In the last 15 years, the US and India have witnessed increasing bilateral cooperation on broad and multi-sectoral matters especially in the field of education and technology. This has led to enormous policy borrowing and practice sharing in educational technology from the US. Acknowledging the contemporary strategic ties between the countries, this paper compares the historic evolution of educational technology as pedagogic transformation within the K-12 classrooms to identify the critical factors contributing to the contemporary educational technology scenario in the respective countries. The TPACK framework of educational pedagogy is used to analyze and determine the evolutionary journeys of pedagogic transformation during the Digital Phases: the personal computer and the internet. While comparing the two countries, it is found that independent socio-cultural and political factors have influenced the specific trajectory. Thereby, making the scientific investigation of the ‘contextual forces’ affecting the pedagogic transformation of educational technology within both the home (the US) and the target (India) key to policy-makers.
Statement of Teaching Philosophy and NEP 2020sln222
The document discusses the role of teachers in light of the National Education Policy 2020. It states that the NEP 2020 aims to reform the education system to provide equitable, advanced education for all. It emphasizes that teachers play a major role as guides who shape the minds of students. For education reform to succeed, teachers must receive more training to improve teaching quality and effectiveness. Developing an effective Statement of Teaching Philosophy allows teachers to self-evaluate and enhance their skills in line with the goals of the NEP 2020.
The document discusses several key points about ethics, education, and teaching:
1) Teaching requires high ethics and morality to set a good example for students. Effective teachers demonstrate integrity, impartiality, and ethical conduct.
2) Education aims to prepare students for the future by developing their knowledge, skills, and positive values and behaviors. Curricula reflect national priorities to preserve culture and traditions.
3) Teachers play a vital role in implementing educational policies and realizing goals for students' development. They must be properly prepared and supported to perform their important duties.
The document discusses 21st century skills for teachers and schooling. It notes that critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity and social skills are important for teachers. Communication is key for meaningful collaboration, creativity and critical thinking. Technological skills are essential for a more literate world. Students should be taught life skills like goal setting, teamwork, and social skills. Overall, the document advocates for reforms in teacher training, technology integration, and developing a curriculum focused on 21st century skills.
The document discusses several questions related to the teaching profession and Philippine education laws. It begins by explaining the importance of a teacher having clear philosophical views on why they teach, what to teach, how to teach, their role, and the role of learners. It then discusses how teachers serve as models of values for their students. The document also outlines key provisions from the 1987 Philippine Constitution regarding education, such as it guaranteeing the right to quality education for all citizens. It discusses laws like the Magna Carta for Public School Teachers and their provisions for teachers. Finally, it briefly touches on the Alternative Learning System in the Philippines.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The document outlines the objectives and structure of teacher education programs in India. It discusses 11 objectives for developing teachers, including imparting Gandhian values, developing an understanding of their role in social change and the community, and keeping updated on teaching techniques. It then describes the stage-wise structure of programs, with three stages: pre-school, primary, and secondary. For each stage, it provides the objectives and recommended course structures, areas of focus, and weightages. The goal is to provide theoretical knowledge and practical skills at each stage to develop well-rounded teachers who can effectively educate students.
Statement of Teaching Philosophy and NEP 2020sln222
The document discusses the role of teachers in light of the National Education Policy 2020. It states that the NEP 2020 aims to reform the education system to provide equitable, advanced education for all. It emphasizes that teachers play a major role as guides who shape the minds of students. For education reform to succeed, teachers must receive more training to improve teaching quality and effectiveness. Developing an effective Statement of Teaching Philosophy allows teachers to self-evaluate and enhance their skills in line with the goals of the NEP 2020.
The document discusses several key points about ethics, education, and teaching:
1) Teaching requires high ethics and morality to set a good example for students. Effective teachers demonstrate integrity, impartiality, and ethical conduct.
2) Education aims to prepare students for the future by developing their knowledge, skills, and positive values and behaviors. Curricula reflect national priorities to preserve culture and traditions.
3) Teachers play a vital role in implementing educational policies and realizing goals for students' development. They must be properly prepared and supported to perform their important duties.
