scholarly journals Effect of Technology on Elementary Students’ Reasoning & Communication Skills in Science at Lebanese Private Schools: An Exploratory Study

2018 ◽  
Vol 14 (25) ◽  
pp. 107
Author(s):  
Layal Omar Temsah ◽  
Dalal Michel Moukarzel
Keyword(s):  
Elementary Schools ◽  
School Leadership ◽  
Communication Skills ◽  
Private Schools ◽  
Arab World ◽  
Structured Interviews ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Technological Tools ◽  
Teachers And Students

With the emergence of multiple technological tools for teaching science such as active boards, mobile devices and tabs, the effectiveness and appropriateness of these tools are yet questionable. Students’ performance in science, especially in the Arab world, is still unsatisfactory as shown by the TIMMS results of 2007 and 2011. In Lebanon, it was interesting to understand what was being done, specifically in elementary schools, to improve students’ outcomes prior to sitting for international exams. The purpose of this study was to explore the perceptions of Heads of private elementary schools, science coordinators, teachers, and students regarding the use of technology, and the extent to which these technologies were enhancing students’ skills. Participants in this study were 164 grade- six students from three private schools in different regions of Beirut, the Lebanese capital. Participants also included three administrators and four teachers of whom three were also coordinators in the corresponding schools. Semi-structured interviews, class observations and questionnaires were used to triangulate the results. Findings revealed that the vision and mission of the school leadership, the teachers’ practices associated with the appropriate integration of technology were key determinants for enhancing students’ perceptions of improvement in reasoning and communication skills in science.

scholarly journals Evaluation of Pre-Service English Teachers’ Integration of Educational Technology into their Lesson Plans

2018 ◽  
Vol 12 (2) ◽  
pp. 227-235
Author(s):  
Sri Wahyuni
Keyword(s):  
Digital Media ◽  
Technology Use ◽  
English Teachers ◽  
Lesson Plans ◽  
Integrated Technology ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Teachers And Students ◽  
Almost All ◽  
Document Review

The emergence of technology has shifted so many aspects of people‘ lives including but not limited to the way they interact with each other and accomplish almost all activities. In education context, use of technology has impacted teachers and students‘ interactions both in and outside classroom. For decades now, there has been research on technology use and its‘ benefits on teachers‘ instructional practices and students‘ learning. However, a study specifically looking at the integration of technology into teachers‘ lesson plans is still under research. Therefore, the paper was an attempt to investigate how pre-service English teachers integrated technology in the preparation stage of the instructional activities. The study focused on the evaluation of 22pre-service English teachers‘ lesson plans. It employed a qualitative approach with a document review method. It revealed that the pre-service English teachers have incorporate deducational technology including mobile devices and digital recording. Besides, the most frequently and commonly digital media used were Power Points, audios, videos and online resources downloaded from YouTube. In addition, they made use of communication and collaborative resource such as blogs. Finally, implication for further research is presented

Meaningfully Engaging EFL Students in the Digital School

2021 ◽  
pp. 92-118
Author(s):  
Stamatia Savvani
Keyword(s):  
Student Engagement ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Digital Platforms ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Efl Students ◽  
English Language Teachers ◽  
State Schools

Technology is an integral part of our daily and professional lives and is gradually and steadily being introduced into state schools. As for the Greek context, the Digital School project was initiated in 2010 in state schools; digital platforms and materials were made available to teachers and students for the teaching of English. This study follows a mixed-methods approach and employs questionnaires and semi-structured interviews to explore English language teachers' beliefs and practices regarding the use of technology in state schools. The research focuses on how teachers use technology to maximise student engagement. The findings show a tendency from educators to embrace technology despite certain shortcomings found regarding the resources available, content- and technology-wise. Drawing from interview findings and teachers' practices, this chapter proposes educational practices that could be employed to foster student engagement and meaningfully integrate technology in English language classes.

scholarly journals Instructional Leadership Practices of Principals at Public Elementary Schools in Indonesia

2021 ◽  
Author(s):  
Rosa Dania ◽  
Dwi Esti Andriani
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Instructional Leadership ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Leadership Role ◽  
Structured Interviews ◽  
Student Parents ◽  
Public Elementary Schools

