The use of ICT in teacher education programs has been gaining interest throughout the world. This interest places pressure on faculties of education to prepare a new generation of graduates capable of integrating a variety of technological tools into their personal and professional lives (Starkman, Neal. 2007). Argued that enabling teachers to make effective use of ICT as a tool for deep learning should be top priorities for both, pre-service and in-service programs, so as to overcome the most important challenge of the teaching profession, which is the preparation of students equipped with the skills needed for 21st century careers. The explosion of technological growth with Web 2.0 applications has opened up new learning possibilities for educational programs and blogs are a promising example of these new applications (Keegan and Desmond. 2002). Weblogs are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom. The application of weblogs in higher education, particularly in teacher preparation programs, has been documented very recently. Hence, the investigator proposed the title of the study has “Teacher Educators’ Perception towards the Pedagogical Benefits of weblog in Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of weblog among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of weblog among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Weblog with respect to their gender, age, subject, marital status, years of experience and educational qualification.
TEACHER EDUCATORS’ PERCEPTION TOWARDS PEDAGOGICAL BENEFITS OF WIKIThiyagu K
This document summarizes a study on teacher educators' perceptions of the pedagogical benefits of using wikis. The study surveyed 150 teacher educators in Tirunelveli District, Tamil Nadu, India. Key findings include:
- Most teacher educators had a positive perception of wikis' benefits for teaching and learning. However, over 70% did not have their own wiki profile, largely due to lack of time or not wanting personal details published online.
- On average, teacher educators' perception of wikis' pedagogical benefits was at a medium level. There were no significant differences found based on gender, age, subject taught, relationship status, years of experience, or education level.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
This study investigated Malaysian secondary school teachers' beliefs about ICT and how they use ICT in their classrooms. The study found that although teachers held positive beliefs about ICT, these beliefs were not fully translated into classroom practices. More experienced teachers mainly used ICT as a presentation tool, while early career teachers used ICT in more varied ways like blogs and online groups. The study suggests further investigating differences in teachers' beliefs and practices could provide insight into promoting greater ICT use.
Roles of perceived fit and perceived individual learning support in students’...eraser Juan José Calderón
Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention. Princely Ifinedo.
Abstract
Weblogs (or blogs) are increasingly being used in higher educational contexts. Not
much is known about the factors that influence students’ continued usage intention
of weblogs. This study uses the expectation-confirmation model (ECM) as its background
theoretical framework, and explores the roles of antecedent factors of perceived fit and
perceived individual learning support in the research model. A cross-sectional survey was
used to collect data from 108 undergraduate students taking a management information
systems (MIS) course in a small university in Canada. Relevant hypotheses on the subject
matter were formulated and tested. The partial least squares (PLS) technique was used for
data analysis. The results strongly support the proposed hypotheses, indicating that
perceived fit, perceived individual learning support, perceived usefulness, confirmation,
and satisfaction have positive effects on students’ continued usage intentions of Weblogs.
The findings of this study have practical and theoretical implications, which are succinctly
discussed, and suggestions for future research outlined.
Keywords: Perceived fit, Perceived individual learning support, Continuance usage
intention, Weblogs, Students
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
The study examined how blogging can help build teachers' computer-assisted language teaching skills. Twenty English teachers from five smart schools participated by forming an online community via blogs. Through posting blog entries about their teaching practices and interacting with each other, the teachers gained new technical skills and pedagogical knowledge for teaching in technology-rich environments. Blogging exposed teachers to skills like basic ICT competence and integrating tools like PowerPoint in their lessons. It also allowed for collaboration and sharing between teachers as they discussed challenges of using technology. The findings showed that blogging enhanced the teachers' skills and confidence in incorporating IT applications in their teaching.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
SiSAL Journal: A Two Year Cross-Section of Student Use of Self-Access eLearni...Richard Pinner
Over a two year period of using a Moodle based self-access resource, student logins
were measured against student numbers in schools in order to evaluate the percentage
of students’ usage. Peaks in student use seemed to correspond with teacher training
initiatives. This paper outlines these initiatives and the relationship between student use of self-access ICT resources and teacher training. It also details the types of training and incentives offered to both teachers and students to improve the usage figures of self-access.
TEACHER EDUCATORS’ PERCEPTION TOWARDS PEDAGOGICAL BENEFITS OF WIKIThiyagu K
This document summarizes a study on teacher educators' perceptions of the pedagogical benefits of using wikis. The study surveyed 150 teacher educators in Tirunelveli District, Tamil Nadu, India. Key findings include:
- Most teacher educators had a positive perception of wikis' benefits for teaching and learning. However, over 70% did not have their own wiki profile, largely due to lack of time or not wanting personal details published online.
- On average, teacher educators' perception of wikis' pedagogical benefits was at a medium level. There were no significant differences found based on gender, age, subject taught, relationship status, years of experience, or education level.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
This study investigated Malaysian secondary school teachers' beliefs about ICT and how they use ICT in their classrooms. The study found that although teachers held positive beliefs about ICT, these beliefs were not fully translated into classroom practices. More experienced teachers mainly used ICT as a presentation tool, while early career teachers used ICT in more varied ways like blogs and online groups. The study suggests further investigating differences in teachers' beliefs and practices could provide insight into promoting greater ICT use.
Roles of perceived fit and perceived individual learning support in students’...eraser Juan José Calderón
Roles of perceived fit and perceived individual learning support in students’ weblogs continuance usage intention. Princely Ifinedo.
Abstract
Weblogs (or blogs) are increasingly being used in higher educational contexts. Not
much is known about the factors that influence students’ continued usage intention
of weblogs. This study uses the expectation-confirmation model (ECM) as its background
theoretical framework, and explores the roles of antecedent factors of perceived fit and
perceived individual learning support in the research model. A cross-sectional survey was
used to collect data from 108 undergraduate students taking a management information
systems (MIS) course in a small university in Canada. Relevant hypotheses on the subject
matter were formulated and tested. The partial least squares (PLS) technique was used for
data analysis. The results strongly support the proposed hypotheses, indicating that
perceived fit, perceived individual learning support, perceived usefulness, confirmation,
and satisfaction have positive effects on students’ continued usage intentions of Weblogs.
The findings of this study have practical and theoretical implications, which are succinctly
discussed, and suggestions for future research outlined.
Keywords: Perceived fit, Perceived individual learning support, Continuance usage
intention, Weblogs, Students
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
The study examined how blogging can help build teachers' computer-assisted language teaching skills. Twenty English teachers from five smart schools participated by forming an online community via blogs. Through posting blog entries about their teaching practices and interacting with each other, the teachers gained new technical skills and pedagogical knowledge for teaching in technology-rich environments. Blogging exposed teachers to skills like basic ICT competence and integrating tools like PowerPoint in their lessons. It also allowed for collaboration and sharing between teachers as they discussed challenges of using technology. The findings showed that blogging enhanced the teachers' skills and confidence in incorporating IT applications in their teaching.
Blended learning environments the effectiveness in developing concepts and th...Alexander Decker
This document discusses blended learning and its effectiveness in developing concepts and thinking skills. It defines blended learning as combining online and traditional learning, taking advantage of different learning theories. There are five key components of blended learning identified: teacher-led interactions, self-paced interactions, collaborative activities, pre-assessments, and supplemental materials. The philosophy of blended learning is to utilize technology to create new learning situations and simulate active, individualized, learner-centered education. It has advantages like flexibility, increased participation, and better communication compared to solely online or traditional approaches.
SiSAL Journal: A Two Year Cross-Section of Student Use of Self-Access eLearni...Richard Pinner
Over a two year period of using a Moodle based self-access resource, student logins
were measured against student numbers in schools in order to evaluate the percentage
of students’ usage. Peaks in student use seemed to correspond with teacher training
initiatives. This paper outlines these initiatives and the relationship between student use of self-access ICT resources and teacher training. It also details the types of training and incentives offered to both teachers and students to improve the usage figures of self-access.
To tweet or not to tweet: Student perceptions of the use of Twitter on an und...eraser Juan José Calderón
The document discusses a study that examined student perceptions of using Twitter on an undergraduate degree course. 202 students enrolled in educational technology course modules used Twitter as part of their coursework. A survey found that the majority of students perceived that Twitter increased their learning and critical thinking. It also promoted collaborative aspects of the learning process and active student roles. Students felt Twitter helped them share knowledge, receive feedback, and discuss course content. It also allowed them to contact teachers and experts outside of the class, fostering informal learning. Overall, the study suggests that incorporating Twitter in this way contributed to enhancing the quality of learning and teaching for students.
This document provides background information for a proposed small-scale study on digital technologies and literacy development at an Out of School Hours Care centre. The study aims to identify which digital technologies provide an engaging medium for learning in a fun and collaborative way. It will examine how technology affects student engagement and promotes communication through observations, interviews, and surveys of staff before and after implementing technology. The identified areas of need from initial assessments are expressing meaning using photography, collaboratively recording activities, and encouraging technology use between children and educators.