The document discusses 21st century skills for teachers and schooling. It notes that critical thinking, creativity, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, leadership, initiative, productivity and social skills are important for teachers. Communication is key for meaningful collaboration, creativity and critical thinking. Technological skills are essential for a more literate world. Students should be taught life skills like goal setting, teamwork, and social skills. Overall, the document advocates for reforms in teacher training, technology integration, and developing a curriculum focused on 21st century skills.
The document discusses several questions related to the teaching profession and Philippine education laws. It begins by explaining the importance of a teacher having clear philosophical views on why they teach, what to teach, how to teach, their role, and the role of learners. It then discusses how teachers serve as models of values for their students. The document also outlines key provisions from the 1987 Philippine Constitution regarding education, such as it guaranteeing the right to quality education for all citizens. It discusses laws like the Magna Carta for Public School Teachers and their provisions for teachers. Finally, it briefly touches on the Alternative Learning System in the Philippines.
The document discusses the aims and objectives of teacher education at different levels - pre-primary, primary, secondary, higher secondary, and higher education. At each level, the aims include developing the relevant knowledge, skills, and competencies needed to teach students of that particular age group effectively. For example, at the pre-primary level the aims are holistic child development and nurturing life skills, while at the secondary level they include adopting disciplinary teaching approaches and orienting students on issues like life skills and health education. The overarching aims across all levels are to prepare highly-qualified teachers and ensure the balanced development of students.
The document outlines the objectives and structure of teacher education programs in India. It discusses 11 objectives for developing teachers, including imparting Gandhian values, developing an understanding of their role in social change and the community, and keeping updated on teaching techniques. It then describes the stage-wise structure of programs, with three stages: pre-school, primary, and secondary. For each stage, it provides the objectives and recommended course structures, areas of focus, and weightages. The goal is to provide theoretical knowledge and practical skills at each stage to develop well-rounded teachers who can effectively educate students.
The study is aimed at evaluating the roles of teachers in National Development. It is obvious that qualified competent and dedicated teachers are the major instrument for achieving educational goals and National Development. They are often molested and abused by students, parents and the entire society. Nevertheless, through teacher education, teachers have contributed to national developments like election, census. They also participate in creating awareness among the citizens. Teachers are the real agents that help in the development of various skills and competencies. It should be noted that the more good teachers the nation has, the more the solid citizens and hence more development of the country. Dr. Jaimin Patel"Role of Teachers in Nation Building" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-5 , August 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18247.pdf http://www.ijtsrd.com/management/public-sector-management/18247/role-of-teachers-in-nation-building/dr-jaimin-patel
This document provides an overview of the National Curriculum Framework (NCF) 2005 and the Kerala Curriculum Framework 2007. It discusses the key features and perspectives of the NCF 2005, including focusing on holistic student development, making learning enjoyable, and strengthening national identity. It also covers aspects of the curriculum like language, mathematics, computers, and incorporating work-related education. The document then briefly discusses the higher secondary applications and notes that the existing Kerala syllabus is based on the 2007 Framework, which emphasizes activity-based learning and a student-centric approach.
National Professional Standards for Teachers draft by ncteThanavathi C
This document provides an overview of the draft National Professional Standards for Teachers (NPST) in India. It discusses the importance of establishing teaching standards to improve teacher quality and student outcomes. The key points are:
1. NEP 2020 mandates the development of NPST to attract high-quality teachers and empower them. NPST will establish standards for teacher roles, competencies, career progression, and performance evaluation.
2. NPST is intended to inform teacher education curriculum, career management, salaries, promotions and professional development. Compliance with NPST will be a requirement for teacher certification and career advancement.
3. The document outlines the evolving role of teachers and challenges they face. It emphasizes that teacher quality
This document discusses the key principles and recommendations of the National Curriculum Framework (NCF) 2005 regarding language education and teaching at the elementary level. Some of the main points covered include:
- Shifting away from rote learning methods and making education more holistic, learner-centered, and connected to students' lives outside of school.
- Integrating subjects and incorporating local/traditional knowledge. Facilitating active learning, critical thinking, and learner autonomy.
- Emphasizing the development of language skills like listening, speaking, reading and writing in an integrated manner. Adopting a "language-across-the-curriculum" approach.
