Journal on School Educational Technology最新文献

{"title":"Online instruction in the face of covid-19 crisis: An examination of early childhood and elementary teachers' practices","authors":"Aldemir Jale, None Jambunathan","doi":"10.26634/jsch.18.4.19945","DOIUrl":"https://doi.org/10.26634/jsch.18.4.19945","url":null,"abstract":"The COVID-19 pandemic had significant impacts on every facet of society, and its implicit effects on education were felt most by younger learners. In this instrumental case study, the online remote teaching experiences of early childhood and early elementary teachers in a school district located in the Northeastern U.S. were surveyed. The results revealed that the teachers initially struggled to adapt to a multitude of technological tools and software offered, all the while trying to maintain a human connection with their students. The teachers encountered several issues during online remote learning, such as the availability of reliable internet and technology, students' home environment conditions, and a lack of knowledge regarding the pedagogical use of technology. The administrative and peer support helped them cope with the difficulties they experienced. The information from the study could be used to build a better alternative teaching infrastructure.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of job anxiety, self-efficacy, self-control and self-esteem on job performance in school teachers","authors":"Abbas Nasir, Fatima Mehar, Fatima Iqbal, Yousaf Muhammad","doi":"10.26634/jsch.18.4.19872","DOIUrl":"https://doi.org/10.26634/jsch.18.4.19872","url":null,"abstract":"This paper examines the effect of job anxiety, self-efficacy, self-control, and self-esteem on job performance in school teachers. Through literature review and analysis, the research highlights the significance of understanding and addressing these variables. The study confirms that job anxiety negatively influences job performance among school teachers. Furthermore, the research reveals the importance of self-efficacy, self-control, and self-esteem in shaping teachers' performance positively. The data collected from 200 school teachers shows distinct patterns in male and female teachers regarding job anxiety and job performance. Male teachers demonstrate higher levels of job anxiety compared to female teachers, while female teachers exhibit higher job performance. Additionally, the study explores the mediating and moderating roles of self-esteem in the relationships between job anxiety, self-efficacy, and job performance.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online vacation training course for primary teachers conducted by department of education, Kerala - An empirical study","authors":"K. Ajitha, K. Jayashree","doi":"10.26634/jsch.19.1.19816","DOIUrl":"https://doi.org/10.26634/jsch.19.1.19816","url":null,"abstract":"Online Teachers' Professional Development programs, both synchronous and asynchronous, are relatively new in the educational arena. They have been available in the business sector for nearly two decades. In the wake of the closure of schools due to the COVID-19 outbreak, the Kerala Infrastructure and Technology for Education (KITE), in association with the Education department of Kerala, has come up with a novel idea of imparting online training to over 81,000 primary teachers in the state, spanning over 11,274 schools. It has been decided to provide specific vacation training to all primary and upper primary teachers during April and May to enhance their professional development. The KITE-VICTERS channel telecasted a special program on the training, which took place in May 2020. This study may pave the way for additional research that can offer more insights for future online training courses. This, in turn, may lead to the study of the impact of online training courses on the academic achievements of school children. The investigator conducted the study through a survey method. The findings of the study show that teachers with more than fifteen years of teaching experience showed more interest in online vacation training courses than their younger counterparts. Online classes enabled the teachers to think differently in new situations and use modern social media and mass media technology innovations. Mass education may change to individualized education in the coming year due to the COVID-19 pandemic. Proficiency in diverse areas is required, rather than specified skills, to cater to the needs of students in post-COVID-19 situations.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135711956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusive education in the preschool period: A bibliometric mapping analysis","authors":"Bal Mazhar, Şule Tepetaş Cengiz Gülüzar","doi":"10.26634/jsch.19.1.19865","DOIUrl":"https://doi.org/10.26634/jsch.19.1.19865","url":null,"abstract":"The aim of this study is to reveal the general view of research on inclusive education in the preschool period using the bibliometric analysis method. The data used in the research were obtained from 261 articles in the Web of Science (WOS) database. Within the scope of bibliometric analysis, the VOSviewer software program was used to create network maps and graphs of authors, countries, keywords, and citations. Based on the findings regarding the network of collaboration between authors, two different conclusions were reached: first, the subject appears to be outdated, and second, a sufficient network of relations could not be established in the literature. In terms of the countries' co-authorship network, it has been determined that the countries in the Americas, Europe, and Australia continents are closely related to each other. The oldest key concepts for the research date back to 2014. These key concepts do not directly address inclusive education. In contrast, the key concepts of recent studies directly pertain to inclusive education. Considering the findings on the authors' co-citation network, it is possible to categorize them into four groups: authors working directly in the field of inclusive education, institutions and organizations, theories that form the theoretical foundations of inclusive education, and method studies. In this context, the analysis results serve as a guide for those interested in working in inclusive education in the preschool period.