This document discusses the benefits of integrating arts into the curriculum for students with disabilities. It argues that arts like music, drawing, painting and literature can enhance, encourage and motivate these students. The arts provide alternative tools for students to better themselves and achieve their potential. When taught by knowledgeable teachers, arts can help students with disabilities communicate their thoughts and feelings. Studies show arts are linked to improved academic skills and reduced dropout rates. Specifically, drama improves language skills, music enhances language learning, and fine arts develop literacy and math skills. Technology can also help create new ways for students to stay engaged through arts and reduce learning barriers.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
The document discusses student engagement and its importance in 21st century learning. It provides definitions of engaged learning and lists indicators of engaged learning developed by scholars. Student engagement is believed to overlap with motivation but also includes positive emotions. The document also summarizes several research studies on measuring student engagement and its relationship to academic outcomes. It proposes several ways to apply learning theories like constructivism, cognitivism and connectivism to improve student engagement through techniques such as using social media, multimedia, mobile devices, and open educational resources.
Examining Relationships between U.S. Preservice Mathematics Teachers’ Time Sp...Dr. Mokter Hossain
Abstract:
This paper presents the results of a study that sought to determine if preservice mathematics teachers’ perceptions toward a 12-week blogging activity, used as a supportive teaching and learning tool in a college Euclidean Geometry course, differed based on the amount of their selfreported weekly time spent on the Internet. Data was collected using a questionnaire comprised of demographic questions, 16 Likert-type scale items designed to measure participants’ attitude toward the blogging activity, and another 18 Likert-type scale items designed to measure
participants’ perceived effectiveness of the blogging activity. The study found that participants who spend more time on the Internet perceived the blogging activities to be more effective than those who spend less time on the Internet. Overall, the participants found enjoyed the blogging
activity and found it to be effective and helpful.
Citation:
Hossain, M. M., & Quinn, R. J. (2013). Examining Relationships between Preservice Mathematics Teachers’ Time Spent on the Internet and their Perceptions of a Blogging Activity in a Euclidean Geometry Class. European Journal of Educational Sciences, 1 (1), 26-37. PDF File. Available online at: http://www.journalsgate.com/paper/erbpm2.pdf
If i upload it, will they come using lazy user theory to explain student use ...Alexander Decker
This document summarizes a study that examined student use of optional online learning resources based on the theory of lazy user behavior. The study surveyed 55 undergraduate business students about their perceptions and use of different online services like groupware and online courses. The results indicated that students' decisions about using administrative online services were strongly influenced by minimizing effort, but effort minimization was less of a factor for more learning-focused services. The findings provide insights into how students allocate effort across different online learning options.
Digital Literacy with EFL Student Teachers: Exploring Student Teachers’ Initi...Tati D. Wardi Ph.D.
The document discusses a study that explored student teachers' perceptions of integrating digital technologies into an English teaching unit. The study found that student teachers selected Facebook, blogs, Skype, and WhatsApp as digital tools suitable for language teaching. For Facebook, student teachers saw potential for facilitating online classrooms and discussions. Blogs were viewed as a way to connect reading and writing and give students a sense of writing ownership. Skype and other VoIP tools could help students practice speaking skills. WhatsApp could support group activities and demonstrate the learning process. The findings were discussed in relation to prior research on using social media and digital tools for education.
The document discusses the readiness of teacher education institutions in the Philippines for Education 4.0. It finds that administrators and faculty members perceive themselves as ready in terms of their skills in selecting and integrating digital resources for teaching and learning, as they receive capacity building through seminars and conferences on technological literacy. However, they are not skilled in using learning management systems, online class modalities, augmented reality, robotics, or 3D printing, which may be due to a lack of digital infrastructure and virtual laboratories. Respondents also disagreed that the institutions are ready in terms of research programs and initiatives for Education 4.0. The study thus concludes that institutions need to rethink infrastructure planning, strengthen research, and improve teacher training capabilities to
Teachers are being challenged to find ways to integrate the use of ICT into their teaching to both address these outcomes and enhance what they have previously done on their classrooms. One approach to the use of the Internet that has a lot of potentials for both teachers and learners is the Web Quest. This study aimed at verifying (1) whether the students would be interested in reading texts extensively in English; (2) whether an interactive constructivist environment would make a difference in an extensive reading task. This quasi-experimental study examined the effect of the Web Quest in extensive reading. The experiment and control subjects were from two different classes attending the fifth semester of English department at STKIP PGRI Jombang, Indonesia. The results showed that there is no statistical difference between the groups (p=0.575). The results also indicated that both approaches (the Web Quest and traditional) lead to learning and both are valuable teaching strategies. The results showed that the majority of students in both groups had some difficulties in reading in English. General comments follow the next discussion and end with conclusion and suggestion which might be beneficial for language learners and EFL practitioners.
This document summarizes research on the impact of a blended learning approach that combines traditional face-to-face instruction with online learning. A study was conducted involving 128 undergraduate students in Kuwait, with some taking a course using a blended model and others a traditional model. Students in the blended model group significantly outperformed those in the traditional group on projects, exams, online course participation, and attendance. Other research discussed found blended learning improved standardized test scores, communication/collaboration skills, and student motivation in the US. Additional studies showed blended learning helped reduce achievement gaps between urban and rural schools, and had a positive impact on student achievement in science classes in Australia.
Teaching and Learning has always been a highly social activity. Technology ha...Denise Morgan
Teaching and learning has always been a highly social activity, but technology may be changing this. While technology enables exciting new possibilities for communication and collaboration, it is not always used to its full advantage in online environments. Some online learners report having little to no interaction with teachers or peers. However, interaction is key to successful e-learning. The role of the teacher is to facilitate interaction through engaging content and opportunities for collaboration, while learners are active participants in constructing their own understanding. Effective e-learning requires consideration of learning styles as well as usability and learner-centered design.
The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions revealed that ICTs were mainly used to provide online resources for students. Motivations for using ICTs centered around enhancing the educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
This document provides a research proposal that examines the role of tutorials in distance and non-formal education. The objectives are to identify the impact of tutorials on distance learners, explain the role of tutorials in distance learning, uncover tutorial practices of course tutors, and provide recommendations for improving tutorial strategies. The methodology will use a mixed methods approach, collecting data through a validated questionnaire distributed to a stratified random sample of 300 students enrolled in education programs from multiple tehsils in Bahawalpur district. The research aims to evaluate tutorial effectiveness and tutor performance to enhance distance learning outcomes.
The document summarizes an article that argues for using inquiry-based learning to teach information retrieval. It outlines the author's experience using this approach over 5 years of teaching an undergraduate module. The author claims inquiry-based learning encourages deep learning and that information retrieval lends itself well to this method as there are no right or wrong answers. However, the argument would be strengthened with student feedback or assessment results as evidence. The underlying theoretical orientation is constructivist and cognitive, aiming to move students from passive to active learning.
The document discusses various technology tools that can be used in the classroom, including e-readers, computers, laptops, interactive whiteboards, and LCD projectors. It explains that these tools provide opportunities for personalized learning, make teaching more flexible, and enhance learning for students and teachers. Examples are given of how each tool can be incorporated into lessons, like using computers to create presentations or interactive whiteboards for reinforcement activities. Benefits discussed include keeping students focused, exciting them about learning, and preparing them for future success.
2015 cae measuring_engagement at www.cheapassignmnethelp.comAssignment Help
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Teachers Perception And Openion Towards Innovativeand Existing Social Science...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
PERCEPTION TOWARDS MOBILE LEARNING ACTIVITIES AMONG POST GRADUATE STUDENTSThiyagu K
M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime anywhere. m-learning is learning that is not constrained to a physical space or specific time and learning that is supported by communication with embedded computing elements in the environment on every move of the learner (Thiyagu, K, 2009). The main aim of the study is to assess the perception towards mobile learning activities among post graduate students in Viruudhunagar district. Survey method is employed for this study. The investigator has chosen 230 post graduate students as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their course in terms (b) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their Father’s Educational Qualifications and father’s occupation.
Students perception of a blended learning program of teacher education in an ...Yves Blieck
Blended learning is defined as a combination of face-to-face instruction and online learning activities (Bonk & Graham, 2006; Graham, 2006; Marsh, Pountney & Prigg, 2008). According to So and Brush (2008), blended learning combines the advantages of both face-to-face learning and online technologies to deliver learning. Online learning can be complimentary to face-to-face learning by providing students with access to learning resources, facilitating communication, and collaborative working with peers and teachers (Garrison & Kanuka, 2004). In our changing society, with a growing demand for lifelong learning, learners especially lifelong learners can benefit from blended Education. More and more educational institutions provide blended learning environments to meet students’ educational and economical needs. Blended learning can increase adult learners’ access to education and facilitate the challenging combination of work and study. In addition, the use of authentic learning tasks and online collaboration in blended learning facilitates student centered and active learning (Ginns & Ellis, 2007). However, blended learning also faces a number of challenges, such as dropout, sustainability, copyright issues, and social presence (Andresen, 2009; Hara & Kling, 2002; Persell, 2004; Stracke, 2007).
The purpose of this study is to evaluate part of a competence based blended learning program for teacher education in a center for adult education in Flanders, Belgium. During one year, student teachers are trained in a blended learning environment, combining an online theoretical component - off-campus (30 ECTS), and practical training - on-campus (15 ECTS). They are expected to acquire teacher competences as outlined in the amended decree (2007) describing the professional profiles and basic competences for teachers by the Flemish government (1998). The blended learning program was designed for the purpose of coaching and assessing student teachers during this process.