- Implementing the three language formula and
The document discusses the National Curriculum Framework of India from 2005 and the Kerala Curriculum Framework from 2007. It provides background on education reforms in India since 1986 and highlights Kerala's leadership in literacy. The objectives of the National Curriculum Framework are outlined, including making learning a joyful experience. The development process of the Kerala Curriculum Framework is then described, which was based on recommendations from the National Curriculum Framework. The conclusion emphasizes that curriculum frameworks provide learning standards and outcomes to equip students for real life situations upon completing their education.
ARUNIMA V.S -ONLINE ASSIGNMENT -MODERN TRENDS IN CURRICULAR MOVEMENTS IN STAT...sathyananthinis
1. The document discusses modern trends in curricular movements and the role of the State Council of Educational Research and Training (SCERT) in India.
2. It outlines key functions of SCERT including developing curriculum, teacher training programs, and implementing educational reforms.
3. SCERT has played an important role in restructuring science curriculum in India by developing learner-centered, activity-based curriculum and textbooks in line with National Curriculum Framework guidelines.
The document discusses the National Curriculum Framework (NCF) of India from 2005. It provides the framework for developing syllabi, textbooks, and teaching practices in school education. The NCF 2005 draws from previous government reports and focus group discussions. It aims to reform science education to develop scientific temperament, engage scientific processes, and address issues like equity and creativity. It outlines the curriculum framework at different school stages and criticisms of the prevailing approach. The Kerala curriculum framework from 2007 was informed by NCF 2005 and aims for activity-based, process-oriented learning.
EDUP 3013 Philosophy and Education in MalaysiaKongZhiZun
Explain the cross-curricular elements as specified in the current Primary School Standard-Based Curriculum (KSSR) and discuss an example of how the element can help produce high quality human capital for the betterment of society and nation
National professional standards for teachers in pakistanRabbia Malik
The Government of Pakistan is committed to improving education quality by enhancing teacher standards. To this end, the Ministry of Education developed National Professional Standards for Teachers (NPSTs) in 2009 with support from UNESCO and USAID. The NPSTs outline the essential knowledge and competencies teachers should possess in areas such as content mastery, student learning and development, classroom management, assessment, professional conduct, and more to effectively support student achievement.
The document discusses the curriculum framework for education in Kerala, India. It begins by providing context on Kerala's educational scenario and history. It then discusses the need to revise the curriculum to align with the national framework and meet the needs of the future society. The goals of the revision include ensuring quality education for all and better preparing students for employment or further education. It emphasizes increasing vocational education and making the curriculum more diverse and relevant to real life. The framework aims to reform teaching methods and make learning more activity-based, especially in subjects like science and math. It also seeks to improve education access and quality for marginalized groups.
Explain cross-curricular element as specified in the current Primary Standard-Based Curriculum (KSSR) and discuss an example of how the element can help produce high quality human capital for the betterment of society and nation.
This document discusses teacher education. It begins by defining teacher education as a program that develops teacher proficiency through education, research, and training. The goal is to provide teachers with the skills needed to convey information to students. Effective teacher education encompasses teaching skills, pedagogical theory, and professional skills. There is a need for teacher education to ensure high quality teachers and improve student outcomes. The scope of teacher education involves preparing teachers at different education levels and incorporating teaching skills, theory, and professional development.
The document discusses modern trends in curriculum construction in India. It notes that curriculum needs to be updated regularly to reflect changing times and priorities. Some emerging trends in curriculum development include problem-based learning, where students learn through solving problems, and issue-based curriculum. The document also discusses constructivist approaches that give students freedom to actively construct their own knowledge.
The document discusses curriculum reform efforts in Kerala, India following national curriculum frameworks. It notes that Kerala began reforming its curriculum in line with the national framework in 1975. In 1997, Kerala attempted to formulate a comprehensive curriculum focused on teaching and learning processes. The state's reform efforts gained momentum with the national curriculum framework released in 2005. The envisioned education system should promote social equality and justice, develop responsible citizens upholding unity in diversity, and nurture scientific temperament and its application to daily life problems.