For more than thirty years, instructional leadership has been considered an effective school leadership model for improving student achievement. This study aimed to investigate the instructional leadership practices of Indonesian school principals and the obstacles that they face. In this study, the data were collected through semi-structured interviews with three principals of public elementary schools located in Bandung. An audit trail and member checks were applied to ensure the quality of the collected data. The results showed that the three principals shared the instructional leadership role, particularly in performing supervision responsibilities. Despite this practice, the principals found it difficult to perform instructional leadership due to time contraints. Also, they lacked support from student parents, which made it difficult to improve student achievement. Therefore, the results of this study suggest that the instructional leadership of principals should involve parents more in student learning. Keywords: school principal, principals’ leadership, instructional leadership

scholarly journals Camtasia as English Learning Video in EFL Classroom: Response of its Implementation

2020 ◽  
Vol 53 (1) ◽  
pp. 56
Author(s):  
I Made Puja Subakti ◽  
Agustini DAE
Keyword(s):  
Elementary Schools ◽  
Qualitative Study ◽  
Industry 4.0 ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Activity ◽  
English Learning ◽  
Effective Learning ◽  
Integration Of Technology ◽  
Teachers And Students

Since Educational industry 4.0 reflects the current style of teaching and learning process, the integration of technology-based learning media has been highly demanded. Thus, various types of learning media including video have been widely implemented. This policy was then the basis of this present study to describe teachers’ and students’ response towards the implementation of animated learning video developed by using Camtasia in elementary schools. This study made use of a descriptive qualitative study. The data were collected through observation, questionnaire, and interviews. The result of this study clearly indicates that by offering animated learning video, the learning activity becomes more attractive even more affects the students’ understanding, especially in building vocabulary mastery. As the result, the animated learning video developed has been acknowledged as an effective learning media. As the advantage, this study can enrich students’ learning experience in learning English.

Assistant principals’ perceptions of meaningful mentoring and professional development opportunities

2017 ◽  
Vol 6 (4) ◽  
pp. 285-301 ◽  
Author(s):  
Bruce G. Barnett ◽  
Alan R. Shoho ◽  
Nathern S.A. Okilwa
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
School Leadership ◽  
Communication Skills ◽  
Professional Learning ◽  
Assistant Principals ◽  
Professional Growth ◽  
Structured Interviews ◽  
Content Type ◽  
Values And Beliefs

Purpose When assistant principals experience positive mentoring and professional development, they can obtain valuable knowledge and leadership skills from these learning opportunities. To better understand the formal and informal mechanisms assistant principals use to expand their knowledge and skills, the purpose of this paper is to examine important advice mentors provided for them and the professional learning activities that prepare them for their school leadership roles. Design/methodology/approach Semi-structured interviews with 69 elementary, middle, and high school assistant principals were conducted. Questions focused on the advice mentors have provided and significant learning experiences that have aided in their growth as school leaders. Findings Results reveal that assistant principals greatly appreciate insights from mentors about how to enhance decision-making skills, improve people and communication skills, reflect on their personal qualities and capabilities, and clarify their values and beliefs. Their preferred means for professional growth is to work with former and current administrators they trust and respect. Originality/value This study goes beyond examining the structural and procedural aspects of mentoring by describing highly valued advice provided by mentors affecting assistant principals’ professional development and growth. For mentoring to be effective, this study suggests that mentors should provide opportunities for assistant principals to develop their decision-making, people, and communication skills as well to clarify their personal capabilities, values, and beliefs.

scholarly journals COVID-19 Pandemic: Experiences of People with Visual Impairment

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
María del Pilar Oviedo-Cáceres ◽  
Karen Natalia Arias-Pineda ◽  
María del Rosario Yepes-Camacho ◽  
Patricia Montoya Falla
Keyword(s):  
Visual Impairment ◽  
Public Transportation ◽  
Computer Literacy ◽  
Discovery Process ◽  
Structured Interviews ◽  
Work Activities ◽  
Analysis Process ◽  
Use Of Technology ◽  
Technological Tools ◽  
Continue Work

Objective. To understand changes in daily life emerging from the COVID-19 Pandemic in people with visual impairment from four cities of Colombia. Methods. Exploratory-type, descriptive qualitative study. The study conducted 26 semi-structured interviews via telephone. The analysis process used the methodological design from the approach proposed by Taylor and Bogdan: following the discovery process, coding and relativizing of data. Results. Three categories emerge: 1) Transformations in daily dynamics, 2) Barriers to mobility, and 3) Use of technology. Conclusion. People with visual impairment report barriers to mobility to take public transportation, which can affect maintenance of their autonomy and independence. Using technological tools is identified as facilitators for the continuity of educational and work activities; however, some did not have computer literacy or the basic inputs for connectivity. Difficulties were identified to continue work activities and maintain income.