During two consecutive years the student teachers enrolled in the blended program were invited to fill in a questionnaire to evaluate the blended learning programme. In total 18 students participated in the study. The questionnaire consisted of a set of propositions to be rated on a 4 point Likert-scale and two open questions. Collected data were analyzed quantitatively using descriptive statistics. Answers on the open questions were coded qualitatively. The age range of the student teachers was from 20-49. All student teachers had previously completed at least bachelor education.
The results show that the student teachers evaluated positively the structure of the on-line sessions (M=3.50, SD=0.62) and offered technical support (M=3.33, SD=0.69). The amount of face-to-face sessions was regarded as sufficient (M=3.71, SD=0.59) and its content was seen as relevant (M=3.28, SD=0.75). The combination of
To tweet or not to tweet: Student perceptions of the use of Twitter on an und...eraser Juan José Calderón
The document discusses a study that examined student perceptions of using Twitter on an undergraduate degree course. 202 students enrolled in educational technology course modules used Twitter as part of their coursework. A survey found that the majority of students perceived that Twitter increased their learning and critical thinking. It also promoted collaborative aspects of the learning process and active student roles. Students felt Twitter helped them share knowledge, receive feedback, and discuss course content. It also allowed them to contact teachers and experts outside of the class, fostering informal learning. Overall, the study suggests that incorporating Twitter in this way contributed to enhancing the quality of learning and teaching for students.
This document provides background information for a proposed small-scale study on digital technologies and literacy development at an Out of School Hours Care centre. The study aims to identify which digital technologies provide an engaging medium for learning in a fun and collaborative way. It will examine how technology affects student engagement and promotes communication through observations, interviews, and surveys of staff before and after implementing technology. The identified areas of need from initial assessments are expressing meaning using photography, collaboratively recording activities, and encouraging technology use between children and educators.
This document discusses the benefits of integrating arts into the curriculum for students with disabilities. It argues that arts like music, drawing, painting and literature can enhance, encourage and motivate these students. The arts provide alternative tools for students to better themselves and achieve their potential. When taught by knowledgeable teachers, arts can help students with disabilities communicate their thoughts and feelings. Studies show arts are linked to improved academic skills and reduced dropout rates. Specifically, drama improves language skills, music enhances language learning, and fine arts develop literacy and math skills. Technology can also help create new ways for students to stay engaged through arts and reduce learning barriers.
This study investigated female students' attitudes toward a web-enhanced educational technology course at the United Arab Emirates University. 66 female students enrolled in three sections of the course completed a survey about their experiences. The researchers found that incorporating web-based components into the traditional face-to-face course was viewed positively by students and enriched the learning environment. Prior computer experience, learning preferences, and experience with web-enhanced courses influenced students' attitudes. While the methodology provided useful findings, interviews may have provided additional insights into factors shaping students' perspectives. The study demonstrated educational benefits to a blended approach but noted support and resources would need to continue improving for long-term success.
The document discusses student engagement and its importance in 21st century learning. It provides definitions of engaged learning and lists indicators of engaged learning developed by scholars. Student engagement is believed to overlap with motivation but also includes positive emotions. The document also summarizes several research studies on measuring student engagement and its relationship to academic outcomes. It proposes several ways to apply learning theories like constructivism, cognitivism and connectivism to improve student engagement through techniques such as using social media, multimedia, mobile devices, and open educational resources.
Examining Relationships between U.S. Preservice Mathematics Teachers’ Time Sp...Dr. Mokter Hossain
Abstract:
This paper presents the results of a study that sought to determine if preservice mathematics teachers’ perceptions toward a 12-week blogging activity, used as a supportive teaching and learning tool in a college Euclidean Geometry course, differed based on the amount of their selfreported weekly time spent on the Internet. Data was collected using a questionnaire comprised of demographic questions, 16 Likert-type scale items designed to measure participants’ attitude toward the blogging activity, and another 18 Likert-type scale items designed to measure
participants’ perceived effectiveness of the blogging activity. The study found that participants who spend more time on the Internet perceived the blogging activities to be more effective than those who spend less time on the Internet. Overall, the participants found enjoyed the blogging
activity and found it to be effective and helpful.
Citation:
Hossain, M. M., & Quinn, R. J. (2013). Examining Relationships between Preservice Mathematics Teachers’ Time Spent on the Internet and their Perceptions of a Blogging Activity in a Euclidean Geometry Class. European Journal of Educational Sciences, 1 (1), 26-37. PDF File. Available online at: http://www.journalsgate.com/paper/erbpm2.pdf
If i upload it, will they come using lazy user theory to explain student use ...Alexander Decker
This document summarizes a study that examined student use of optional online learning resources based on the theory of lazy user behavior. The study surveyed 55 undergraduate business students about their perceptions and use of different online services like groupware and online courses. The results indicated that students' decisions about using administrative online services were strongly influenced by minimizing effort, but effort minimization was less of a factor for more learning-focused services. The findings provide insights into how students allocate effort across different online learning options.
Digital Literacy with EFL Student Teachers: Exploring Student Teachers’ Initi...Tati D. Wardi Ph.D.
The document discusses a study that explored student teachers' perceptions of integrating digital technologies into an English teaching unit. The study found that student teachers selected Facebook, blogs, Skype, and WhatsApp as digital tools suitable for language teaching. For Facebook, student teachers saw potential for facilitating online classrooms and discussions. Blogs were viewed as a way to connect reading and writing and give students a sense of writing ownership. Skype and other VoIP tools could help students practice speaking skills. WhatsApp could support group activities and demonstrate the learning process. The findings were discussed in relation to prior research on using social media and digital tools for education.
The document discusses the readiness of teacher education institutions in the Philippines for Education 4.0. It finds that administrators and faculty members perceive themselves as ready in terms of their skills in selecting and integrating digital resources for teaching and learning, as they receive capacity building through seminars and conferences on technological literacy. However, they are not skilled in using learning management systems, online class modalities, augmented reality, robotics, or 3D printing, which may be due to a lack of digital infrastructure and virtual laboratories. Respondents also disagreed that the institutions are ready in terms of research programs and initiatives for Education 4.0. The study thus concludes that institutions need to rethink infrastructure planning, strengthen research, and improve teacher training capabilities to
Teachers are being challenged to find ways to integrate the use of ICT into their teaching to both address these outcomes and enhance what they have previously done on their classrooms. One approach to the use of the Internet that has a lot of potentials for both teachers and learners is the Web Quest. This study aimed at verifying (1) whether the students would be interested in reading texts extensively in English; (2) whether an interactive constructivist environment would make a difference in an extensive reading task. This quasi-experimental study examined the effect of the Web Quest in extensive reading. The experiment and control subjects were from two different classes attending the fifth semester of English department at STKIP PGRI Jombang, Indonesia. The results showed that there is no statistical difference between the groups (p=0.575). The results also indicated that both approaches (the Web Quest and traditional) lead to learning and both are valuable teaching strategies. The results showed that the majority of students in both groups had some difficulties in reading in English. General comments follow the next discussion and end with conclusion and suggestion which might be beneficial for language learners and EFL practitioners.
This document summarizes research on the impact of a blended learning approach that combines traditional face-to-face instruction with online learning. A study was conducted involving 128 undergraduate students in Kuwait, with some taking a course using a blended model and others a traditional model. Students in the blended model group significantly outperformed those in the traditional group on projects, exams, online course participation, and attendance. Other research discussed found blended learning improved standardized test scores, communication/collaboration skills, and student motivation in the US. Additional studies showed blended learning helped reduce achievement gaps between urban and rural schools, and had a positive impact on student achievement in science classes in Australia.
Teaching and Learning has always been a highly social activity. Technology ha...Denise Morgan
Teaching and learning has always been a highly social activity, but technology may be changing this. While technology enables exciting new possibilities for communication and collaboration, it is not always used to its full advantage in online environments. Some online learners report having little to no interaction with teachers or peers. However, interaction is key to successful e-learning. The role of the teacher is to facilitate interaction through engaging content and opportunities for collaboration, while learners are active participants in constructing their own understanding. Effective e-learning requires consideration of learning styles as well as usability and learner-centered design.
The document discusses strategies for online learning. It begins by outlining different types of interactions that can occur in online learning - with content, instructors, and peers. It describes how these interactions can be simple or enriched. The document then discusses important considerations for planning online learning, including setting pedagogical objectives. Common objectives identified include class management, learning enhancement, motivation, approaches to learning, engagement, generic skills, and communication. A framework is presented for selecting strategies based on objectives and interaction type. The goal is to help practitioners design effective online learning experiences.
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions revealed that ICTs were mainly used to provide online resources for students. Motivations for using ICTs centered around enhancing the educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
This document provides a research proposal that examines the role of tutorials in distance and non-formal education. The objectives are to identify the impact of tutorials on distance learners, explain the role of tutorials in distance learning, uncover tutorial practices of course tutors, and provide recommendations for improving tutorial strategies. The methodology will use a mixed methods approach, collecting data through a validated questionnaire distributed to a stratified random sample of 300 students enrolled in education programs from multiple tehsils in Bahawalpur district. The research aims to evaluate tutorial effectiveness and tutor performance to enhance distance learning outcomes.
