Journal on School Educational Technology最新文献

{"title":"Effects of Information and Communication Technology on Engagement and Art Production for Eighth-Grade Students.","authors":"Elizabeth Lovin, Dawn T. Lambeth","doi":"10.26634/JSCH.10.3.3127","DOIUrl":"https://doi.org/10.26634/JSCH.10.3.3127","url":null,"abstract":"The purpose of this research was to explore the impact of an online-learning component incorporating peer discussion groups on art achievement, digital literacy practice, student engagement, and student attitude of an eighth-grade visual arts classroom. Participants included 30 students in two 8th-grade art classes. Students in one class received faceto-face art instruction, while the other class completed additional assignments using online-learning components and peer discussion groups. Art achievement was measured with project scores from printmaking, ceramics, and cut paper units. Digital literacy practice and engagement were recorded with a teacher checklist and field notes. Student attitude was measured by a survey administered at the end of the study. The online-learning component group scored slightly higher on art projects than the face-to-face group. Results indicated that, using online-learning components did not have a significant impact on art achievement, but notably improved digital literacy practice, student engagement, and student attitude towards art.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124607591","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":"Setting Objectives of Value Education in Constructivist Approach in the Light of Revised Blooms Taxonomy (RBT).","authors":"Sankaranarayanan Paleeri","doi":"10.26634/JSCH.10.3.3126","DOIUrl":"https://doi.org/10.26634/JSCH.10.3.3126","url":null,"abstract":"Transaction methods and approaches of value education have to change from lecturing to process based methods according to the development of constructivist approach. The process based methods provide creative interpretation and active participation from student side. Teachers have to organize suitable activities to transact values through process based teaching. This paper deals with the ideas of preparing Educational objectives and organizing student centered or process based classes on value education in accordance with the Process Dimensions proposed in Revised Blooms Taxonomy (RBT). RBT suggests Remember, Understand, Apply, Analyze, Evaluate and Create as the process dimensions. Teachers can organize the objectives of value education classes according to these process dimensions. It will promote effective transaction of values in modern methods.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132868659","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":"PBL: Future Challenges for Educational Practice and Research.","authors":"B. Roopashree","doi":"10.26634/JSCH.10.2.2969","DOIUrl":"https://doi.org/10.26634/JSCH.10.2.2969","url":null,"abstract":"Problem based approaches to learning have a long history of advocating experience based education. Psychological research and theory suggests that, by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem Based Learning (PBL) is an Instructional method in which students learn through facilitated problem solving. In PBL, student learning centres on a complex problem, that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in Self Directed Learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The aim of this paper is to demonstrate that, PBL has the potential to prepare students more effectively for future learning because it is based on four modern insights into learning such as Constructive, Self-Directed, Collaborative and Contextual. In addition, available research is reviewed and solutions for educational practices are described.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124423445","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":"A Study on Institutional Perception of Student Teachers on the Principles of Total Quality Management.","authors":"S. Sundaresan, N. Muthaiah","doi":"10.26634/JSCH.10.2.2971","DOIUrl":"https://doi.org/10.26634/JSCH.10.2.2971","url":null,"abstract":"Education shapes the destiny of a nation, and is the principal instrument for developing human capabilities. Educational quality is highly influenced by the learning experiences gained during the teaching-learning process. The concern for improving quality of teaching-learning process is significant, since this is a mechanism through which the content and intent of curriculum is transacted at elementary, secondary as well as higher education level. In order to impart quality education, our education system has to acquire the following qualities such as quality syllabus, quality faculty, quality teaching and evaluation, quality research and quality character. As quality education is need of hour, all the quality issues should be given top most priority with equal attention. Hence the present study was focused in such a way to study the perception of students of teacher education institution towards different quality parameters. A survey was made with the help of the Student's Institutional Perception Scale (SIPS) constructed by Subramonian and Muthaiah (2006). This survey was conducted among 150 student teachers and the results revealed that, in studying the quality management of the institution, the perception of students towards their institution varied with regard to their gender and there was no variation with regard to their educational qualification with their locality.