Educational Technology

Worldwide, English is being recognized as a world language. Thus, the need for learning this language keeps being one of the major requirements expected from learners at all levels of study. Many people believe that the earlier children start learning it, the better they will perform. As such, there has been a growing push to introduce this language to children in primary school classrooms. The underlying assumption, held by many, is that learners will be more successful if they begin studying English at an early age. As it is the case in many countries where early start to English language teaching and learning has become a phenomenon over the past decades with a high enthusiasm for ‘the younger the better’, Tunisia is no exception in this regard. In fact, the process of promoting English has always been undeniable, resulting in its introduction as a second, additional or sometimes distinctively foreign language with an ultimate goal of gaining wider access to science, technology and global trade. The present paper sets out to clarify the situation of teaching English to young learners in Tunisian primary schools as one manifestation of a whole strategy of reform and innovation targeting the educational system in Tunisia, and to explore some pedagogical concerns associated with this experience in terms of teachers’ professional qualifications necessary to meet the requirements of the reforms.

To examine the relationship between time management with staff and manager burnout in the Department of Youth and Sports in Alborz province. For this purpose using descriptive – correlation method 171 people from the staff and managers in the Departments of Youth and Sports in Alborz province were investigated and questionnaires were distributed among them, from among whom 150 people perfectly completed and returned the questionnaires. To gather data, standardized questionnaire of Makan time management and Maslach Burnout Inventory (MBI) were used. Descriptive statistics and inferential statistics were used, which consisted of Pearson correlation test, simple regression, Multivariate regression and independent t-test. The findings from the results showed that the three dimensions of job burnout among the staff in the Department of Youth And Sports in Alborz province were low and their job burnout could be ranked as low. It was also found that only two subscales of operational planning and prioritization of objectives and activities had a significant negative relationship with job burnout. The regression analysis also showed that time management subscales explain 37% of the burnout changes. Inverse significant relationship only exists between the feeling of lack of personal efficiency with time management while no significant relationship was observed between emotional atrophy and de-characterization with time management and that managers suffered less job burnout compared with other staff.

Performance of students in MCQ examination depends on the attention span of students. Students’ understanding on test item depends on their focus time. Small attention span means students will attempt fewer item of test tools as they will face problem is understanding them. It has been found that attention of students is best at the start of the MCQ test and minimum towards the last items of the test tool. It has been found that there are refocus peaks in regular interval, where students regains their focus during MCQ test. It has been also found that pattern of attention span and refocus time doesn’t depend on difficulty level of test tool.

The inability of the pupils to read and comprehend in English language effectively remains a challenge to learners of English as a second language particularly at primary school level. This calls for early intervention in teaching through use of instructional materials that enhance high levels of retention. The purpose of this paper therefore was to establish the extent to which the instructional materials are available for use in the teaching of English reading comprehension skills in public primary schools. The Research Design used was descriptive survey design. 8 public primary schools were selected through purposive sampling. A total 16 teachers participated in the study. Information was collected using questionnaires and classroom observation checklist. Findings reveal that English language course books were the main resources available in the classroom in most schools with 14 out of 16 teachers indicating that they were available and adequate. This study suggests that the government should increase Free Primary Education Funding allocations to allow schools purchase a variety of teaching resources other than course books.

Training is a vital in crystallizing acceptable technological classroom practices. The purpose of this basic qualitative study was to discover the perceptions of Indigenous Amerindian preservice teachers about the adoption of digital technology in the classroom. Rogers’s diffusion of innovation theory and David and Venkatesh technology of acceptance model served as theoretical precepts to understand indigenous Amerindian preservice teachers’ perceptions about the use of digital technology, perceived barriers, and the coping and adopting mechanism throughout their pedagogical practices. Ten indigenous Amerindian preservice teachers participated in this qualitative study. Semistructured, interviews were the primary data collection tool. Open coding was used to generate themes, and analyzed emergent coding. The findings of this indicated that the rate of adoption of digital technology could accelerate if (a) training is strategic, (b) reduction of institutional barriers, and (c) professional practices are aligned for educational growth. Indigenous Amerindian preservice teachers may be served well to acquire the skills and overcome the technological barriers to better prepare learners beyond the classroom. Even though internet access would facilitate indigenous Amerindians in Guyana to develop technology literacy skills and access educational resources, some preservice teachers have a low rate of technology adoption in the classroom. This study may contribute to knowledge to the field of digital technology and furthers understanding of pedagogical practices. The findings may contribute to positive social change in that professional development centers can improve skills that provide flexible learning for IAPT to integrate digital technology beyond the classroom. and serve as a catalyst to promote growth by capacity building.