The document summarizes an article that argues for using inquiry-based learning to teach information retrieval. It outlines the author's experience using this approach over 5 years of teaching an undergraduate module. The author claims inquiry-based learning encourages deep learning and that information retrieval lends itself well to this method as there are no right or wrong answers. However, the argument would be strengthened with student feedback or assessment results as evidence. The underlying theoretical orientation is constructivist and cognitive, aiming to move students from passive to active learning.
The document discusses various technology tools that can be used in the classroom, including e-readers, computers, laptops, interactive whiteboards, and LCD projectors. It explains that these tools provide opportunities for personalized learning, make teaching more flexible, and enhance learning for students and teachers. Examples are given of how each tool can be incorporated into lessons, like using computers to create presentations or interactive whiteboards for reinforcement activities. Benefits discussed include keeping students focused, exciting them about learning, and preparing them for future success.
2015 cae measuring_engagement at www.cheapassignmnethelp.comAssignment Help
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Teachers Perception And Openion Towards Innovativeand Existing Social Science...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
PERCEPTION TOWARDS MOBILE LEARNING ACTIVITIES AMONG POST GRADUATE STUDENTSThiyagu K
M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime anywhere. m-learning is learning that is not constrained to a physical space or specific time and learning that is supported by communication with embedded computing elements in the environment on every move of the learner (Thiyagu, K, 2009). The main aim of the study is to assess the perception towards mobile learning activities among post graduate students in Viruudhunagar district. Survey method is employed for this study. The investigator has chosen 230 post graduate students as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their course in terms (b) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their Father’s Educational Qualifications and father’s occupation.
Students perception of a blended learning program of teacher education in an ...Yves Blieck
Blended learning is defined as a combination of face-to-face instruction and online learning activities (Bonk & Graham, 2006; Graham, 2006; Marsh, Pountney & Prigg, 2008). According to So and Brush (2008), blended learning combines the advantages of both face-to-face learning and online technologies to deliver learning. Online learning can be complimentary to face-to-face learning by providing students with access to learning resources, facilitating communication, and collaborative working with peers and teachers (Garrison & Kanuka, 2004). In our changing society, with a growing demand for lifelong learning, learners especially lifelong learners can benefit from blended Education. More and more educational institutions provide blended learning environments to meet students’ educational and economical needs. Blended learning can increase adult learners’ access to education and facilitate the challenging combination of work and study. In addition, the use of authentic learning tasks and online collaboration in blended learning facilitates student centered and active learning (Ginns & Ellis, 2007). However, blended learning also faces a number of challenges, such as dropout, sustainability, copyright issues, and social presence (Andresen, 2009; Hara & Kling, 2002; Persell, 2004; Stracke, 2007).
The purpose of this study is to evaluate part of a competence based blended learning program for teacher education in a center for adult education in Flanders, Belgium. During one year, student teachers are trained in a blended learning environment, combining an online theoretical component - off-campus (30 ECTS), and practical training - on-campus (15 ECTS). They are expected to acquire teacher competences as outlined in the amended decree (2007) describing the professional profiles and basic competences for teachers by the Flemish government (1998). The blended learning program was designed for the purpose of coaching and assessing student teachers during this process.
During two consecutive years the student teachers enrolled in the blended program were invited to fill in a questionnaire to evaluate the blended learning programme. In total 18 students participated in the study. The questionnaire consisted of a set of propositions to be rated on a 4 point Likert-scale and two open questions. Collected data were analyzed quantitatively using descriptive statistics. Answers on the open questions were coded qualitatively. The age range of the student teachers was from 20-49. All student teachers had previously completed at least bachelor education.
The results show that the student teachers evaluated positively the structure of the on-line sessions (M=3.50, SD=0.62) and offered technical support (M=3.33, SD=0.69). The amount of face-to-face sessions was regarded as sufficient (M=3.71, SD=0.59) and its content was seen as relevant (M=3.28, SD=0.75). The combination of
This document discusses a research study conducted by Marilyn Atienza Mendoza and Carie Justine P. Estrellado at Laguna State Polytechnic University-San Pablo City Campus. The study aims to determine the effectiveness of cloze tests as an integrative assessment of reading comprehension. It examines respondents' perceptions of assessment factors like controllability, reliability and validity, and usability. The study also analyzes respondents' scores on a cloze test and the relationship between these scores and their English grade point average. The research is a descriptive study that uses questionnaires, interviews, and observation to understand cloze tests as a reading assessment method.
The document discusses various teaching models including information processing models, behavioural models, personal models, and social models.
It provides details on several information processing models such as Atkinson and Shiffrin's model of memory, Gagne's information processing model, and different types of inquiry teaching models. Behavioural models covered include direct instruction, mastery learning, and programmed instruction models. Personal models summarized are non-directive teaching, developing positive self-concepts, and the project model. Lastly, the social model discusses group teaching, cooperative learning, and simulation methods like sociodrama and role-play.
The document provides an overview of key teaching models with the goal of guiding teachers in planning and
This document summarizes a research study on factors affecting mathematics performance of high school students at Laguna State Polytechnic University in the 2009-2010 academic year. The study examines student-related factors like interest in mathematics, study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. It provides background information on the importance of mathematics and reviews previous related studies. The research methodology, data collection instruments, and statistical analysis plan are also outlined.
The document provides an introduction to a study that aims to determine the factors affecting career preferences among senior high school students. It discusses the background and context of the problem, which includes various socioeconomic, political, and financial crises faced by the country. It then presents the statement of the problem, objectives, hypotheses, theoretical framework based on Super's vocational development theory and Tiedeman's self-development approach to career, conceptual framework, scope and limitations of the study, significance of the study, and definition of key terms. The theoretical framework focuses on how vocational self-concept and ego involvement influence career preferences as external factors and internal drives can alter career patterns over time through a process of exploration, crystallization, choice
This document outlines a research proposal that investigates teachers' perceptions of assessing students' oral reading skills in rural primary schools. The study aims to understand teachers' views on reading aloud assessments, and whether their perceptions differ based on years of teaching experience or education level. A mixed methods approach is proposed, using questionnaires to collect quantitative data on 80-120 teachers, and interviews of 12 teachers to obtain qualitative views. The research questions focus on teachers' perceptions of reading assessments, any differences related to experience or qualifications, and factors influencing perceptions. The significance, limitations, and methodology are described in the proposal.
This document summarizes the key points of a study about parents' reactions to the implementation of the K-12 education program in the Philippines. The study aims to understand parents' sources of information about K-12, their positive and negative perceptions of the program's rationale and impact on students' welfare, and any problems they foresee. The study is focused on parents of 7th grade students at Sta. Maria High School in Iriga City and will provide insights for students, teachers, administrators and policymakers.
This document summarizes a study that investigated instructors' and learners' attitudes toward e-learning. Surveys were administered to 37 instructors and 105 learners at a university to collect data on their technology experience and attitudes toward e-learning. The surveys included questions about experience with technologies and Likert scale responses to statements about e-learning attitudes. Results from both groups were analyzed independently and compared to examine relationships between experience and attitudes. The study aimed to provide insight into factors that influence perspectives on e-learning.
An experiential facilitation of Multiple Delivery Formats (MDF) - f2f, online, hybrid, Interactive TV conference- for multiple courses (Sociology, Diversity Studies, Developmental Psychology, and Contemporary American Society) during the spring semester of 2019.
Presented at AECT International Conference, Louisville, KY, 2009
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions found that ICTs were mainly used to provide online resources for students. Academics were motivated to use ICTs to enhance students' educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
This article summarizes a study that explored how academics use information and communication technologies (ICTs) for teaching and learning in higher education. Focus groups were conducted with academics from English, law, and nursing. The discussions found that ICTs were mainly used to provide online resources for students. Academics were motivated to use ICTs to enhance students' educational experience. While use of ICTs was generally positive, lack of time was a common challenge. Factors influencing adoption of ICTs included institutional support, department resources, individual skills, and technical issues. The study provided insight into appropriate uses of technology in higher education.
Running Head ANNOTATED BIBLIOGRAPHY1ANNOTATED BIBLIOGRAPHY .docxSUBHI7
Running Head: ANNOTATED BIBLIOGRAPHY 1
ANNOTATED BIBLIOGRAPHY 6
Annotated Bibliography
Student’s Name
Institutional Affiliation
Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34(10), 1311-1323.
There is need for constant updating of informatics in fields such as nursing so as to help those in the fields to be able to learn and utilize the skills they learn in positive development of children and personal development. This resource is aimed at performing a study spread out across a ten year period identifying the issues which arise and affect both tutors and students in the context of e-learning systems. This study has been significantly the largest change in the field of medicine and nursing education where hospital training was moved to the tertiary sector. Also, the existing differences between computers and systems dealing with informatics depending on their use can prove successful to the users. Technology has also enabled for the creation and use of online data sources and libraries for purposes of referencing and gaining knowledge.
From this reference I will be able to review how technology has been used in developing an online database which can be used by learners and tutors in the field of nursing to gain information.
FernáNdez-LóPez, Á. RodríGuez-FóRtiz, M. J., RodríGuez-Almendros, M. L., & MartíNez-Segura, M. J. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90.