Problems and issues in curriculum development and factors affecting curriculu...Naeem Ashraf
The document discusses problems and issues in curriculum development. It defines education and curriculum, explaining that curriculum is the set of experiences that help children become adults. Developing curriculum involves addressing problems like lack of sequencing between stages, economic constraints, political interference, inadequate evaluation, and curricula being more suited to urban areas. Factors affecting curriculum development in Pakistan include economic problems, political interference, inadequate evaluation, curricula not suiting rural communities, lack of teaching materials, insufficient teacher training, teacher reluctance to change, and lack of commitment to a national philosophy in education.
The document discusses the State Council of Educational Research and Training (SCERT) in Kerala and the Kerala Curriculum Framework (KCF) of 2007. SCERT is responsible for developing the syllabus for schools in Kerala and conducting professional development programs for teachers. The KCF of 2007 aimed to strengthen primary, secondary, and higher secondary education based on the principles of critical pedagogy, issue-based curriculum, and social constructivism. It classified education into pre-school, primary, secondary, and higher secondary stages and outlined the goals and approaches for each stage. SCERT implements the KCF by developing syllabi aligned with its objectives.
Understanding Challenges of Curriculum Innovation and the Implementation_John...John Yeo
Singapore’s education system has remained consistently near the top of most education ranking systems over the past decade. OECD (2010) attributes the success to a systemic focus on curriculum innovation by Singapore schools. However, the challenges that emerge from the various initiatives are complex and multifaceted. Using the lens of Schwab’s (1973) four commonplaces- milieu, learner, subject matter and teacher, the experienced curriculum is unpacked to reveal the discourse of the challenges of curriculum translation. While I examine the similarities and differences in curriculum translation under two different educational philosophies- curriculum vs didatik, I attend to the educational outcomes of teaching practices using the Appreciative Inquiry approach. The challenges than unmask the inherent tensions between socio-economical ideologies with the curriculum implementation at the programmatic and institutional level. Exploring from Engestrom's Activity Theory, I will examine the issues of ideology and control surrounding what gets eventually translated in the classroom curriculum.
The document summarizes key legislative acts and instructional approaches that shape modern special education. It outlines laws like IDEA, which require individualized education for students with disabilities, and Section 504, which provides accommodations for students experiencing learning difficulties. It also discusses standards-based education, inclusion models, response to intervention (RTI), universal design for learning, differentiated instruction, and evidence-based practices used to support diverse learners. The goal is to establish an equitable education system that meets all students' unique needs through specialized instruction and multi-modal learning opportunities.
This document discusses issue-based curriculum in Kerala, India. It provides background on curriculum and defines issue-based curriculum as focusing on knowledge generation by learners through addressing issues faced by society. While novel, issue-based curriculum poses challenges for facilitators in lesson preparation and assessment. Research is needed to properly define issues by level, identify age-appropriate issues, develop inclusive textbooks, and train teachers in new methodologies. The conclusion notes issue-based curriculum is ideal in theory but difficult to implement without reflection and philosophical grounding.
This document analyzes the technopedagogical education competency and technology perceptions of pre-service teachers in Turkey. It found that pre-service teachers generally see themselves as moderately competent in technopedagogical education and have positive perceptions of technology. There was also a positive correlation found between their competency and perceptions. Qualitative analysis found that pre-service teachers believe educational technologies can help with presentations, developing materials, research, and raising awareness of technology's importance in learning. Suggestions were made to improve contributions of educational technologies to teacher education.
This document provides a literature review on technology integration in education. It discusses how today's students (digital natives) learn differently than teachers (digital immigrants) due to differences in technology experience. The TPACK framework is examined as a model for effective technology integration, emphasizing the interplay between technological, pedagogical, and content knowledge. Factors that influence teachers' willingness to integrate technology include their technology training and experience. The document advocates for teacher training programs to apply TPACK and provide hands-on experience integrating specific technologies into real lessons.
