Educational Technology

The purpose of this study is to determine the university student’s intention toward doing job or business. This study is based on primary data in which data collected from 150 students of different university of Lahore District, Pakistan. We use self administrated approach. The response rate is 86%. 64% of the students decide to do job and 33% decided to start their own business. 80% female are interested to do job, and 54% male willing for job because female are less risk taker rather than male. Female performance more to do a job rather than business because male to do business rather than job.

This study sought to assess the adequacy and appropriateness of the contents for the attainment of the NCE Physics curriculum objectives. The study covered 24 Colleges of Education and 60 lecturers. Both descriptive and inferential statistical techniques were used to analyze the data gathered in the study. The results showed that the contents of the NCE Physics curriculum are adequate and appropriate for the attainment of the stated objectives. It was recommended that sufficient courses and periods are allocated to practical lessons and laboratory management adequately.

Worldwide national policies on higher education are giving increasing importance to improve the quality of education on offer. Consequently, the evaluation of teachers’ performance is especially relevant for the academic institutions as it helps to define efficient plans to guarantee quality of teachers and the teaching learning process. However, a key challenge is to understand the complex range of features associated with teacher evaluation, the contentiuos issues on accuracy and reliability of classical evaluation methods coupled with both mixed empirical evidence about their effects on students’ learning and conflicts of interest between key actors of education systems. This paper is an overview of evaluation of teachers’ performance in higher institutions, challenges in the progress, the main research areas and its applications to develop an effective and improved teachers’ performance evaluation system.

The spread of English as an international language and the emergence of the Internet as a fast communication channel are dual issues that define ELT in a globalized and digital age. Since its conception, the Internet has revolutionized the ways of human communication as well as English language learning in a global context. But the implications of this powerful force are yet to be fully recognized and realized in education and teacher education in Nigeria. Teachers of English language as well as learners of the language today need a new set of critical and interpretive skills. This paper attempts to discuss the impact of the Internet on English language learning as well as the need for new frameworks for teaching English language in a digital age in Nigeria.

Industrial education considers the major and strong pillar for expecting education a renaissance to developed and activate new Egypt renaissance after the great revolution on the twenty fifth of January this renaissance will be developed To work on the development and activation anew generation of skilled and trained cadres of human to support factories and supplying elements who posses expertise craft and scientific culture and this is very important as the presence of skilled. Manufacturer basically and integrative with existing of factories and skilled engineer they are two sides of the same coin through them we can achieve leadership and industry progress. The role of the engineer is the design and the role of the specialist of industrial education Is to implement this design on the ground practically. In addition to training staff and to work up elevation their industrial culture and this role is so vital and important for the industrial development. As the specialist of industrial education's functions is teaching, practical and theoretical train for students of industrial secondary schools. As well as the super intermediate of industrial institutes to provide who is suitable to work in factories and job training in all fields. The specialist of industrial education has to work on the training and super vision of training institutions position on the level of the republic to activate its role and revitalization for the provision of train labor and also scientifically and practically qualified the prominent examples of the industrial renaissance are existing in countries like china and India recently these countries joined the G20. The big industrialized countries have moved to set up branches for them in these countries because of the abundance of skilled and trained labor and also cheap labor. At the same time the integration which has been referred to previously.

This study investigated the role of Information and Communication Technology (ICT) for teaching and learning in TVET institutions in Tanzania. The study intended to fill in the knowledge gap, whether available ICT facilities in TVET institutions had positive or negative role in teaching and learning. The findings expected to lay the foundation for proper guidance to use ICTs in line with the national ICT policy on proper way and get their actual contribution in teaching and learning for the development of the nation in general. The background information indicated that availability of ICT facilities is essential in teaching and learning in all learning institutions worldwide. The study used a cross section research design with a total sample size 403 respondents and applied a mixed approach of research method for data collection. Questionnaires with open ended and closed ended questions were mainly used to collect quantitative data while observation checklist, documentary review checklist, interviews schedule, and focus group discussion guide, with semi-structured questions respectively, were used to collect qualitative data. Data were analyzed using content analysis and IBM Software Package for Social Sciences (SPSS) version 20.0 then presented in terms of percentage, Chi-square, mean, and frequencies. The study discovered that ICT facilities were not enough by 83(39.3%), however available ICT facilities were used by 85% in teaching and learning. Yet, about 48.82%, of the students had limited time to use computers in their laboratories as such 78.2% of the students used smart phones to access internet for various use anytime. In general insufficient ICT facilities and limited time for students to use the same affected negatively the teaching and learning in TVET institutions. It was recommended that stakeholders such as the Ministry of Education, Science, Technology and Vocational Training as well as NACTE be responsible in delivery of sufficient ICT facilities and encourage its use in all TVET institutions. More specific, further studies should examine proper innovation ICT use in line with curriculum change in global perspectives.