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135710099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender-wise difference of home environment among senior secondary school students in bhutan","authors":"Jamba Sangay","doi":"10.26634/jsch.18.4.19809","DOIUrl":"https://doi.org/10.26634/jsch.18.4.19809","url":null,"abstract":"This research focuses on investigating the gender-wise difference in the home environment among senior secondary school students in Bhutan. The objective of this study is to examine whether there are any notable differences in the home environment of senior secondary school students based on their gender. The study employs a descriptive survey method to gather data from a total sample of 200 students, consisting of 105 boys and 95 girls. Mean values and standard deviations are used to assess the home environment, categorized by gender, and t-tests for equality of means are conducted to examine potential differences between boys and girls. The results indicate that girls perceive a more positive home environment compared to boys, with a higher mean value. The significance of these gender differences is supported by the t-test results and associated p-values. The findings emphasize the importance of considering gender in understanding the variations in home environments among senior secondary school students in Bhutan and call for further investigation into the factors contributing to these distinctions. Overall, this study sheds light on the importance of the home environment in shaping students' development and provides insights for creating a nurturing and supportive environment for their growth.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public expenditure in education at all levels (primary, secondary, and higher) in Bhutan: A critical analysis","authors":"Jamba Sangay","doi":"10.26634/jsch.19.1.20114","DOIUrl":"https://doi.org/10.26634/jsch.19.1.20114","url":null,"abstract":"This critical analysis delves into the allocation and utilization of public expenditure in education across all levels in Bhutan, including primary, secondary, and higher education. The study aims to provide valuable insights into how public funds are distributed and used within Bhutan's education system. By conducting this analysis, we seek to identify strengths, weaknesses, and areas for improvement in education funding and policy-making to enhance the overall effectiveness of public investment in education for the betterment of Bhutan's educational system and its citizens. The research employs a secondary data research method, allowing for an in-depth analysis of extensive datasets without the need for primary data collection. This method ensures efficiency and enables researchers to gain valuable insights into the education system and its funding. In 2015, public expenditure on education accounted for 25.5% of the total government expenditure in Bhutan. This marked a substantial increase from the previous year's figure of 17%. This is a positive trend that indicates a growing commitment to education. Expenditure in primary education increased significantly, rising from 32% in the previous year to 57% in 2015. This highlights the government's emphasis on foundational education, which is crucial for building a strong educational base. Expenditure per student in secondary education showed fluctuations, with a figure of 53.9% in 2014. However, there was an overall upward trend in expenditure per student from 1971 to 2014. This suggests that while secondary education is receiving attention, there may be room for more consistent funding. Tertiary education received 10.3% of the expenditure in 2014, although there were fluctuations in funding over the years. Ensuring adequate funding for tertiary education is crucial, as it plays a vital role in producing a skilled workforce that can contribute significantly to the nation's development. The analysis reveals that public spending on education as a percentage of GDP experienced fluctuations, with some years witnessing significant increases or decreases. Consistent education funding is vital for Bhutan's socioeconomic progress. This analysis emphasizes the need for stable investment in primary, secondary, and tertiary education. It highlights the evolving budget priorities and underscores education's critical role in Bhutan's development. Policymakers should use these findings toensuresustained and balanced education investment forlong-termprosperity.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135711590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigation of secondary school mathematics teachers' skills in using nature-related learning materials","authors":"Coşkuntuncel Orkun, Hüseyin Keser Mustafa, Yurtalanoğlu Orhan, Arisoy Pinar, Su Özenir Özgül","doi":"10.26634/jsch.18.4.20021","DOIUrl":"https://doi.org/10.26634/jsch.18.4.20021","url":null,"abstract":"It has been observed that nature and science school programs have become popular in the educational environment in Turkey, and these programs are seen as a way to improve students' attitudes towards science. The general aim of these programs is to demonstrate how scientific facts and concepts in various fields are related to daily life and to make the study enjoyable. The aim of the research is to enable mathematics teachers to increase both their mathematics selfefficacy and their awareness of the sustainability of ecosystems by effectively using learning materials associated with nature. The method of the research is a pre-test-post-test design without a control group. Data collection tools were determined to be a mathematics self-efficacy scale and an ecosystem sustainability awareness scale. Data analysis was carried out using the Wilcoxon Signed Ranks test and descriptive statistics, which are non-parametric analysis methods. The findings of the study showed a positive and significant increase in the mathematics self-efficacy and awareness levels of 25 secondary school teachers working in different schools throughout Mersin who participated in the \"Digital Approaches to the Mathematics of the Ecosystem\" project supported by TÜBİTAK, due to nature-related activities. It is believed that the use of nature-related learning materials in mathematics teaching will make mathematics lessons more comprehensible and enjoyable, and will help students develop a more positive attitude towards mathematics lessons.