Recent advancements in technology have assisted in creation of avenues for students with special needs to be able to access equal education opportunities. Mobile applications can be developed for children especially with cognitive disabilities and other difficulties which may arise in the process of learning to help them gain knowledge and education better. These applications can be used as a tool for improvement and betterment of behaviors, helping them interact with the environment and other aspects of holistic growth such as helping in communication. These applications can be designed for Apple iOS devices due to their increased use in the American market however developments can be made to incorporate other platforms. However, there exists a number of applications which have already been implemented and have proven to be successful in helping in positive growth n children.
I intend to use this source to sow how technology can be used to teach children with disabilities and difficulties in learning. Technology can be harnessed and channeled to be used as a tool for education outside the school to help for better growth and development of a child.
Lai, K. W., Khaddage, F., & Knezek, G. (2013). Blending student technology experiences in formal and informal learning. Journal of Computer Assisted Learning, 29(5), 414-425.
There is need for im ...
E portfolios for distance learning in a postgraduate programmeveronamathews
The document discusses the implementation of eportfolios for students in a postgraduate public health program in Africa. It aims to enhance reflective learning and digital literacy among students and lecturers. Google sites was selected as the platform to develop eportfolios. Objectives include developing instructions for creating eportfolios, defining lecturer roles, and exploring assessment linkage. Research supports that eportfolios improve reflection, engagement, and problem-solving skills when integrated appropriately with support and clear guidelines.
This was a paper presented at EDEN 2008 in Lisbon. It reports on the MentorBlog Project conducted to investigate how blogs can be used to support trainee teachers who are separated from their professional mentors by distance.
Relevance of e-training for English Teachers.publishedIntakhab Alam Khan
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
GippsTAFE conducted a literature review to identify strategies for successful online teaching. The review found that online teachers require strong communication, organization, and flexibility skills. Specifically:
1) Teachers must engage and interact with students to create online communities, not just provide content.
2) Teachers need to adapt resources and provide feedback, communication, and motivation to support online learners.
3) Organizing content, activities, and timelines while providing individualized feedback are important.
The literature identifies best practices for online teaching that rely on these three skills. GippsTAFE aims to support its online teachers' development of communication, organization, and flexibility.
1) The document discusses the use of educational technology and other learning resources in language teaching. It presents an overview of modern teaching practices using computers and the Internet in the classroom.
2) A case study is described that examined the impact of an educational technology program called Intel Teach on students compared to a control group where traditional teaching methods were used. Assessment results showed students in the technology-integrated group performed better.
3) The case study found that the technology program improved students' computer skills and attitudes towards technology use, supporting theories that students learn in different ways and benefit from more hands-on, collaborative, project-based approaches.
Pedagogical Practices, Personal Learning Environments and the Future of eLe...Rui Páscoa
This document discusses pedagogical practices in elearning and the influence of personal learning environments (PLEs). It summarizes interviews with two experts in the field, Graham Attwell and José Lagarto. They believe that elearning should adopt a mix of pedagogical models rather than a single approach. While PLEs are tools, they are also part of the learning process by providing learners autonomy and connections to knowledge networks. PLEs allow learners to personalize their tools and resources to support formal and informal lifelong learning.
Are blogs paving the way for collaborative professional development of Englis...Atiya Khan
The most crucial requirement in effective teaching of English is the English teacher, but the teaching competency of English language teachers in several schools of India is inadequate. Consequently, professional development is one major area which needs significant changes if quality English teachers are to become available in India. This paper presents the qualitative findings of a two-year research study at RMIT University, to investigate a blog-based collaborative model of ICT professional development, with 32 English teachers from three private English-medium schools in the Mumbai region of India. The study was conducted to examine whether this model could facilitate ICT professional development of English teachers in Mumbai through Web 2.0-based social learning.
Pre-service Teachers’ Perceptions of the Effectiveness of Multi-Author Bloggi...Dr. Almodaires
Multi-author blogs have created new opportunities for the construction and dissemination of knowledge. However, very few studies have examined the effect of multi-author blogging in pre-service teacher education and little is known about this phenomenon. This study argues that multi-author blogging can provide student-teachers with opportunities for experiential learning......
OLAP based Scaffolding to support Personalized Synchronous e-Learning IJMIT JOURNAL
The advent of asynchronous web based learning systems has helped the learner in a self paced,
personalized and flexible learning style. It can be even more useful with a supportive synchronous tutorial
(question-answer) session. The challenge is to provide sufficient information to the instructor about the
learner’s experience in that particular course at run time. Online analytical processing (OLAP) is a very
useful technique in producing such run time information in the form of reports. In this paper we have
designed an automated scaffolding technique to hold this vital information about the learner which we have
obtained by OLAP techniques on the log data of the LMS users. We have also proposed an overall
architecture of the scaffolding where this information can be easily accessed and used by the instructor in
the synchronous tutorial session to make the system more adaptive.
The search for knowledge is an everyday thing amongst humans. This has resulted in the enrolment of people into different institutions of learning. The development of technology and the discovery of the internet resulted in their usage for learning. Several institutions have implemented this in their programmes over the years. This paper examined the concept of e-learning; how it works, it benefits to learners, educators and the society and some challenges it faces. Consequently, its workability for mathematics educators was deduced.
Running head: EDUCATIONAL RESEARCH 1
EDUCATIONAL RESEARCH 2
Translating Educational Research into Practice
Problem
For a long time, education research has not been able to impact classroom instructional practices and educational policies. Educational based researchers argue that their primary work is to research the various aspects of learning and teaching to then present their findings at various conferences and publishing them in different educational journals. Their busy schedule does not allow them to train practitioners (Powney & Watts, 2018). On the other hand, practitioners are busy concentrating on there, and they do not have time to review new literature. This brings up the question as to who is responsible for this gap. In the real sense, there should be a connection between the two, and both parties should play a role in bridging this gap.
Practices, Policies, and Procedures That Have Led to the Problem
There are various reasons for this persistent gap between the teaching practices that teachers use and the guidance that educational research provides. However, three of them stand out. They include the trustworthiness issue, teacher preparation issues, and the research practice issue. The trustworthiness issue comes in because much of the published educational research and disseminated to teachers, policymakers and researchers are often not good and of uneven quality. Research is incredibly demanding, and it is not always possible to choose the most appropriate methodological approach. It is essential that the methodology is applied rigorously whether it is for qualitative or quantitative research (Suter, 2012).
Teachers, on the other hand, want to provide quality education to their children. When they turn into research to aid in teaching, their main expectation is that the information they get is trustworthy. If the information is not trustworthy both the teacher and the student will fail terribly. The teachers also have to be prepared. The applicability and relevance of a research finding will be minimal if the administrators and teachers are unable to access the data, unable to develop strategies for implementing the research findings and do not understand or are unable to interpret the research findings in a meaningful and accurate manner (Fenwick, Edwards, & Sawchuk, 2012).
While teacher preparation and research trustworthiness play significant roles in determining the extent to which research informs instructional practices and educational policies, a fundamental problem is our inability to understand and identify an environment where the research findings can be applied in complex school systems as well as classrooms. While specific strategies, instructional models and approaches may be useful in a setting that is controlled, there is scanty information about the factors that impede or foster application of these modalities under varying contexts and among diverse teachers and students' pop.
KPT6044 (Journal analysis e learning) Nor Husniyah Mohd RashidHusniyah Rashid
This summary provides a high-level overview of the journal article in 3 sentences:
The article investigates how prospective science teachers authoring and using their own online learning designs can enhance their development as teachers and link theory to practice. It found that having teachers design their own online activities using a predict-observe-explain strategy supported their pedagogical and content knowledge growth. Overall, immersing teachers in exemplary online learning designs through authoring and implementing their own helped strengthen their understanding of constructivist principles and technology's role in supporting learning.
A Descriptive Study On The Effect Of Blogs On Writing Skill Development Using...Janelle Martinez
This document summarizes a study that examined the effect of blogs on developing English writing skills in secondary school students in India. It used a descriptive research design and questionnaire to collect data from 54 randomly selected students. The findings showed that blogs were found to be a beneficial tool for improving students' writing abilities by motivating them and allowing free expression. Blogs provided opportunities for social interaction, feedback, and practicing writing in English more frequently. However, the document also notes some disadvantages of blogs, like risks of plagiarism or losing control over what is shared online.
Enhancing Teaching and Learning through Content ManagementCSCJournals
The last few decades have witnessed development in new Web technologies and tools. The current iteration of the Web: Web 2.0 offers several components that facilitate the learning process. Online teaching and learning tools among others, is one such component. This new technology as manifested in wikis and blogs has gained recognition for their potential use in colleges and academic institutions. They are Web tools that can facilitate professor-student collaboration and student-student interaction and collaboration. They also provide a means of constructing and building knowledge. This article discusses the use of wikis and blogs as tools for teaching and learning. It also reports on the implementation of these technologies in an academic institution.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unlocking the Power of Bloom's Digital Taxonomy in Education
In this presentation, we dive deep into the fascinating world of Bloom's Digital Taxonomy and its significance in modern education.
🌐 The digital age has transformed the way we learn, and it's essential to adapt our teaching methods accordingly. Join us as we explore:
🔍 Traditional Bloom's Taxonomy: We'll start by revisiting the foundational concepts of Bloom's Taxonomy and its hierarchy of cognitive skills.
💡 The Need for Digital Bloom's Taxonomy: Discover the challenges and opportunities posed by digital learning and why updating Bloom's Taxonomy is crucial.