The study is aimed at evaluating the roles of teachers in National Development. It is obvious that qualified competent and dedicated teachers are the major instrument for achieving educational goals and National Development. They are often molested and abused by students, parents and the entire society. Nevertheless, through teacher education, teachers have contributed to national developments like election, census. They also participate in creating awareness among the citizens. Teachers are the real agents that help in the development of various skills and competencies. It should be noted that the more good teachers the nation has, the more the solid citizens and hence more development of the country. Dr. Jaimin Patel"Role of Teachers in Nation Building" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-5 , August 2018, URL: http://www.ijtsrd.com/papers/ijtsrd18247.pdf http://www.ijtsrd.com/management/public-sector-management/18247/role-of-teachers-in-nation-building/dr-jaimin-patel
This document provides an overview of the National Curriculum Framework (NCF) 2005 and the Kerala Curriculum Framework 2007. It discusses the key features and perspectives of the NCF 2005, including focusing on holistic student development, making learning enjoyable, and strengthening national identity. It also covers aspects of the curriculum like language, mathematics, computers, and incorporating work-related education. The document then briefly discusses the higher secondary applications and notes that the existing Kerala syllabus is based on the 2007 Framework, which emphasizes activity-based learning and a student-centric approach.
National Professional Standards for Teachers draft by ncteThanavathi C
This document provides an overview of the draft National Professional Standards for Teachers (NPST) in India. It discusses the importance of establishing teaching standards to improve teacher quality and student outcomes. The key points are:
1. NEP 2020 mandates the development of NPST to attract high-quality teachers and empower them. NPST will establish standards for teacher roles, competencies, career progression, and performance evaluation.
2. NPST is intended to inform teacher education curriculum, career management, salaries, promotions and professional development. Compliance with NPST will be a requirement for teacher certification and career advancement.
3. The document outlines the evolving role of teachers and challenges they face. It emphasizes that teacher quality
This document discusses the key principles and recommendations of the National Curriculum Framework (NCF) 2005 regarding language education and teaching at the elementary level. Some of the main points covered include:
- Shifting away from rote learning methods and making education more holistic, learner-centered, and connected to students' lives outside of school.
- Integrating subjects and incorporating local/traditional knowledge. Facilitating active learning, critical thinking, and learner autonomy.
- Emphasizing the development of language skills like listening, speaking, reading and writing in an integrated manner. Adopting a "language-across-the-curriculum" approach.
- Implementing the three language formula and
The document discusses the National Curriculum Framework of India from 2005 and the Kerala Curriculum Framework from 2007. It provides background on education reforms in India since 1986 and highlights Kerala's leadership in literacy. The objectives of the National Curriculum Framework are outlined, including making learning a joyful experience. The development process of the Kerala Curriculum Framework is then described, which was based on recommendations from the National Curriculum Framework. The conclusion emphasizes that curriculum frameworks provide learning standards and outcomes to equip students for real life situations upon completing their education.
ARUNIMA V.S -ONLINE ASSIGNMENT -MODERN TRENDS IN CURRICULAR MOVEMENTS IN STAT...sathyananthinis
1. The document discusses modern trends in curricular movements and the role of the State Council of Educational Research and Training (SCERT) in India.
2. It outlines key functions of SCERT including developing curriculum, teacher training programs, and implementing educational reforms.
3. SCERT has played an important role in restructuring science curriculum in India by developing learner-centered, activity-based curriculum and textbooks in line with National Curriculum Framework guidelines.
The document discusses the National Curriculum Framework (NCF) of India from 2005. It provides the framework for developing syllabi, textbooks, and teaching practices in school education. The NCF 2005 draws from previous government reports and focus group discussions. It aims to reform science education to develop scientific temperament, engage scientific processes, and address issues like equity and creativity. It outlines the curriculum framework at different school stages and criticisms of the prevailing approach. The Kerala curriculum framework from 2007 was informed by NCF 2005 and aims for activity-based, process-oriented learning.
EDUP 3013 Philosophy and Education in MalaysiaKongZhiZun
Explain the cross-curricular elements as specified in the current Primary School Standard-Based Curriculum (KSSR) and discuss an example of how the element can help produce high quality human capital for the betterment of society and nation
National professional standards for teachers in pakistanRabbia Malik
The Government of Pakistan is committed to improving education quality by enhancing teacher standards. To this end, the Ministry of Education developed National Professional Standards for Teachers (NPSTs) in 2009 with support from UNESCO and USAID. The NPSTs outline the essential knowledge and competencies teachers should possess in areas such as content mastery, student learning and development, classroom management, assessment, professional conduct, and more to effectively support student achievement.
