Race to the Tablet? The Impact of a Personalized Tablet Educational Program

The presence of tablets and laptops in schools has burgeoned in recent years, with 4.9 billion dollars spent on over 10.8 million devices in 2015. Despite the large and increasingly prevalent monetary and time investments in education technology, little causal evidence of its effectiveness exists. I estimate the effect of a Math and English Language Arts tablet educational program that supplements core instruction using a randomized controlled trial in Boston charter middle school. I find that the personalized learning technology can substantially increase end of year test scores by 0.202 standard deviations in Math, but find no effects for the summative English exam. For the quarterly formative exams, I find positive, but insignificant effects for Math and marginally significant effects for English. This paper demonstrates the potential of technology to enhance student learning in Math and could serve as a cheaper alternative to high intensity tutoring for school districts without funding or labor supply for extensive tutoring programs.

Students With Emotional and Behavioral Disorders as Tutors

Teachers implementing tutoring programs in which their students with emotional and behavioral disorders (EBD) serve as cross-age tutors (CAT-EBD) for younger students in need of additional instruction have reported improvements in academic, social-emotional, and behavioral skills for both tutees and tutors. This practitioner-lead article features firsthand experiences and insights from a special educator implementing such a program. In addition to identifying the perceived strengths, challenges, and overall outcomes of a CAT-EBD program, the experiences within the case study highlight connections and recommendations for effective planning, training, supervising, and supporting of students with EBD as tutors. Practical strategies are provided in support of the challenges identified in implementing and sustaining a CAT-EBD program.

PROGRAM BIMBINGAN BELAJAR DI PUCANG ARJO, SURABAYA SEBAGAI UPAYA PENINGKATAN KUALITAS PENDIDIKAN UNTUK SISWA TK HINGGA SD (SEKOLAH DASAR)

Widespread of Covid-19 throughout the world in a fast rate pushes WHO to declare its status as a global pandemic. In February 2021, the virus have been already infecting 233 nations in the world. The effect of Covid-19 is present in all aspect of society, and one of them is education sector. The most prominent effect of Covid-19 on education is the erasure of traditional learning method through physical class, and the encouraged uses of online learning. Nevertheless, with the usage of e-learning contain several disadvantages, and one of them is the ineffectiveness of student to understand the courses and skills necessary in the education. In fact, according to several sources, student who come from lower social-economi classes in society tend to fail at grasping and understanding lesson from the teachers in the online-learning context,compared to the higher-upper clasess student. From those problems, we tried to provide a solution in the form of tutoring program which will be held at Pucang Arjo, Kelurahan Kertajaya, Kecamatan gubeng, which the majority of the people who live in here come from the lower social-economic status and profession, for instance, market merchant, driver of online transportation, and all other low-income job that makes their children ignored in terms of education aspect. The purpose of this community service is to help the students in terms of knowledge, skills, and understanding towards their courses in their respective grades. Methods used in this community service is by the means of tutoring them while also maintaining healthy protocols to prevent covid-19 spread. The result of this community service, are, the tutoring programs are succesfully held within 1 weeks and being responded by the students positively. This is indicated by the enthusiasm from the participants. Also, the knowledge, understanding, and skills from the students rises significantly after the program was held. With this tutoring programs, the students which mainly composed from kindergarten and elementary grade, gain more knowledge and skills after participating in this program.

A Management Approach of an E-Tutoring Program for High School Students

The inclusion of e-tutoring programs to support secondary school students is an international practice that is reinforced by both the education policies of the Ministries of Education and the potential of technology. The operation and management of the relevant programs is a challenging process, as the goal is to effectively support students and improve their learning. In the present work, the management approach of an e-tutoring program that operates from the school year 2012-2013 is presented. The approach includes a) the presentation of the processes through which the e-tutoring program is carried out, b) the information systems for monitoring the progress of its operation, such as students’ participation, the duration of their participation, their learning needs, the correlation with their performance and c) the etutors’ training procedures. In addition, practices are emerging that offer a comprehensive monitoring framework, which favors the proper functioning and further development, as well as the increasing participation of students.

Sistema web para la evaluación de los Programas Institucionales de Tutoría de las Instituciones de Educación Superior de la RCO de la ANUIES

This article describes the process of analysis, design and implementation of a web system for the management of the evaluation processes of the Institutional Tutoring Programs of the Higher Education Institutions that make up the Central West Region of the Asociación Nacional de Universidades e Instituciones de Educación through the collaboration of the Tutoring Network and the Tutoring Department of the Universidad Tecnológica de Jalisco. This process was developed through the agile SCRUM methodology due to the periodicity of the phases and their implementation. The objective of the system is to automate the peer evaluation process in which the members of the Network participate as a continuous improvement strategy and that directly affects the comprehensive training of students, in addition to being consistent with the Quality Management Systems of the HEIs and with the recommendations of the Accrediting Experts of the Consejo para la Acreditación de la Educación Superior and the criteria of the Federación de Instituciones Mexicanas Particulares de Educación Superior as processes that ensure quality in Educational Programs, contributing to the continuous improvement of support services for students.