🔄 The Revised Bloom's Digital Taxonomy: Get an in-depth look at the revised model designed specifically for the digital era. We'll break down each cognitive process and its application in the digital context.
📱 Practical Examples: Explore real-world examples of how educators and learners can leverage Bloom's Digital Taxonomy to enhance digital learning experiences.
🚀 Benefits and Impact: Learn about the tangible benefits of implementing this approach, from increased engagement to improved critical thinking skills.
Whether you're an educator, student, or simply curious about the future of education, this video is packed with insights and inspiration to help you embrace the exciting possibilities of Bloom's Digital Taxonomy. Don't forget to like, share, and subscribe for more educational content! 🎓🌟
#Education #BloomsDigitalTaxonomy #DigitalLearning #TeachingInnovation
Artificial Intelligence (AI) in Education.pdfThiyagu K
Artificial intelligence (AI) is rapidly transforming the education industry. AI-powered tools and applications are being used to personalize learning, provide real-time feedback, and automate tasks, freeing up teachers to focus on more creative and strategic work. This presentation explores the many ways that AI is being used in education today, and how it is poised to revolutionize the way we learn and teach.
This presentation is intended for anyone interested in learning more about the role of AI in education. The target audience includes educators, students, parents, policymakers, and anyone else who is curious about how AI is changing the way we learn.
Classroom of the Future: 7 Most Powerful Shifts .pdfThiyagu K
This is the slide presentation highlight the Classroom of the Future: 7 Most Powerful Shifts. Specially this slides explains the shiftfrom Today’s Learning to Tomorrow’s Learning.
Looking to improve your PowerPoint game? Then this presentation is for you! In this PPT, we'll share some valuable PowerPoint presentation tips to help you create engaging and effective presentations.
We'll cover everything from choosing the right fonts and colors to using images and videos to make your slides more dynamic. You'll also learn how to structure your presentation and create a flow that keeps your audience engaged from beginning to end.
Additionally, we'll provide some tips for how to rehearse and practice your presentation, as well as how to effectively deliver it to your audience. Whether you're a student, business professional, or just looking to improve your presentation skills, this video has something for everyone.
So, if you want to take your PowerPoint presentations to the next level, be sure to watch this ppt and start implementing these tips today!
Chat GPT is an advanced language model that has revolutionized the field of education. This cutting-edge technology is transforming the way students learn and interact with the world around them. With Chat GPT, students can now have access to personalized learning experiences, instant feedback, and a wealth of knowledge that was once unimaginable.
This SlideShare presentation will explore the various ways Chat GPT is changing the face of education. From intelligent tutoring systems to virtual assistants, this technology is creating a new era of learning that is more personalized, efficient, and engaging than ever before. We'll look at some real-world examples of how Chat GPT is being used in education today, and how it is transforming the classroom experience for both students and teachers.
The presentation will also delve into some of the potential benefits and challenges of using Chat GPT in education. We'll discuss how this technology can help bridge the learning gap for students with disabilities or learning difficulties, and how it can make education more accessible to students in remote or underserved areas.
Finally, the presentation will provide some practical tips and advice for educators who want to incorporate Chat GPT into their teaching practice. From choosing the right technology to developing effective lesson plans, we'll cover everything you need to know to get started with this game-changing tool.
Whether you're a teacher, a student, or simply interested in the future of education, this SlideShare presentation is for you. Join us as we explore the world of Chat GPT and discover how this technology is transforming education for the better.
This document provides an overview of Chat GPT, an AI tool launched in November 2022 by OpenAI. It discusses that Chat GPT allows for conversational dialogues and aims to give accurate answers while admitting mistakes. The document notes that Chat GPT was trained on huge amounts of online text data to generate human-like responses. Potential uses of Chat GPT discussed include powering virtual customer service agents, personal assistants, social media moderation, and improving machine translation.
Unit 8 - ICT NET Materials (UGC NET Paper I).pdfThiyagu K
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AN INVESTIGATION OF TEACHER EDUCATORS’ PERCEPTION TOWARDS THE PEDAGOGICAL BENEFITS OF WEBLOG
1. K.THIYAGU TNSCHE JOURNAL 2014
1
AN INVESTIGATION OF TEACHER EDUCATORS’ PERCEPTION TOWARDS
THE PEDAGOGICAL BENEFITS OF WEBLOG
K.Thiyagu,
Assistant Professor
thiyagusuri@gmail.com, surithiyagu@gmail.com,
9486812800, 8760910980
ABSTRACT
The use of ICT in teacher education programs has been gaining interest
throughout the world. This interest places pressure on faculties of education to prepare a
new generation of graduates capable of integrating a variety of technological tools into
their personal and professional lives (Starkman, Neal. 2007). Argued that enabling
teachers to make effective use of ICT as a tool for deep learning should be top priorities
for both, pre-service and in-service programs, so as to overcome the most important
challenge of the teaching profession, which is the preparation of students equipped with
the skills needed for 21st century careers. The explosion of technological growth with Web
2.0 applications has opened up new learning possibilities for educational programs and
blogs are a promising example of these new applications (Keegan and Desmond. 2002).
Weblogs are considered to be one of the best ways of combining Information
Communication Technology (ICT) with teaching and learning methodologies in a
classroom. The application of weblogs in higher education, particularly in teacher
preparation programs, has been documented very recently. Hence, the investigator
proposed the title of the study has “Teacher Educators’ Perception towards the
Pedagogical Benefits of weblog in Tirunelveli District”. The main aim of the study is to
assess the perception towards the pedagogical benefits of weblog among the teacher
educators of Tirunelveli district. Survey method is employed for this study. The
investigator has chosen 150 teacher educators as a sample for the study in a random
sampling technique. Finally the investigator concludes; (a) Average level perception
towards pedagogical benefits of weblog among the teacher educators. (b) There is no
significant difference in the mean scores of teacher educators’ perception towards
pedagogical Benefits of Weblog with respect to their gender, age, subject, marital status,
years of experience and educational qualification.
Key words: ICT, pedagogy, weblog, web 2.0, Teacher Education, Teacher Educator.
2. K.THIYAGU TNSCHE JOURNAL 2014
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INTRODUCTION
The term blog is a contraction of "web log", which suggests that blogs were
initially conceived as online log books where the author could put their log entries, and if
they wish publish them. Blogs, like log books, are cumulative and each new entry is
appended to the previous ones (usually with the newest ones at the top). They also offer a
variety of features not found in log books. Entries can be "tagged" with appropriate key
words (or phrases) so that related items can easily be brought together (Lam, Paul, Mc
Naught and Carmel 2007). With many blog systems, the publication of individual entries
can be controlled to private, to friends / colleagues only or to the public. Most blogs also
allow the reader to post comments, and these may require moderation before they become
public (the decision being left to the owner of the blog). Blogs can be published using
"RSS" which allows readers to easily see when new postings have been made, so that they
do not have to go to each blog that they are interested in, but can see them all in a single
news reader or aggregator.
A blog is an ‘easy to use website’ where you can quickly post information and
have other people comment on that information. Weblogs provide teachers and Scholars
with the opportunity to communicate and collaborate in new and exciting ways. A blog
(short for weblog) is an interactive web page where individuals can post entries, articles,
links, and pictures, and ask others to join into conversations (Littlejohn, Allison., et al.
2009). For educators, they are a way to expand the boundaries of learning. Teachers can
post entries for Scholars, parents, and for professional development purposes. Scholars
can engage with others in their community or around the world. Work can be published to
an authentic audience. Blogs are easily adaptive into most curriculum areas. They are
relatively simple to use, can be accessed by anyone, anywhere with an Internet connection,
and content can be published online in a matter of minutes (Morice, Jenny 2002).
OPERATIONAL DEFINITION OF KEY TERMS
Investigation: The investigation is the process of inquiring into or following up;
research; study; inquiry, or thorough inquiry or examination;
Perception: Perception presents individual feeling or against something. In other
words the degree of feeling of favourableness or unfavourableness towards some objects,
events, person, groups, and ideas is called perception.
3. K.THIYAGU TNSCHE JOURNAL 2014
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Pedagogical Benefits: Pedagogy is the study on process of teaching. The term
generally refers to strategies of instruction, or a style of instruction. Pedagogy is also
occasionally referred to as the correct use of instructive strategies. The investigator defines
that in teaching and learning process how weblog and weblogs are used and how to
integrate weblog during the teaching and learning process.
Weblogs: A weblog, sometimes written as web log or Weblog is a Web site that
consists of a series of entries arranged in reverse chronological order, often or periodically
updated with new information about particular topics. The information can be written by
the site owner, gleaned from other Web sites or other sources, or contributed by users.
Teacher Educators’: Those who are teaching primary and secondary teacher
education institutions are called as Teacher educators’
OBJECTIVES OF THE STUDY
To discover the level of Teacher Educators’ Perception of Pedagogical Benefits of
Weblog’s
To find out the year of experiences in internet usage among the Teacher Educators.
To find out the frequency of the Teacher Educators’ experience with internet.
To find out the year of experiences in weblog usage among the Teacher Educators.
To find out the frequency of the Teacher Educators’ experience with weblog.