The document discusses the curriculum framework for education in Kerala, India. It begins by providing context on Kerala's educational scenario and history. It then discusses the need to revise the curriculum to align with the national framework and meet the needs of the future society. The goals of the revision include ensuring quality education for all and better preparing students for employment or further education. It emphasizes increasing vocational education and making the curriculum more diverse and relevant to real life. The framework aims to reform teaching methods and make learning more activity-based, especially in subjects like science and math. It also seeks to improve education access and quality for marginalized groups.
Explain cross-curricular element as specified in the current Primary Standard-Based Curriculum (KSSR) and discuss an example of how the element can help produce high quality human capital for the betterment of society and nation.
This document discusses teacher education. It begins by defining teacher education as a program that develops teacher proficiency through education, research, and training. The goal is to provide teachers with the skills needed to convey information to students. Effective teacher education encompasses teaching skills, pedagogical theory, and professional skills. There is a need for teacher education to ensure high quality teachers and improve student outcomes. The scope of teacher education involves preparing teachers at different education levels and incorporating teaching skills, theory, and professional development.
The document discusses modern trends in curriculum construction in India. It notes that curriculum needs to be updated regularly to reflect changing times and priorities. Some emerging trends in curriculum development include problem-based learning, where students learn through solving problems, and issue-based curriculum. The document also discusses constructivist approaches that give students freedom to actively construct their own knowledge.
The document discusses curriculum reform efforts in Kerala, India following national curriculum frameworks. It notes that Kerala began reforming its curriculum in line with the national framework in 1975. In 1997, Kerala attempted to formulate a comprehensive curriculum focused on teaching and learning processes. The state's reform efforts gained momentum with the national curriculum framework released in 2005. The envisioned education system should promote social equality and justice, develop responsible citizens upholding unity in diversity, and nurture scientific temperament and its application to daily life problems.
Problems and issues in curriculum development and factors affecting curriculu...Naeem Ashraf
The document discusses problems and issues in curriculum development. It defines education and curriculum, explaining that curriculum is the set of experiences that help children become adults. Developing curriculum involves addressing problems like lack of sequencing between stages, economic constraints, political interference, inadequate evaluation, and curricula being more suited to urban areas. Factors affecting curriculum development in Pakistan include economic problems, political interference, inadequate evaluation, curricula not suiting rural communities, lack of teaching materials, insufficient teacher training, teacher reluctance to change, and lack of commitment to a national philosophy in education.
The document discusses the State Council of Educational Research and Training (SCERT) in Kerala and the Kerala Curriculum Framework (KCF) of 2007. SCERT is responsible for developing the syllabus for schools in Kerala and conducting professional development programs for teachers. The KCF of 2007 aimed to strengthen primary, secondary, and higher secondary education based on the principles of critical pedagogy, issue-based curriculum, and social constructivism. It classified education into pre-school, primary, secondary, and higher secondary stages and outlined the goals and approaches for each stage. SCERT implements the KCF by developing syllabi aligned with its objectives.
Understanding Challenges of Curriculum Innovation and the Implementation_John...John Yeo
Singapore’s education system has remained consistently near the top of most education ranking systems over the past decade. OECD (2010) attributes the success to a systemic focus on curriculum innovation by Singapore schools. However, the challenges that emerge from the various initiatives are complex and multifaceted. Using the lens of Schwab’s (1973) four commonplaces- milieu, learner, subject matter and teacher, the experienced curriculum is unpacked to reveal the discourse of the challenges of curriculum translation. While I examine the similarities and differences in curriculum translation under two different educational philosophies- curriculum vs didatik, I attend to the educational outcomes of teaching practices using the Appreciative Inquiry approach. The challenges than unmask the inherent tensions between socio-economical ideologies with the curriculum implementation at the programmatic and institutional level. Exploring from Engestrom's Activity Theory, I will examine the issues of ideology and control surrounding what gets eventually translated in the classroom curriculum.