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124792222","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":"An In-Depth Qualitative and Quantitative Analysis to Determine the Factors That Affect the Existence of African American Women Superintendents in the North Carolina K-12 Public School System.","authors":"J. E. Osler, Renita L. Webb","doi":"10.26634/JSCH.10.2.2970","DOIUrl":"https://doi.org/10.26634/JSCH.10.2.2970","url":null,"abstract":"The purpose of this study is to study how race, gender, values, attitudes and power perceptions of leaders contribute to the recruitment, retention, and training of African American female superintendents. This study is focused on African American female superintendents and their experiences that led to the acquisition of the position. The overarching question in this study is: how do race, gender, values, attitudes and power perceptions influence the success of African American female superintendents?. The data collection tools for this qualitative study include observations, focus group with African American women from the same state who are in the Education field but not superintendents, and interviews with current and former African American female superintendents and those who report directly to them. Through the lenses of critical race and social power theories, the researcher seeks to identify commonalities amongst the experiences of the participants to extract key elements that affect their success. With these key elements to success identified, they can be incorporated into the journeys of future leaders and increase the number of African American females who can successfully attain this position of power in the Southern State in this study. The implications of this study show that there is a need for a change in the way and timing of the way African American women are trained to lead.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116329274","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":"Building Effective Supervisory Relationships in the Online Counseling Course: Faculty and Student Responsibilities.","authors":"G. Cicco","doi":"10.26634/JSCH.10.2.2968","DOIUrl":"https://doi.org/10.26634/JSCH.10.2.2968","url":null,"abstract":"This article will provide an outline for counselor educators and their students on how to develop and maintain solid supervisory relationships in the online classroom. Counselors-in-training are required to complete practicum and internship experiences during their graduate academic preparation. These field experience courses typically involve 100 to 300 hours of on-site practice in school or mental health settings, under the supervision of certified or licensed counseling practitioners. In addition to the experiential learning, counseling interns participate in a weekly seminar of two to three hours in duration with a counseling faculty instructor serving as the faculty supervisor. These seminar courses allow for interns to examine their skill and technique development, review specific cases, and engage in selfand peerevaluation of their overall on-site performance. The faculty supervisor plays an important role in providing ongoing guidance, mentoring, and constructive feedback for interns to facilitate their professional growth during the course (Sweitzer & King, 2014). As more and more traditional seminar courses are offered in the online classroom, the development of effective online supervisory relationships, a crucial aspect of counseling trainee success, must be considered. The responsibilities of the counselor educator and counseling student in the online internship course will be discussed to ensure that the supervisory relationship supports, rather than hindering the growth and development of the future professional counselor (Hollins-Alexander, 2013). Successful communication and evaluation practices will be","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129878117","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":"Impact of Metacognitive Practices and Assorted Assessment Modalities towards Creating Self-Regulated Learners.","authors":"N. SreevrindaNair","doi":"10.26634/JSCH.10.2.2972","DOIUrl":"https://doi.org/10.26634/JSCH.10.2.2972","url":null,"abstract":"Worldwide efforts are increasing to infuse thinking skills into the curriculum, which are part of cognitive behavior, and to include them in the instructional strategies, which will make the learner producer of knowledge and help to create a sense of responsibility among them. Meta cognitive learning activities immerse students in challenging tasks and it creates a space for students to discuss, debate new ideas and allows them to introspect, assess and set targets for learning. The objectives of the study is aimed at implementing Meta cognitive practice namely problem solving towards constructing a culture of thinking in classrooms and to capacitate the students to practice self-assessment modalities through the creation of a strategy evaluation proforma on the select classroom practice. 45 Secondary school students from three schools belonging to three districts of Kerala namely Pathanamthitta, Alappuzha and Kottayam were selected for the study. The data was collected through a Strategy Evaluation Proforma. The strudy reveals that highly participative and interactive instructional climate inculcated in the problem solving practice allowed the students to strengthen their motivation towards becoming better problem solvers. The study also reveals that this type of assessment technique will enhance creative thoughts of students as well as promote their thinking capabilities in a worthy manner. Such type of enriched environment helps the students to flourish the learning process and engage their brain with intriguing and inviting intellectual challenges.