To find out whether there is any significant difference in the mean scores of
teacher educators’ perception towards pedagogical Benefits of Weblog with
respect to their gender, age, subject, marital status, year of experience and
educational qualification
HYPOTHESES OF THE STUDY
The hypotheses of the present study a formulated as follows:
1. There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their
gender.
2. There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their age.
3. There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their
subject of specialisation.
4. K.THIYAGU TNSCHE JOURNAL 2014
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4. There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their
marital status.
5. There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their year
of experience.
6. There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their
educational qualification.
METHOD ADOPTED IN THE PRESENT STUDY
In the present study, the investigator has employed the ‘survey method’. Survey
method is a method for collecting and analyzing data, obtained from large number of
respondents representing a specific population collected through highly structured and
detailed questionnaire or other techniques (Best, J.W., 1983).
POPULATION AND SAMPLE OF THE STUDY
In this study, all the teacher educators working in college of education at various
colleges irrespective of the nature of management and other criteria but located in
Tirunelveli District, Tamil Nadu have been taken as the population for the study. A good
sample must be representative of the entire population for this study. Thus data have been
collected from 150 Teacher Educators using random sampling technique.
INSTRUMENT
As there is no suitable tool available for the present study, the investigator has
constructed and validated a scale to measure perception teacher educators towards
pedagogical benefits of weblogs. In order to achieve the objectives of the study, the
investigators used a self-prepared questionnaire (PPBW = Perception towards
pedagogical benefits of weblog). The investigator referred to various books and journals to
have clarity of concept and in addition to their information’s he consulted some subject
experts about the content for the development of the tool. The pedagogical benefit of
weblog’s perception tool prepared by the investigator was used for the present study. The
tool was prepared by the three point scale.
5. K.THIYAGU TNSCHE JOURNAL 2014
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STATISTICAL TECHNIQUES USED
Statistical techniques serve the fundamental purpose of the description and
inferential analysis (Aggarwal, Y.R, 1986). The following statistical techniques were used
in the study:
Mean (M) and standard deviations (SD)
Percentage analysis
‘t’ test for determining the significance of difference between means of two
sub-groups.
DATA ANALYSIS AND PRESENTATION OF FINDINGS
The investigator personally visited the B.Ed., colleges with the permission of the
concerned head of the Institutions. The investigator prepared a letter mentioning the
purpose of the research and the institution under which the research is being carried out.
The aim of the questionnaire that has been given is to know the level of perception
towards pedagogical benefits of weblog among the teacher educators. The items in the
tool arranged in to form of a rating scale and the respondents are expected to circle or tick
their level of confidence along a scale of 1-3 for each of the weblog categorization
questionnaire. The scores were then tabulated for statistical analysis. The scores obtained
through the questionnaires along with the personal data are consolidated and tabulated on
consolidation sheet for the purpose of analysis. The data thus collected and analysed are
presented in 12 tables (1-12). Brief interpretation of table content is given after each table,
for convenience.
Table No.1
Analysis of the Sample in terms of the Length of
Experience with the Internet
Length of experience with
Internet
No. of Teacher Educators %
Below 1 year 37 24.7
1-2 years 31 20.7
2-4 years 37 24.7
4-6 years 29 19.2
6 year & above 16 10.7
Table 1 presents the analysis of sample in terms of the length of experience with
Internet. As seen, 37 Teacher Educators (24.7%) have less than one year experience with
the Internet, 31 Teacher Educators (20.7%) have 1 to 2 years of experience with the
6. K.THIYAGU TNSCHE JOURNAL 2014
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Internet, 37 Teacher Educators (24.7%) have 2 to 4 years of experience with the Internet;
29 Teacher Educators (19.2%) have 4 to 6 years of experience with the Internet and 16
Teacher Educators (10.7%) has 6 years and above experience with Internet.
Table No.2
Analysis of the Sample in terms of the Frequency of the Internet Use
Frequency of
Internet use
No. of Teacher Educators %
Daily 45 30.0
on alternate days 44 29.3
Once in a week 22 14.7
Once in a fortnight or so 5 3.3
Once in a month or so 27 18.0
Never 7 4.7
Table 2 provides the analysis of sample in terms of the frequency of internet use.
45 Teacher educators (30.0%) use the internet every day, 44 (29.3%) use it on alternate
days, 22 (14.7%) use once in a week, 5 (3.3%) use roughly once in a fortnight, 27
(18.0%) use once in a month and only 7 (4.7%) teacher educators use no internet at all.
Table No. 3
Analysis of the Sample in terms of the Profile on weblog
Weblog Profile No. of Teacher Educators %
Yes 40 26.7
No 110 73.3
Table 3 shows the analysis of sample in terms of the profile on weblog. It is seen
40 teacher educators (26.7%) have a profile on weblog, while 110 (73.3%) do not have
any.
Table No. 4
Analysis of the Sample in terms of Reason for neglecting weblog profile
Reason
No. of Teacher
Educators
%
I have not time for them 44 40.0
I don’t want your personal details published online 41 37.27
I don’t want to have an online presence 31 28.18
I consider them to be a waste of time 22 20.0
I don’t know about web 2.0 tools 26 23.63
I have technology phobia 14 12.72
7. K.THIYAGU TNSCHE JOURNAL 2014
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Table 4 reveals the result of analysis for the reasons for neglecting web 2.0 profiles
like blog and weblog. Out of 150 respondents only 40 are having a profile on weblog.
Remaining 110 have no profile on weblog. They neglect the weblog for the following
reasons: 44 (40%) have not enough time for using web 2.0 tools; 41(37.3%) don’t like to
share their personal details published online; 31(28.2%) don’t like to be online; 22 (20%)
consider web 2.0 tools to be a waste of time; 26 (23.6%) don’t know about web 2.0 tools
and 14 (12.7%) expressed a technology phobia.
The second part of the questionnaire of the survey was “Perception on the
pedagogical benefits of weblog”. The purpose of this item was to determine which Web
2.0 application is widely familiar with teacher educators. This could help to find the most
implicitly used tool(s) by them. The respondents were able to select multiple answers.
Table 5 depicts the analytical results on this.
Table No. 5
Analysis of the Sample in terms of pedagogical benefits of weblog
NO STATEMENTS
AGREE NEUTRAL DISAGREE
F % F % F %
B1 Blogging can be useful in acquiring
various kinds of knowledge and
information.
128 85.3 21 14.0 1 0.7
B2 Blog is a powerful tools to enable
scaffold learning 99 66.0 48 32.0 3 2.0
B3 Blog is an effective forums for
collaboration & discussion 106 70.7 29 19.3 15 10.0
B4 Blog is an excellent opportunities for
students to read and write. 119 79.3 26 17.3 5 3.3
B5 Blog can promote critical and
analytical thinking 101 67.3 39 26.0 10 6.7
B6 Blogs being used as brainstorming
tool 99 66.0 41 27.3 10 6.7
B7 Blogging can help me realize the
importance of it as a collective activity
in a community.
114 76.0 29 19.3 7 4.7
B8 Using a blog makes learning
independent of time and place 103 68.7 36 24.0 11 7.3
8. K.THIYAGU TNSCHE JOURNAL 2014
8
B9 Blog fosters the learning bonds
between teachers and students 100 66.7 42 28.0 8 5.3
B10 Blogging helps teachers develop
professionally 101 67.3 42 28.0 7 4.7
B11 Blog fosters the development of
writing and research skills as well as
digital skills.
97 64.7 41 27.3 12 8.0
B12 It gives a chance to shy students to
participate with their peers and get
their voice heard.
94 62.7 51 34.0 5 3.3
B13 Blogging makes the students into
subject matter experts 92 61.3 35 23.3 23 15.3
B14 Blogging can make me communicate
with the world and can influence every
area of my life.
75 50.0 65 43.3 10 6.7
B15 Blogging can help me develop my
own expertise in some areas. 102 68.0 35 23.3 13 8.7
B16 Blogging can help me engage more
actively in my fields of interests. 78 52.0 65 43.3 7 4.7
B17 Blogging can provide me
opportunities to grow by looking back
on my own thoughts &views.
107 71.3 35 23.3 8 5.3
B18 Blogging can be useful to describe
and/or express my thoughts and views. 80 53.3 54 36.0 16 10.7
B19 Blogging can help me gain new
awareness and set up plans on the
basis of it.
96 64.0 46 30.7 8 5.3
B20 Blogging can be useful to build up
some social networks around me. 82 54.7 58 38.7 10 6.7
Table 5 gives the analysis of opinion of respondents on the perception towards the
pedagogical benefits of weblog. Most of them are having a positive opinion about each
statement of the pedagogical benefits of weblog, given in the questionnaire. It means that
most of the teacher educators maintain a positive perception on the pedagogical benefits of
weblog.
9. K.THIYAGU TNSCHE JOURNAL 2014
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Objective Testing
Find out the level of perception towards the pedagogical benefits of weblog among
the teacher educators
TABLE – 6
Level of perception towards the pedagogical benefits of weblog
among teacher educators
Variable
Low Medium High
No % No % No %
perception towards
the pedagogical
benefits of weblog
8 5.3 54 36 88 58.7
Out of 150 samples only 88 (58.7%) samples are having a high level: 54 (36%)
sample are having moderate level and remaining 8 (5.3%) of samples are having a low
level of perception towards the pedagogical benefits of weblog.
Hypotheses Testing
Null Hypothesis: 1
There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their gender.