Every academic institution contributes to knowledge. The generated information and knowledge is to be compiled at central place and disseminated among the society for further growth. It is observed that the generated knowledge in the academic institute is not stored or captured properly It is also observed that many a times generated information or knowledge in the academic institute is not known to any one and remains as grey literature, which might be useful if proper recoding is maintained in the organization. In fact academic environment is treasure of knowledge but it is not organized properly and hence utility is also lacking and cause for the repetitions of the activity. This project is undertaken under Board of University and Colleges, University of Pune for finding importance of KM of past knowledge of an institute. Also study on data capture, data analysis, data categorization, data mining, data mapping, knowledge mapping, concept mapping, indexing, linking and repackaging of knowledge, tools, techniques, strategies and copyright issues in sharing this knowledge through knowledge base.

It is a reality that teachers need motivation to perform, which would only be possible through retaining them. This study is conducted to understand the major factors which affect the retention of teachers in management institutions in Bengaluru and ways to convert that into Professional, Academic and Co-curricular performance. The data was collected from 261 teachers coming under Bangalore University through a structured questionnaire. Initially ten factors of retention were considered and deduced to three factors using factor analysis. It was found that Effective Leadership, Empowerment and Work Environment are the major factors of retention. Effective leadership was also found to impact Professional, Academic and Co-curricular Performance of teachers.

The purpose of this study is to find out whether Senior High school teachers integrate assessment in the teaching and learning of Mathematics. Acquisition of Scientific and Mathematical knowledge is based on effective use of assessing students’ learning outcome. Therefore, there simply cannot be any meaningful learning of mathematics without using assessment. In this study Assessment Practices means what teachers use assessment to do in the teaching learning of Mathematics. A sample of 160 teachers in two districts in the Central Region were used. This comprised of 92 Beginning and 68 Experienced teachers. Questionnaire was the main research instruments used in this study. The questionnaire was administered to 160 mathematics teachers in the two districts in the Central Region of Ghana. The design used in this study is a cross-sectional survey. Data collected from the respondents were analysed using frequencies, percentages means and standard deviations. It was found out that majority (136 out of 160) of the Senior High School mathematics teachers do not frequently integrate assessment in the teaching and learning of mathematics. They rather see assessment as an added on activity which mainly comes at the end of the teaching learning process. Based on the findings, it was recommended that Senior High School mathematics teachers be equipped to carry out assessment practices that will enhance students learning in mathematics.

A survey method was employed to evaluate library computerization project at Ladoke Akintola University of Technology, Ogbomoso, Nigeria and University of Ilorin, Ilorin, Nigeria. Structured questionnaire and interview were the instrument adopted. The instrument were validated by pre-test analysis using Pearson Product Correlation; there was a strong reliability (0.92) of the instrument. A total number of 39 copies of questionnaires were administered to the library staff which were all completed and returned. Out 0f 300 copies of questionnaires administered to users, only 277 were completed, returned and used for the study. The data generated was analyzed using descriptive statistics involving tables and percentages. The findings show that much progress has not been recorded by the libraries under study towards the effective automation of their libraries operations; information technology (IT) resources are inadequate and there was low percentage (32.1) of satisfied users. It was also discovered that the university libraries under this study were lagging behind in the pace of automation due to inadequate funding, inadequate IT resources, problem of software, lack of policy guidelines, lack of culture of evaluation to access performance of the computerized project and logistic problem. It can be concluded that some Nigeria University libraries are still on developing stride towards improving their IT profiles. Thus, it is recommended that periodic evaluation to assess performance of the computerized library projects services should be institutionalized within University libraries in order to continually improve the implementation, operation and cost-effectiveness of automated information services.

Competence-based education and training is a functional approach to education as it emphasizes that learners need to gain necessary knowledge, skills, understanding and attitudes or values to work successful in their own profession or occupation. It is regarded as a holistic approach to education. This study sought to establish the influence of Trainers’ knowledge and skills on the implementation of competence-based curriculum in Technical and Vocational Education and Training colleges in Uasin Gishu County. The study was guided by curriculum implementation theory. The study adopted a descriptive survey. The target population of the study was 850 respondents comprising of 10 principals, 240 instructors and 600 trainees. A sample size of 90 respondents was selected comprising of 6 principals, 24 instructors and 60 trainees as the respondents. Stratified purposive and simple random sampling techniques was employed. Questionnaires were used to collect data. Cronbach’s alpha co-efficient was used to ensure reliability of the research instruments. Data was analyzed using pearson product moment correlation. The study established that there was a significant positive and strong relationship between trainers’ knowledge and skills and implementation of competence-based curriculum (r= 0.629, p =0.000). The trainers’ knowledge and skills influenced the implementation of competence-based curriculum in Technical and Vocational Education and Training colleges in Uasin Gishu County. The study recommended that the ministry of education and Kenya Institute of Curriculum Development should organise for more in-service training for teachers to equip them with subject content knowledge, ICT skills and positively change their perceptions about the competency-based curriculum.