthropology, and civics. A student will learn about social customs, cultural heritage, and history of society. This education will train the learners to develop a genuine interest in and urge for, preservation of what is good in our culture and improvement of existing socio economic cultural set-up. In the present scenario teaching/learning of social studies as a subject is often considered as boring. Technology can be used to enhance the understanding of social studies. Map marking is one of the important activities in history from primary class itself. Gaining mastery in the map marking skill is a task included in the curriculum. Programmed instruction is one of the effective methods for imparting map marking skill. The proposed study has been undertaken to find the effectiveness of programmed learning material for teaching map marking skills for students at high school level.