Educational Technology

M-learning is the ongoing trend in education with special reference to ELT. This paper advocates the use of smartphone applications to enhance the English speaking skills of tertiary level learners in remedial classes. This study focuses on the latest instant messaging mobile applications to evoke the young learners’ interest in oral discussions. The research has been carried out using Whatsapp, WeChat, and Line, through which instant audio messages are sent in a faster pace. The suggested apps help teachers not only to evoke interest in young learners, who are behind the spell of instant messages, but also help to provide instant feedback from teachers irrespective of time and place. A positive transformation in learners is noted using these instant messaging applications to enrich their English speaking skill. The study proves that the suggested approach to language learning is comparatively positive and convivial.

The study investigated the utilization of laboratory facilities and students’ academic performance in chemistry. A total of 230 respondents (30 teachers and 200 SSII students) in Obio/Akpor Local Government Area were drawn through simple random sampling technique from four public secondary schools formed the sampled size for the study out of a target population 3,693 students and 42 chemistry teachers. Three research questions guided the study. Two hypotheses were formulated and tested at 0.05 alpha level using two instruments which were utilization of laboratory facilities questionnaire (ULFQ) and a proforma for collating students’ promotion examination score for chemistry. The data collected were analyzed using mean, standard deviation and Pearson product moment correlation as statistical tools. The results revealed that laboratory facilities are not adequately utilized in secondary schools for teaching chemistry as viewed by teachers and students. Also there was a significant relationship between utilization of laboratory facilities and students’ academic performance in chemistry. Based on the findings, it was recommended that adequate laboratory facilities be provided by relevant authorities. The utilization of laboratory facilities by teachers should be encouraged by the school authorities.

The Technological Pedagogical Content Knowledge (TPACK) framework operationalises the knowledge necessary for a teacher to use ICT in pedagogy as consisting of seven domains. The domains are content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and technological pedagogical content knowledge (TPACK). Therefore, this study sought first, to establish the validity and reliability of each of the seven constructs. Second, to test whether the seven constructs were independent. Third, to re-examine whether the seven-factor TPACK model was reasonable. A sample of 87 was chosen from among 500 teachers of quantitative disciplines in Makerere University in Uganda who filled a self-administered questionnaire. The analysis involved using confirmatory factor analysis (CFA) and Cronbach alpha for the first objective; Pearson linear correlation (PLC) for the second objective; and exploratory factor analysis (EFA) for the third objective. (CFA) and Cronbach alpha for the first objective; Pearson linear correlation (PLC) for the second objective; and exploratory factor analysis (EFA) for the third objective. CFA and Cronbach alpha suggested that the seven constructs of TPACK were valid and reliable. However, PLC revealed that the seven constructs were highly inter-correlated. EFA revealed that while the TK and TCK constructs loaded together, the rest of the constructs (TPACK, PCK, CK, TPK, PK and PK in that order of importance) were distinct. It was recommended that researchers should continue using the TPACK framework as reasonable but at the same time while looking for avenues of refining it since it was found not to be perfect.

The young student’s community of every society and all part of the world is aspiring to get the degree. But everyone is not the same as one another, each one is differed in getting degree as the result of what they wish to become in their life. In this context the College or University plays major role for providing/ offering degrees depends on the society’s need. The government’s role on the part of youths is to provide Education, Economy, Employment, formation of culture and utilizing manpower to nation. The colleges which has got sophisticated and produces the good result then it’s attracted many students. The same not much facility, poor quality of teaching and poor results of examinations is less attractive. Sometimes parent’s interest plays an important role for choosing degree of a candidate. The African country of Zambia has taken for the study area as one of the researchers is belonging to the study area. The sample of 10 higher secondary schools students (Grade 12 level) were taken for this study using stratified random sampling method. The questionnaire was converted into numerical data state in order to analyze the student’s interest in acquiring degree. The students were analysed with reference to location of student, type of institution. The data was analyzed by using SPSS software. The appropriate results were drawn and suggestions made to improve their perception on acquiring degree.