The document summarizes key legislative acts and instructional approaches that shape modern special education. It outlines laws like IDEA, which require individualized education for students with disabilities, and Section 504, which provides accommodations for students experiencing learning difficulties. It also discusses standards-based education, inclusion models, response to intervention (RTI), universal design for learning, differentiated instruction, and evidence-based practices used to support diverse learners. The goal is to establish an equitable education system that meets all students' unique needs through specialized instruction and multi-modal learning opportunities.
This document discusses issue-based curriculum in Kerala, India. It provides background on curriculum and defines issue-based curriculum as focusing on knowledge generation by learners through addressing issues faced by society. While novel, issue-based curriculum poses challenges for facilitators in lesson preparation and assessment. Research is needed to properly define issues by level, identify age-appropriate issues, develop inclusive textbooks, and train teachers in new methodologies. The conclusion notes issue-based curriculum is ideal in theory but difficult to implement without reflection and philosophical grounding.
This document analyzes the technopedagogical education competency and technology perceptions of pre-service teachers in Turkey. It found that pre-service teachers generally see themselves as moderately competent in technopedagogical education and have positive perceptions of technology. There was also a positive correlation found between their competency and perceptions. Qualitative analysis found that pre-service teachers believe educational technologies can help with presentations, developing materials, research, and raising awareness of technology's importance in learning. Suggestions were made to improve contributions of educational technologies to teacher education.
This document provides a literature review on technology integration in education. It discusses how today's students (digital natives) learn differently than teachers (digital immigrants) due to differences in technology experience. The TPACK framework is examined as a model for effective technology integration, emphasizing the interplay between technological, pedagogical, and content knowledge. Factors that influence teachers' willingness to integrate technology include their technology training and experience. The document advocates for teacher training programs to apply TPACK and provide hands-on experience integrating specific technologies into real lessons.
This document summarizes research on the impact of technology on student learning. It finds that:
1) Technology has the potential to improve learning but its effectiveness depends on how it is used and the context of use.
2) Some studies found no academic benefits or saw technology as a costly investment, while others found benefits like increased motivation, engagement, and skills when used appropriately.
3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
This document summarizes research on the impact of technology on student learning. It finds that:
1) Technology has the potential to improve learning but its effectiveness depends on how it is used and the context of use.
2) Some studies found no academic benefits or saw technology as a costly investment, while others found benefits like increased motivation, engagement, and skills when used appropriately.
3) For technology to enhance learning, it is important that it be used as a tool to promote student-centered pedagogy rather than just being present in schools or being the focus of instruction itself.
This document summarizes research on the impact of a blended learning approach that combines traditional face-to-face instruction with online learning. A study was conducted involving 128 undergraduate students in Kuwait, with some taking a course using a blended model and others a traditional model. Students in the blended model group significantly outperformed those in the traditional group on projects, exams, online course participation, and attendance. Other research discussed found blended learning improved standardized test scores, communication/collaboration skills, and student motivation in the US. Additional studies showed blended learning helped reduce achievement gaps between urban and rural schools, and had a positive impact on student achievement in science classes in Australia.
The Teacher Trainers’ Perceptions of the Challenges in Achieving Technologica...IJMCERJournal
ABSTRACT: The study examined the challenges in implementation of the Technological Pedagogical
Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for
adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and
twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo
State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire
which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed
the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the
teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
percentage. The finding indicated that inadequacy in teacher preparation, teachers’ knowledge of application of
technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher
motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
The document summarizes research on the technology gap between digital native students and digital immigrant teachers. It discusses how the TPACK model can help bridge this gap. The TPACK model shows that effective technology integration requires knowledge in technology, pedagogy, content, and their intersections. Teacher training must address these knowledge areas and provide hands-on experience applying technology to specific lessons. External factors like support and experience also influence integration. The document provides examples of how to implement TPACK-based training to help teachers successfully integrate new technologies.