Table No. 7
Difference in the mean scores of teacher educators’ perception towards pedagogical
benefits of weblog with respect to their gender.
Web 2.0 Gender N Mean Std df
‘t’
value
Remarks
at 5%
level
Weblog
Male 53 5 0 . 7 9 7 . 4 4
148 1.51 NS
Female 97 5 2 . 4 9 6 . 0 9
(At 5% level of significance, the table value of ‘t’ is 1.97)
Table 7 shows that the computed ‘t’ value 1.51 is less than the table value 1.97 at
0.05 level and hence it is not significant. Consequently, the null hypothesis is to be
accepted. And it can be said that there is no significant difference in the mean scores of
teacher educators’ perception towards pedagogical Benefits of Weblog with respect to
their gender.
10. K.THIYAGU TNSCHE JOURNAL 2014
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Null Hypothesis: 2
There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their age.
Table No. 8
Difference in the mean scores of teacher educators’ perception towards pedagogical
benefits of Weblog with respect to their age.
Web 2.0 Age N Mean Std df
‘t’
value
Remarks
at 5%
level
Weblog
Below 35 99 5 1 . 4 1 6 . 1 4
148 1.23 NS
Above 35 51 5 2 . 8 2 7 . 4 4
(At 5% level of significance, the table value of ‘t’ is 1.97)
Table 8 shows that the computed ‘t’ value 1.23 is less than the table value 1.97 at
0.05 level and hence it is not significant. Consequently, the null hypothesis is to be
accepted. And it can be said that there is no significant difference in the mean scores of
teacher educators’ perception towards pedagogical Benefits of Weblog with respect to
their age.
Null Hypothesis: 3
There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their basic subject.
Table No. 9
Difference in the mean scores of teacher educators’ perception towards pedagogical
benefits of Weblog with respect to their subject of specialisation
Web 2.0
Basic
Subject
N Mean Std df
‘t’
value
Remarks
at 5%
level
Weblog
Arts 61 5 1 . 1 5 7 . 2 7
148 1.14 NS
science 89 5 2 . 4 0 6 . 1 4
(At 5% level of significance, the table value of ‘t’ is 1.97)
Table 9 shows that the computed ‘t’ value 1.14 is less than the table value 1.97 at
0.05 level and hence it is not significant. Consequently, the null hypothesis is to be
accepted. And it can be said that there is no significant difference in the mean scores of
teacher educators’ perception towards pedagogical Benefits of Weblog with respect to
their basic subject.
11. K.THIYAGU TNSCHE JOURNAL 2014
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Null Hypothesis: 4
There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their marital status.
Table No. 10
Difference in the mean scores of teacher educators’ perception towards pedagogical
benefits of Weblog with respect to their marital status.
Web 2.0
Marital
Status
N Mean Std Df
‘t’
value
Remarks
at 5%
level
Weblog
Married 89 5 2 . 5 3 6 . 7 7
148 1.42 NS
Unmarried 61 5 0 . 9 7 6 . 3 5
(At 5% level of significance, the table value of ‘t’ is 1.97)
Table 10 shows that the computed ‘t’ value 1.42 is less than the table value 1.97 at
0.05 level and hence it is not significant. Consequently, the null hypothesis is to be
accepted. And it can be said that there is no significant difference in the mean scores of
teacher educators’ perception towards pedagogical Benefits of Weblog with respect to
their marital status.
Null Hypothesis: 5
There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their year of
experience.
Table No. 11
Difference in the mean scores of teacher educators’ perception towards pedagogical
benefits of weblog with respect to their year of experience.
Web 2.0
Year of
Experience
N Mean Std Df
‘t’
value
Remarks
at 5%
level
Weblog
Below 5 97 5 1 . 8 7 6 . 0 7
148 0.06 NS
Above 5 53 5 1 . 9 4 7 . 6 1
(At 5% level of significance, the table value of ‘t’ is 1.97)
Table 9 shows that the computed ‘t’ value 0.06 is less than the table value 1.97 at
0.05 level and hence it is not significant. Consequently, the null hypothesis is to be
accepted. And it can be said that there is no significant difference in the mean scores of
12. K.THIYAGU TNSCHE JOURNAL 2014
12
teacher educators’ perception towards pedagogical Benefits of Weblog with respect to
their year of experience.
Null Hypothesis: 6
There is no significant difference in the mean scores of teacher educators’
perception towards pedagogical Benefits of Weblog with respect to their educational
qualification.
Table No. 12
Difference in the mean scores of teacher educators’ perception towards pedagogical
benefits of weblog with respect to their educational qualification.
Web 2.0
Educational
Qualification
N Mean Std Df
‘t’
value
Remarks
at 5%
level
Weblog
Without NET/PH.D 113 5 1 . 7 5 6 . 1 3
148 0.45 NS
WITH NET / Ph.D., 37 5 2 . 3 2 8 . 0 4
(At 5% level of significance, the table value of ‘t’ is 1.97)
Table 12 shows that the computed ‘t’ value 0.45 is less than the table value 1.97 at
0.05 level and hence it is not significant. Consequently, the null hypothesis is to be
accepted. And it can be said that there is no significant difference in the mean scores of
teacher educators’ perception towards pedagogical Benefits of Weblog with respect to
their educational qualification.
DISCUSSION
The results of ‘t’ test point to the following findings in respect of different contributors
tested for their role:
Gender
The ‘t’ test result shows that, there is no significant difference in the mean scores
of perceptions towards pedagogical benefits of blog and weblog among the teacher
educators with respect to their Gender. This may be due their curiosity to know the
innovative and new things and their environments and also their keen watch about the
update & day-to-day information of new fashion of all the male and female teacher
educators.
Age
The ‘t’ test revels that there is no significant difference in the mean scores of
perceptions towards pedagogical benefits of blog and weblog among the teacher educators
with respect to their age. This may be due to the fact, that today all pupils have proper
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education in all aspects. Particularly in Tamilnadu all people were well educated and they
are aware of the importance of technological world. All the age group teacher educators
are updating their potential and eager to get the knowledge from the electronic devices.
Subject Stream
The ‘t’ test result shows that, there is no significant difference between arts and science
teacher educators in their perception towards the pedagogical benefits of weblog. This can
be attributed to the universality of technology in its applications. Both arts and science
teachers got some exposure of using computers in their school days and likely
enhancement of awareness on technological instruments. They have equal opportunity to
interact with the society through technology and develop further interest.
Marital Status
The ‘t’ test result shows that, there is no significant difference between married and
unmarried teacher educators in their perception towards the pedagogical benefits of blog
and weblog. This may be due the fact that, marital status does not affect the eagerness and
curiosity of the teachers to know about the advanced technological devices.
Year of Experience and Educational Qualification
The ‘t’ test revels that there is no significant difference between M.Ed., only
qualification and NET or Ph.D. qualification teacher educators in their perceptions
towards pedagogical benefits of weblog. Similarly the result is coinciding in the year of
experience also. It may be due the fact, that in higher education level, all the teachers are
using the computer and internet for various purposes without age norms and educational
qualification. All the teacher educators visit the website of Tamil Nadu teachers’
education university for updating useful announcements and information on educational
matters.
SUGGESTIONS FOR FUTURE RESEARCH
This study examined teacher educator’s perceptions of pedagogical benefits of
weblog; there was no examination of factors in place to support teacher educators’
integration of technology into their courses. For example, did teacher educators participate
in any technology-based professional development; do colleges provide technological
support for open source applications, of which many Web 2.0 applications are; is the use
of Web 2.0 applications encouraged by superiors, mentors, or students? As a result, it
would be beneficial to further study factors in place to support the integration of
technology into courses, as well as the effectiveness of these support factors. Another
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interesting future research idea would be to apply the same decomposed theory of planned
behavior to understand and predict student's intentions and behavior to use Web 2.0
technologies to supplement their in-class learning. After an analysis of the student data, it
could then be compared with faculty expectations from Web 2.0 use in an attempt to
understand whether there is a gap in understanding among the teacher educators and the
faculty and whether or not the same factors influence student and faculty use. For similar
further studies can be conducted in professional college teacher educators, like teaching
profession and engineering profession etc. The present study is limited to Educational
District of Tirunelveli only. This can be conducted within a wider geographical area. This
study may be extended to a large sample taking some more variables. Owing to the
constraint of time and money only few variables and few colleges could be included for
this study.
CONCLUSIONS
In future research of weblog use, we encourage collecting data and tracking
individuals’ contributions so that research might correlate individuals’ frequency and
type(s) of weblog activity with individuals’ perceptions of the weblog’s role in supporting
collaboration and learning (Rachna Rathore 2009). In that way, the research might identify
specific profiles of use that lead to greater gains in learning. Teaching methodology will
shift from teacher-centered education to learner-centered education. Teacher’s dominance
will be replaced by the knowledge dominance (Aharony, 2011). So students now learn
through computer teacher, television teacher and internet teacher. In future, another
teacher who applies these technologies in the classrooms will replace a teacher who does
not apply these technologies. The investigation end its findings will help educational
experts, thinkers, teachers and all those who are interested in the field of education to
focus their attention on the present problems. This findings and results are not the end of
the problem, but just a beginning of the search for innovation. By applying these results,
the quality of teaching learning process will improve.
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