Technical and Vocational Education (TVE) play an important role in shaping human labor so can meet the job market in the industry. Ministry of Education (MOE) has identified the importance of PTV to ensure the country's aspiration to become a developed country by 2020 is achieved. The transformation PTV which are being implemented by the Ministry of Education should be supported by all parties involved. While transformation efforts to upgrade the vocational schools and vocational colleges restructuring subject vocational secondary schools implemented, the strategy of sustainable development in the PTV should be given attention accordingly. There are seven strategies of sustainable development that has been introduced by (UNEVOC) to be discussed in this paper to help mainstream the program TVE in the country. Seven strategies have been outlined by the International Center for Technical and Vocational Education and Training (UNEVOC) will be discussed, namely: (i) Support and the country's vision, (ii) Support to investigate the state police PTV, (iii) Guidelines for planning and implementation, (Iv) Capacity building and training programs, (v) Support the development of materials, resources and learning equipment, (vi) Relationships and partners in PTV, and (vii) monitoring, evaluation and research continues

Conversion within quantities of same units and between quantities of different units is a thorny subject to students of Jasikan College of Education (Butterfield, Sutherland & Molyneux-Hodgson, 2000) and its treatment by tutors sometimes becomes very difficult such that most tutors resort to handling the subject theoretically/ abstractly. When this happens most students seemed not to comprehend the subject. In view of this, the DTML-Conversion model (i.e. D-Conversion model, T-Conversion model, M-Conversion model and the L-Conversion model) was designed. The DTML-Conversion Model is a model that has been designed by the researcher to make the teaching of conversion in measurement very easy to tutors and meaningful to students. The DTML-Conversion Model was tested on first year students of Jasikan College of Education. The researcher tested the DTML-Conversion model on 150 first year students in Jasikan College of Education by first teaching conversion using the traditional method which is the Conversion-factor for distance, time, mass and litre for a period of one month. A test was administered, collected and recorded, after which the DTML-Conversion model was introduced with similar test items. Comparison of the two test results showed that, students seemed to comprehend conversion in measurement with the DTML-Conversion model to the conversion-factor method.

The practice of FGM among some communities in Kenya, has been considered a major challenge to girl-child’s participation in education. However, some members of the same communities have embraced the alternative rites of passage for girls in which positive aspects of tribal culture are taught, such as self esteem, decision making, and respect for elders. This paper assesses the attitudes of teachers and learners towards female genital mutilation and alternative rites of passage based on a study conducted in Marigat District, Kenya. The selection of the study sample was done using stratified random sampling, simple random sampling and proportionate sampling. Schools were stratified into educational divisions from which 16 schools out of the total of 45 public schools in Marigat District were selected using proportionate random sampling. To get a specific school to participate in this study, simple random sampling was used. The respondents of this study included teachers and pupils from the selected schools, who were selected through simple random sampling. Questionnaires, interview schedules and document analysis were used to collect data. Descriptive statistical techniques such as the means, percentages and standard deviations; and inferential statistics (t-test) were used in analyzing the data using SPSS. From the study, majority of the respondents were of the opinion that FGM rite of passage does not maintain female chastity whereas others stated that FGM rite of passage does not increase male sexual pleasure. While majority of the teachers agreed that FGM rite of passage is an important part of identifying with cultural heritages, majority of the students were not of the same view. This disparity might have been due to the age and experience differences that exist between the two categories of the respondents. Since FGM and alternative rite of passage did not prevent girls from being promiscuous, the learners should be told by parents and teachers on the need to avoid sexual intercourse before marriage.

The Joint Admission and Matriculation Board (JAMB) is making a frantic effort in stamping out widespread examination malpractices, which has threatened its credibility for many years. To this the board is considering introducing e-exams for the Unified Tertiary Matriculation Examination (UTME) in Nigeria amidst a low level of computer literacy, Information Technology (IT) infrastructure and epileptic power supply in Nigeria. This research sets out to examine the modalities and viability of this venture, thereby suggesting a workable platform; a means of achieving this implementation.

Soft skills were essentials for students to enhance them to their career in future. Soft skills has been practiced since school days and being polished at higher level in higher learning institutions. The continuous of activities in high school and public universities were crucial to ensure the development of soft skills among students. Hence, this research are done to see the continuous of supply for soft skills activities between secondary schools and public universities. It is hoped that this article will supply awareness on the importance of continuity of the soft skills activities in high schools and public universities in order to ensure the development of the soft skills practiced among students.

Technology is being used by children and adults on a daily basis by way of web surfing, texting, social networking, interactive games, and in more ways. We are evolving technological society and in many ways have become dependent on its use. Thus, the use of technology and teaching students have to use it has become a high priority in the public schools. Modern technology tools that enable design, media production, self-expression, research, analysis, communication, collaboration, and computer programming are common place in various professions and disciplines, and facility with these tools is an essential part of becoming ready for college and careers. Interacting with digital learning environments that support the development of deeper learning skills such as problem solving, critical thinking, and inquiry is also crucial. Technology is a factor improving learning is the fact that technology is becoming such an integral part of our everyday world. The most jobs today require some type of technology use. Also, the students and adults are using technology on a daily basis to communicate, get information in multiple ways. The prevalent daily use of technology in people’s lives overall makes the use of technology very relevant to the students and provides a connection that will greatly benefit student learning.