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the adoption, implementation and effective utilization of education technology and innovation in education sector in Malawi - (A case study of Mpherembe CDSS)","authors":"Kumwenda Hastings, Kumwenda Chimwemwe","doi":"10.26634/jsch.19.1.20078","DOIUrl":"https://doi.org/10.26634/jsch.19.1.20078","url":null,"abstract":"The integration of education technology and innovation into the education sector is increasingly becoming a global imperative, with the potential to transform teaching and learning practices. In Malawi, like many other developing nations, the adoption, implementation, and effective utilization of education technology remain critical challenges. This case study focuses on Mpherembe (CDSS) in Malawi to provide a detailed assessment of the status of education technology adoption and its impact on teaching and learning. The need for educational technology has risen in many schools in Malawi, especially during the pandemic's arrival of COVID-19, cholera outbreaks, and Cyclone Freddy, bringing attention among teachers, students, and policymakers. The study was centered at Mpherembe CDSS, where a sample of 20 students and teachers was selected using a probability sampling technique. The data was collected using a questionnaire and analyzed using SPSS. The analyzed data was presented in the form of bar graphs. The study uncovered that there was a moderate extent of adoption, implementation, and effective utilization of educational technology in Malawi. Furthermore, the study revealed that there are several significant benefits of educational technology in Malawi. The main ones include reducing transportation and accommodation costs and accommodating both work and learning simultaneously. Despite the benefits, educational technology faces several challenges that hinder its adoption, implementation, and utilization in Malawi. These challenges include poor network infrastructure, high costs, and limited access to educational technology.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135711940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quality sustaining practices of government upper primary school puracherry during corona pandemic - An exploratory study","authors":"R. Anupama, K. Jayashree, C. H. Padmanabha","doi":"10.26634/jsch.18.4.19848","DOIUrl":"https://doi.org/10.26634/jsch.18.4.19848","url":null,"abstract":"Government Upper Primary School Puracherry is situated in the Madayi educational district within the Kannur district of Kerala. The school comprises 322 students and 18 teachers, offering classes from 1st to 7th standard. During the Covid- 19 pandemic, the government declared lockdown measures, resulting in the closure of schools. During this period, \"First Bell,\" an initiative of the General Education Department of Kerala, was launched on June 1, 2020, serving as an interim solution while state public schools remained closed. Throughout the academic year 2020-21, Government Upper Primary School Puracherry implemented numerous innovative programs aimed at ensuring that no student missed classes during the pandemic, all while monitoring the safe stay of children at home. The investigator intends to study the educational, economic, technological, and social aspects of the quality-sustaining practices of Government Upper Primary School Puracherry. The study sample includes 4 teachers, 4 parents, and 4 students from Government Upper Primary School Puracherry. The findings revealed that the majority of students and parents favored these qualitysustaining practices, with approximately 80% of children ensuring their access to classes. This study is limited to one school in Kerala, but its findings can benefit educationalists, curriculum developers, teachers, parents, and students in other schools across India.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135841468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers' views on distance in-service training: A qualitative analysis","authors":"Ertürk Ramazan","doi":"10.26634/jsch.19.1.19770","DOIUrl":"https://doi.org/10.26634/jsch.19.1.19770","url":null,"abstract":"This study employs a qualitative approach to examine the educators' perspectives on distance-based in-service training. The participants in the study were 49 teachers working in primary, secondary, and high schools in the central district of Bolu, Turkey, during the 2022-2023 academic year. The research data were collected through a semi-structured interview form and analyzed using content analysis. The findings revealed that training creates significant opportunities and offers benefits. However, distance in-service training also has limitations, and several problems emerge in these programs. Addressing the problems experienced in the training will also help reduce the associated limitations. Therefore, it is crucial to conduct training that aligns with teachers' interests, wishes, and needs by performing a needs analysis when determining topics for distance in-service training. Diversifying training programs based on branches and fields will enhance the quality of professional development and provide teachers with access to training for their specific fields at any time. The study also presents detailed suggestions to improve the quality of in-service training.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135710097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}