Relationship between Commodity Future Trading with Spot Prices Variation and Inflation with special reference to Indian Agriculture Market

Environmental education is very important issue. It is duty of teacher to inculcate environmental awareness among students. Students in Indian school come from diverse background .Some may not have easy access to technology. As 21st century educators it is our duty to find strategies that level the educational playing field for all learners. Teachers can foster the student engagement in activities that support appreciation of the environment and natural resources in understanding the environmental issues. Across the nation ,schools are increasing access to technologies in the classroom. Therefore, providing education with appropriate resources and strategies supports environmental literacy should be essential component of all technology plans.

Exploring Perceptions of E-Books Among CEGEP Students and Faculty | Exploration des perceptions relatives aux livres électroniques chez les étudiants et enseignants au cégep

Because they are believed to be able to lower the costs of an education, e-books have been factored into the technology plans for community colleges and CEGEPs during the current decade. But adoption is a function of perceptions, which this study explored: (1) General perceptions of the CEGEP (collège d'enseignement général et professionnel, a community college-like institution in Quebec) students and faculty towards e-books and (2) the factors that drive those perceptions. Previous studies found that users generally had neutral and positive impressions of e-books and that the following factors drive overall perceptions of e-books: (a) previous experience, (b) reading preferences and tasks; (c) reading habits; (d) convenience; (e) costs; and (f) ownership issues. A survey of the 2,260 faculty and students at a CEGEP in Quebec was conducted, with 247 students and 19 faculty responding. Results indicated wide awareness of e-books and at least some experience with them. Results validated that previous experience drove perceptions, that printed materials generally had more credibility than digital ones (this was more pronounced for books), that many students read online but do not take notes when doing so, users perceive e-books to be more convenient than printed ones, that e-books become attractive when their price is 50% that of print, and that most users think that they own e-textbooks even though most publishers merely rent e-textbooks. The results suggest adoption barriers beyond technology and general perceptions that need to be addressed to increase general use and that designers of zero-cost (Z-degrees or Zed-Cred) degrees should consider.Parce qu’on croit qu’ils peuvent diminuer les coûts associés à l’éducation, les livres électroniques ont été pris en compte dans les plans technologiques des collèges communautaires et des cégeps au cours de la dernière décennie. L’adoption, cependant, est fonction des perceptions, que la présente étude a explorées : (1) perceptions générales des étudiants et enseignants du cégep (collège d’enseignement général et professionnel) quant aux livres électroniques et (2) facteurs qui motivent ces perceptions. Des études antérieures avaient conclu que les utilisateurs avaient des impressions neutres et positives sur les livres électroniques, et que les facteurs suivants déterminaient les perceptions globales quant aux livres électroniques : (a) expérience préalable, (b) préférences et tâches de lecture, (c) habitudes de lecture, (d) commodité, (e) coût et (f) questions de propriété. Un sondage de 2260 étudiants et enseignants d’un cégep québécois a été réalisé, et des réponses ont été obtenues de 247 étudiants et 19 membres du corps professoral. Les résultats ont indiqué une vaste conscience de l’existence des livres électroniques et, à tout le moins, une certaine expérience avec eux. Les résultats ont confirmé que l’expérience préalable déterminait les perceptions, que les documents imprimés ont en général une plus grande crédibilité que les documents numériques (cela était plus prononcé pour les livres), que de nombreux étudiants lisent en ligne, mais sans prendre de notes, que les utilisateurs perçoivent les livres électroniques comme étant plus pratiques que les livres imprimés, que les livres électroniques deviennent attrayants quand leur prix est à 50 % du prix de l’imprimé, et que la plupart des usagers croient posséder leurs manuels électroniques, même si la plupart des éditeurs ne font que les louer. Les résultats suggèrent qu’il existe des obstacles à l’adoption autres que la technologie et les perceptions générales, qu’il faudrait régler pour augmenter l’utilisation générale et dont les concepteurs de programmes sans frais devraient tenir compte.

Mobile Technology Integration and Student Learning Outcomes

Several schools leverage federal, state, local, and private funding to improve technology. Most have implemented their technology plans which range from providing each student with a digital device to equipping each classroom with an interactive white board or desktop computers. To fully realize the benefits of these technologies requires teachers to redesign their instructional strategies including participating in technology focused professional development and administrative support. This chapter examines the impact of technology integration on student learning outcomes and reviews a framework for the integration technology in the curriculum.

K–12 Technology Accessibility

This study examined state education technology plans and technology accessibility statutes to attempt to answer the question—is K–12 instructional technology accessibility discussed in state-level technology accessibility statutes and education technology plans across the 50 United States? When a K–12 school district is planning the construction or acquisition of a new digital technology, are the legal requirements for making that digital environment accessible to people with disabilities part of the decision process? Just like built environments, digital environments can either be accessible or inaccessible to people with disabilities; the digital environment can either support or impede the inclusion of people with disabilities. At the federal level, statutes, regulations, and policy guidance make it clear that technology must be accessible to students with disabilities in K–12 schools. The message from the federal government is consistent. But what messages are state governments communicating, through statutes and policies, to K–12 educators about technology accessibility?

Introduction to Technology Integration and Leadership

An effective technology leader is a public advocate of the mission-driven use of technology, capable of providing guidance in various aspects of using technologies such as technology plans, professional development, dissemination of pertinent information, and other related responsibilities. This chapter defines technology integration and technology leadership that support the central themes of the book, followed with a synopsis of the issues described in the proceeding chapters. The purpose of this chapter is to introduce readers to the discussions that will emerge throughout the book and link the topics raised back to the central themes of effective technology integration and its leadership.

Implementing the Professional Development Program

As education is transformed through technology, teachers must be armed with knowledge and the capability of using technological tools to strengthen and enhance learning environments. Technology is the vehicle that assists in delivering meaningful and deeper educational experiences in today's classrooms. However, not all teachers are comfortable or competent in successfully integrating technology into their curricula and classrooms. School's technology plans now have an obligation to include professional development as an integral component that ensures technology integration training for faculty, staff, and administrators at all educational levels. Implementation of effective professional development requires technology leaders to formulate plans employing various methods and incentives to motivate teachers to learn the importance of technology integration while giving them the necessary equipment and support to effectively utilize technology in their content areas.

Overview of Technology Plans

The incorporation of technology into the classroom is intended to have a positive impact on teaching and learning. Technology planning is a necessary component of this process to make certain all technology benefits are realized. Technology cannot be an add-on component in education; it needs to be fully incorporated into the entire educational process. This requires the development and implementation of a comprehensive technology plan. This plan is created by a technology planning committee and supports all related vision and mission statements, including those for the school, district, and municipality. A needs assessment will be used to determine the current state of the technology and infrastructure. Budgetary considerations, including total cost of ownership, are evaluated to help verify feasibility of the plan. A technology plan is a working document that is evaluated and updated on a continual basis. The development, implementation, and revision of the technology plan help ensure the effective implementation of technology in the educational institution.

Introduction to Technology Integration and Leadership

An effective technology leader is a public advocate of the mission-driven use of technology, capable of providing guidance in various aspects of using technologies such as technology plans, professional development, dissemination of pertinent information, and other related responsibilities. This chapter defines technology integration and technology leadership that support the central themes of the book, followed with a synopsis of the issues described in the proceeding chapters. The purpose of this chapter is to introduce readers to the discussions that will emerge throughout the book and link the topics raised back to the central themes of effective technology integration and its leadership.