Volume 2, Issue 1, January 2011

ABSTRACT

Although machine use in education was introduced in the 1920s with instructional radio and 1950s with instructional television, these technologies lacked one of the most important components of learning - interaction. Computers have filled this void. The functions they have served, the ways they have been used, and the terms they have been given have changed since their introduction to our schools, but their rooted presence in our educational lives has continually increased over time. Our in-depth review of the literature illustrated that there are three distinct periods of educational computing based on the predominant computer technologies and computer functions of the time. We named these three periods the "Mainframe Period", "Microcomputer Period", and "Internet Period". Taking the past and current trends into account and considering such shifts in society as moving from standardization to customization and personalization, from proprietary resources to open resources and from using different tools for different functions to convergence of functionalities in one tool. We propose the next period, which we call the "Personalized Computing Period", in which the predominant computer technology will be "Personalized Integrated Educational Systems" that serve four major functions to support the information-age paradigm of education: Record-keeping, planning, instruction, and assessment, as well as such secondary functions as communication, general student data, school personnel information and system administration.

Keywords: History of educational computing, Information-age paradigm, Personalized Integrated Educational System, Social networking

ABSTRACT

The importance of ICT in empowering teachers and learners, and enhancing teaching and students’ achievement has been highlighted in several studies. Similarly, the digital divide between the developed and developing nations had been of a serious concern to educators. The paucity of studies on ICT integration in the developing nations needs to be addressed so as to ensure total integration of ICT in the school curriculum. This study examined empirically student-teachers’ competence and attitude towards information and communication technology. Gender influence on their competence and attitude were also examined. Participants were 382 student-teachers (181 males and 201 females) from the Faculty of Education, University of Ilorin, Nigeria. The data collected through a questionnaire were analysed using percentages, means, and chi-square statistics. Findings revealed that majority of the student-teachers have positive attitude towards the use of ICT and they are competent in the use of few basic ICT tools. Overall, no significant difference was established between male and female student-teachers’ attitudes and use of ICT. The implication is that the student-teachers lacked the necessary competence in the full integration of ICT in the curriculum. This underscores the need to improve the ICT contents of teacher education programs in universities in developing nations.

Keywords: Student-teachers, ICT Competence, Attitude towards ICT, Teacher education

ABSTRACT

Twenty-six years have passed since computers entered the Turkish Education System. Studies regarding the evaluation of the integration process reveal that the technology use has not yet been reflected into classroom activities sufficiently. This article aims to evaluate studies conducted from the beginning of the process to determine problems with regard to the integration process, especially by focusing on the elementary education. The article carefully examined the relevant literature, short-term action plans, circulars, regulations, project documents, and research studies. It appears that all the investments and projects carried out so far regarding the generalization of the use of ICT in education have remained mostly at macro level. More concrete policies and practices taking all the dimensions into consideration were put into practice only in the last period of the technology integration process. There are still problems at present situation particularly in the dimensions of infrastructure, teacher education, instructional materials, and software. Micro-level studies, which are carried out at the level of individual school, should be supported. Then, there will be better chances to convert the results of studies into policies for effective reform.

Keywords: Technology integration, Educational reform, K-8, Turkish education system

ABSTRACT

Al Quds Open University has actually employed blended learning since 2007; it is becoming the basis for much of today’s academic teaching. Therefore, this paper aimed at figuring out the extent that QOU managed distance learning programs effectively. The study reported here focused on the following factors: Vision and plans, quality assurance, curriculum, staff-training/support, and student-training/support. Data were collected through a questionnaire administered online to the QOU instructors who were involved in blended learning teaching experience. Researchers claimed that QOU administration has applied the above mentioned factors effectively and efficiently in planning distance learning courses. It was obvious that QOU, focusing mainly high quality, has paid high attention to blended learning courses and invested in its training staff in order to achieve excellence in teaching and learning. However, the participants believed that the courses concerning the development of instructor skills and competencies were not sufficient enough and there was a clear need to revise the quality and quantity of such courses.

Keywords: Blended learning, Distance learning, Online learning, Open learning

ABSTRACT

This study is an attempt to evaluate the effects of student feedback in developing teaching competence among student teachers. The study was conducted on ten student-teachers of one of the reputed colleges of Panjab University using single-group pretest-posttest design. The efficiency of employing all the selected skills has been calculated by using observation schedule cum rating scale for each skill. The efficiency has been found to be greater than 83% in case of all the student-teachers trained through student feedback. The coefficient of correlation between Efficiency of Using Five Selected Teaching Skills and Posttest Baroda General Teaching Competence Scale Score has been found to be 0.260. Also, 10% of the student-teachers move from average to high performance category on Stanine scale. In brief, student feedback has been found to be effective in improving the general teaching competence of student-teachers.

Keywords: Student feedback, Teaching competence, Teaching skills, Microteaching

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