Rapid developments in curricular education in Malaysia have raised questions about curricular teacher education. Many institution has been developed many of curricular organization for students to increase the achievement of skills in curricular. However, the understanding role of a curricular teacher is not balanced towards the achievement of students in curricular. The achievement of curricular was not totally performed very good due to the preparing curricular teacher was not being more effective. Education and the challenges of preparing quality curricular teachers are important priorities in many developing and developed countries. This is because to achieve in curricular education depends on the quality of its teachers. Therefore, a framework of skills need to be built to achieve the target of participating involved in curricular programs. The success of curricular depends on the quality of its teachers. Effective curricular teachers help to build a strong system of curricular education. The desired attributes of a beginning curricular teacher were articulated and a skills framework was developed.

Kenya has identified the critical role of TVET in preparing, developing and updating the skills and competences to meet the needs of the changing industrial environment. The purpose of this study was to investigate the teacher factors affecting implementation of curriculum in technical and vocational education and training institutions in Uasin Gishu County, Kenya. The target population of the study was 250 respondents comprising of 10 principals, 240 instructors. A sample size of 75 respondents was selected. Stratified purposive and simple random sampling techniques was employed. Questionnaires were used to collect data. Data was analyzed pearson product moment correlation. Findings of the study showed that there was a significant influence of tutor qualification (r=0.555, p =0.00) and tutor experience (r= 0.445, p =0.000) on implementation of curriculum in TVETs. The teacher qualifications and teaching experience influence the implementation of Technical Curriculum. The study concluded that teacher qualifications, teaching experience influence the implementation of Technical Curriculum. TVET colleges should employ more qualified teachers in order to enhance teacher competence in order to spur and sustain students’ interest in technical education. The management should build the capacity of teachers to ensure that community colleges have an experienced pool of teachers that can effectively implement the Technical Curriculum.

Since the inception of knowledge research has been playing a pivotal role in the discovery of new vistas of knowledge. Therefore, the teachers, researchers, and theorists staunchly believe that educational research and teaching is essentially interlinked. Research is systematic and within a broad framework follows the steps known as scientific method. However, across different types of studies there is extensive flexibility in how the steps are implemented. a research should be systematic , empirical valid and reliable in its nature. Various kinds of research are used by researchers by the researchers in accordance to their needs of specific research design. The review of the literature revealed that research has played an important role in the development of theory, learning theories and curriculum. The use of these theories and curriculum helped the theorists to design teaching models which are now used by the teachers to impart knowledge effectively. The historical research method was used for this study because this study aimed at having a review of literature related to research-based teaching learning process. The study has revealed that effective teaching is possible only when teachers possess ample knowledge of philosophy, learning theories, curriculum and strategies of teaching. Having been acquainted with these fundamentals of research and knowledge a teacher would be professional and effective teacher who would disseminate knowledge in a professional manner.

Mathematics teachers are expected to integrate technology in their teaching to enhance pedagogical practice and student achievement. However, importance has not been placed on preparing teachers to use ICTs in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at the secondary school level. Based on an expanded variation of the Technology Acceptance Model, a survey of student teachers were collected at local universities in Kenya. It explores the factors affecting the integration of Information and Communications Technology (ICT) in instruction. A questionnaire was administered to 110 student-teachers of mathematics seeking to get their attitudes to ICT in learning and teaching and their initial experiences of the application of ICT in mathematics instruction. In-depth interviews with the student-teachers, as well as university lecturers and teachers, revealed a range of issues that reflected how student-teachers perceive integration of ICT’s in mathematics instruction. Recommendations are offered for the improvement of the ICT experiences for student-teachers during training and improved ICT infrastructure in schools. The overriding conclusion is that schools must be supported and resourced properly, and pre- service teachers must have effective ICT training.