Implementasi Adaptasi Baru melalui KKN UNS di Era Covid 19

<p align="center"><strong>ABSTRAK</strong></p><p>Kuliah Kerja Nyata (KKN) merupakan bentuk pengabdian kepada masyarakat yang dilaksanakan dalam menghadapi wabah COVID-19. KKN dilaksanakan secara individu yang berlokasi di daerah tempat tinggal mahasiswa. Berdasarkan hasil penelitian di lapangan, ditemukan kurangnya pemahaman mengenai virus COVID-19 beserta pencegahan COVID-19. Selain itu, masyarakat terutama peserta didik yang sedang dalam proses Pembelajaran Jarak Jauh (PJJ) kurang terfasilitasi dalam bidang akademik. Program KKN dilaksanakan melalui dua cara, yaitu luring dan daring. Program yang dilakukan secara luring adalah sosialisasi mengenai COVID-19 kepada masyarakat sekitar, penyaluran masker kepada masyarakat, praktik mencuci tangan bersama dengan anak-anak, program bimbingan belajar kepada anak-anak serta sosialisasi mengenai new normal dan protokol yang harus dijalankan. sedangkan program yang dilaksanakan secara daring adalah bimbingan kelompok online, membuat video edukasi dan menyebarluaskannya ke akun sosial media. Pelaksanaan kuliah kerja nyata ini memberikan implikasi yang baik bagi masyarakat sekitar, masyarakat menjadi lebih waspada dan lebih menaati protokol kesehatan, serta pembelajaran yang dilakukan peserta didik dalam masa PJJ dapat lebih menyenangkan.</p><p>Kata kunci: Kuliah Kerja Nyata (KKN), COVID-19, Pencegahan COVID-19.</p><p> </p><p align="center"><strong>ABSTRACT</strong></p><p><em>Real Work Lecture (KKN) is a form of community to service that is carried out in the face of the COVID-19 outbreak. KKN is carried out individually, located in the area where the student lives. Based on the results of research in the field, it was found that there was a lack of understanding of the COVID-19 virus and the prevention of COVID-19. Also, the community, especially students who are in the Distance Learning process (PJJ), are less facilitated in the academic field. The KKN program is implemented in two ways, namely offline and online. Programs carried out offline are socialization about COVID-19 to the surrounding community, distribution of masks to the community, the practice of washing hands together with children, tutoring programs for children, and socialization of new norms and protocols that must be implemented. while the programs implemented online are online group guidance, making educational videos, and disseminating them to social media accounts. The implementation of this real lecture has good implications for the surrounding community, the community becomes more vigilant and complies with health protocols, and learning that students do during the PJJ period can be more enjoyable.</em></p><p><em>Keywords: Real Work Lecture (KKN), COVID-19, COVID-19 Prevention.</em></p><p> </p>

Municipal Level Teacher Growth System: Improving Pedagogical Design Skills

Innovations in the general education system have significantly changed the content and form of the teacher’s professional activity: pedagogical design has become a dominant feature in its structure. In this regard, there was a contradiction between the need for special training of teachers for the implementation of project activities and the lack of sufficient organizational and methodological conditions for the implementation of such training on the job. The purpose of this article is to justify the possibility of improving the skills of pedagogical design in the conditions of the implementation of the teacher growth system at the municipal level. In the course of theoretical analysis, the author substantiates the role and place of design in the structure of professional pedagogical activity. Based on the theoretical results obtained, the idea of building a subject-oriented process of teacher training, integrated with their immediate professional activity, is put forward. The description of the pedagogical experiment on testing the municipal system of teacher growth and the selected pedagogical conditions for the development of design skills of teachers is given. The results of the experimental work confirmed the hypothesis that the effectiveness of the process of improving teachers’ design skills is achieved by integrating the process of advanced training in labor activity, using a set of special forms and training methods (cases, design sessions, business games, trainings, master classes, tutoring programs, etc.), use of the principles of subject-oriented learning.

Models of Academic Support and Advising

This chapter examines learning support models in undergraduate medical education. LCME requires robust system of student support for certification. Learning specialists with degrees in education are frequently in charge of leading student support systems. This may include tutoring programs, United States Medical Licensing Exam (USMLE), and other standardized exam preparation. Visibility and accessibility are key to the success of any support program. LCME also mandates both academic and career advising. Advising, mentoring, and coaching are often thought of as interchangeable terms. However, they each have unique implications and their applicability to medical education is explored. Learning communities are frequently used to enhance the delivery of the advising system. Specific examples are given.