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116396835","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":"Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Students.","authors":"K. Thiyagu","doi":"10.26634/JSCH.10.1.2832","DOIUrl":"https://doi.org/10.26634/JSCH.10.1.2832","url":null,"abstract":"st Most people believe that our schools and colleges are failing to teach kids and youngsters the 21 century skills which they will need in order to succeed in the future (Berger, Edward. 2007). Communication technology, particularly realth time and collaborative online communities, represents an enormous draw for teenagers. Doctors no longer use 19 century practices on their patients; likewise educators have a duty to incorporate modern technology into the classroom (Palitha, Chiara. 2007). The present study tries to find out the Effectiveness of Video Podcast in Learning Psychology among Bachelor of Education Trainees. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 48 Bachelor of Education students from Dr. Sivanthi Aditanar College of Education, Tiruchendur, Tuticorin District for the study. According to the scoring of pre-test, 24 students were chosen as Control Group and 24 students were chosen as Experimental Group. Finally the investigator concludes that, (a) 37.5% of the control group students have low level, 58.3 %of them have moderate level and 4.2 % of them have high level of the gain scores. Among the experimental group students 8.3 % of them have low level, 58.3% of them have moderate level and, 33.3 % of them have high level of the gain scores. (b) There is a significant difference between control and experimental group students in their gain scores. which is the experimental group student is better than the control group students in their gain scores. (c)There is significant difference between control and experimental group students in their gain scores for attainment of the knowledge and understanding objectives. which is, the experimental group is better than control group in attainment of their knowledge and understanding objectives. There is no significant difference between the gain scores of control and experimental group students in attainment of application objectives. (d) There is no significant difference between control group and experimental group students in their pre test scores. There is significant difference between control and experimental group students in post-test mean scores. According to the ‘t-test’ result the experimental group is better than the control group.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"63 39","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134195635","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":"Operational Efficiency of Interactive E-Learning among Post-Graduation Students in Teacher Education.","authors":"K. Chellamani","doi":"10.26634/JSCH.10.1.2833","DOIUrl":"https://doi.org/10.26634/JSCH.10.1.2833","url":null,"abstract":"This study is set in the context of a Post Graduate course for Teacher Education where the participants were exposed to a systematic reflective learning strategy facilitated by a structured interactive e-learning platform. The e-platform was used for students to share, reflect and they had demonstration of skills in class. The researcher intended to develop generic skills as well as the professional skills of a teacher. e-platform illustrates the roles of students' participation and its impact over the development of both personal and professional skills. The reflections of the students before and after the program reveal the achievement of learning outcomes. It envisages the recommendations of NCFTE (National Curriculum for Teacher Education, 2009) and OECD (2013) at global level. The findings reveal the skill development of the students in terms of generic skills (critical thinking, analytic reasoning, problem solving and written communication) as well as professional skills (knowledge on advanced methods of teaching and delivery in classroom).","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134620208","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":"Effects of Computer-Based Programs on Mathematical Achievement Scores for Fourth-Grade Students.","authors":"J. Ravenel, Dawn T. Lambeth, Bob Spires","doi":"10.26634/JSCH.10.1.2830","DOIUrl":"https://doi.org/10.26634/JSCH.10.1.2830","url":null,"abstract":"The purpose of the research study was to identify the effects of computer-based programs on mathematical achievement, perceptions, and engagement of fourth-grade students. The 31 student participants were divided into two intervention groups, as a hands-on group and a computer-based group. Student achievement was measured by comparing the pretest and post test data. Students' perceptions of mathematics were determined using students' perception survey that was administered prior to implementation of the intervention and at the end of the seven-week intervention period. Student engagement was monitored using an ‘engagement checklist’ that was completed by the teacher-researcher within three times a week during the seven-week intervention period. The research findings showed that, there is no significant difference in the academic achievement among the intervention groups. All student participants showed a positive attitude related to mathematics. There was a significant difference in engagement among students in the computer-based group compared to the students in the hands-on group.","PeriodicalId":242221,"journal":{"name":"Journal on School Educational Technology","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114557565","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}