Challenges and Opportunities for E-Learning in Education

2015 ◽  
pp. 317-328
Author(s):  
Ayoub C Kafyulilo
Keyword(s):  
Technology Use ◽  
Learning Program ◽  
Government Documents ◽  
Integration Of Technology ◽  
Technological Tools ◽  
Challenges And Opportunities ◽  
Learning Programs ◽  
Teachers And Students ◽  
E Learning ◽  
Learning Institutions

This chapter presents a review of literature on the existing opportunities and challenges of adopting e-learning in education in Tanzania and the possible measures to overcome some challenges. The study also assessed the primary factors contributing to the slow and limited use and integration of technology tools by teachers and students despite the availability of technology in their schools. Based on the findings from literature review and government documents (policies and reports), it is evident that one of the determinants of a sustainable e-learning program in education in Tanzania is the availability of reliable and sound infrastructure. In the presence of appropriate technological tools and uninterrupted electricity, better access to Internet, and availability of a good model for technology use, both teachers and students might be willing to implement e-learning programs in their learning institutions.

‘Are we on the same wavelength?’ International nurses and the process of confronting and adjusting to clinical communication in Australia

2017 ◽  
Vol 13 (3) ◽  
pp. 263-274 ◽  
Author(s):  
Tonia Crawford ◽  
Peter Roger ◽  
Sally Candlin
Keyword(s):  
Communication Skills ◽  
Thematic Analysis ◽  
Care Setting ◽  
Linguistically Diverse ◽  
The Other ◽  
Culturally And Linguistically Diverse ◽  
Central Theme ◽  
Structured Interviews ◽  
Clinical Communication ◽  
Professional Experiences

Effective communication skills are important in the health care setting in order to develop rapport and trust with patients, provide reassurance, assess patients effectively and provide education in a way that patients easily understand (Candlin and Candlin, 2003). However with many nurses from culturally and linguistically diverse (CALD) backgrounds being recruited to fill the workforce shortfall in Australia, communication across cultures with the potential for miscommunication and ensuing risks to patient safety has gained increasing focus in recent years (Shakya and Horsefall, 2000; Chiang and Crickmore, 2009). This paper reports on the first phase of a study that examines intercultural nurse patient communication from the perspective of four Registered Nurses from CALD backgrounds working in Australia. Five interrelating themes that were derived from thematic analysis of semi-structured interviews are discussed. The central theme of ‘adjustment’ was identified as fundamental to the experiences of the RNs and this theme interrelated with each of the other themes that emerged: professional experiences with communication, ways of showing respect, displaying empathy, and vulnerability.

Four Ways Technology Has Negatively Changed Education

2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Classroom Technology ◽  
Relevant Research ◽  
Reading And Writing ◽  
Internet Connection ◽  
Educational Environments ◽  
Technological Tools ◽  
Teachers And Students

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

scholarly journals Designing and validating an evaluation inventory for assessing teachers’ professional accountability

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Maryam Rahmatollahi ◽  
Zohre Mohamadi Zenouzagh
Keyword(s):  
School Leadership ◽  
Reliability And Validity ◽  
Second Phase ◽  
Teacher Accountability ◽  
Structured Interviews ◽  
Effective Learning ◽  
Professional Accountability ◽  
Lead Teachers ◽  
Method Factor ◽  
Thematic Network Analysis

AbstractResearch has already established the boundless potential of teachers in assisting effective learning processes, and there is still a need to expand research to illustrate interrelation and connection between the construct of teachers’ professional accountability which moderates and directs student learning. To this end, a comprehensive review of the literature was conducted by the researchers to explore and extract relevant theoretical constructs to teacher accountability. A literature review was followed by structured interviews with 20 administrators, teachers, students, and parents to record perceived concepts related to teacher accountability. Content analysis of recorded interviews and thematic network analysis of literature resulted in a 30-item Likert scale. The researcher-made questionnaire was subject to reliability and validity issues. Thus, in the second phase, the questionnaire was piloted with 142 male and female EFL in-service teachers selected on the basis of the convenient sampling method. Factor analysis on data collected through this reduced the items to 29 and indicated that data on teacher accountability loaded on five components including accountability towards students (N: 7 items), parents (N: 5 items), school leadership (N: 5 items), society (N: 7 items), and the profession (N: 5 items). The results also indicated that the questionnaire enjoys sound psychometric properties of reliability (α: 0.88 ˂0.5). The upshots of this study could provide a better understanding of the concept and lead teachers to be more coherent and accountable.

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