The document discusses how information and communication technologies (ICTs) can enhance teaching and learning. ICTs have the potential to motivate students, relate lessons to real-world practices, and strengthen teaching. For ICT integration to be effective, teachers need to believe that ICTs are useful, will not be disruptive, and that they can control the technologies. Research shows that while teachers value ICTs, most do not fully utilize their potential to improve learning environments. Successful ICT integration depends on confident teachers who are willing to explore new teaching methods using technologies. This prepares students for their future careers by supporting independent learning and knowledge construction over memorization.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools’ infrastructures and support. The results show that students in Israeli institutions are better prepared to teach with ICT which can be explained by the impact of the latest national reforms. We conclude that students' perception of their TPACK is the function of a variety of factors: on a personal level (attitudes towards the contribution of ICT to teaching and learning); on an institutional level (curriculum, modelling by faculty, institutional strategies); on a field practice school level (modelling by school mentors, infrastructure, pedagogical, technological, and administrative support); and on a national level (reforms and their implementation models). All these factors must be considered to promote the pedagogically innovative integration of ICT in teacher training and the overall education system. The best strategy to achieve this goal is to support collaboration between TEIs and schools on the national level. Wide-scale implementation of ICT in teaching demands significant investments in infrastructure and training. Hence much of its success depends on the national vision and priorities given to this purpose.
PREPARING STUDENT TEACHERS TO TEACH WITH TECHNOLOGY: CASE STUDIES IN FINLAND ...IJITE
This quantitative study examines the training of student teachers for ICT-based teaching in two teacher education institution, in Israel and Finland. The data was collected in 2015-2017 using a questionnaire
administered to 41 Finnish and 44 Israeli student teachers. The results show that most student teachers had practice in ICT-based teaching. However, about a third of student teachers in both institutions practiced only two times or less using ICT. Those who practiced mostly used a teacher-centred approach as did their college and school mentor teachers who integrated ICT in their lessons. The variable
describing competency in ICT-based teaching correlated with student teachers' attitudes, the number of ICT-based lessons they taught, modelling by the school mentor teacher, and the various schools infrastructures and support.
Preparing Student Teachers to Teach with Technology: Case Studies in Finland ...IJITE
This document summarizes a study that examined how two teacher education institutions in Finland and Israel prepare student teachers to integrate technology in their teaching. Data was collected through questionnaires from 41 Finnish and 44 Israeli student teachers. The results showed that while most students had some practice using technology in teaching, about a third had only minimal practice. Those who did integrate technology tended to use teacher-centered approaches, as did their mentor teachers. Higher levels of competency in technology-integrated teaching correlated with more positive student attitudes, more technology-based lessons taught, modeling by mentor teachers, and better school infrastructure and support. The Israeli students reported feeling better prepared to teach with technology, likely due to national reforms. The study concluded that developing strong technology integration
This document provides an overview of a presentation given to ACS Athens parents about the i2Flex program. It begins with an agenda that includes an i2Flex overview, demonstrations by faculty, and discussion. It then discusses agreements to focus on the learner and learning with technology. The remainder of the document provides context about educational reform trends, frameworks for 21st century skills, responses to reform through programs like i2Flex, benefits of blended learning models, and potential benefits of ACS Athens' i2Flex program.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
This document describes a summer professional development workshop for early childhood teachers to learn how to effectively integrate technology into their classrooms. The workshop provided hands-on experience with various instructional tools and technology applications. Teachers explored strategies for incorporating tools like digital cameras, Microsoft Office, and multimedia tools into lessons aligned with constructivist pedagogy. They completed individual technology-based projects relevant to their teaching each week and received feedback from facilitators. The goal was to help teachers adopt a suitable model for technology integration to support young learners' development and learning.
Integrating ict as an integral teaching and learning tool into presyed ahmed
This document summarizes different approaches to integrating ICT (Information and Communications Technology) into pre-service teacher training courses and discusses their strengths and weaknesses. It identifies four primary approaches: 1) ICT skills development, 2) ICT pedagogy, 3) Subject-specific, and 4) Practice-driven. While the skills and pedagogy approaches improve ICT literacy, they often do not transfer to classroom use. The subject-specific and practice-driven approaches, which model ICT integration across subjects and require use during teaching practicums, have more success in encouraging pre-service teachers to integrate ICT into their own teaching. However, challenges remain such as tutor teachers' own ICT skills and perceptions of
1. The document discusses the history and future of instructional technology. It begins by looking at how instructional technology evolved from a focus on hardware and media in the 1960s to incorporating learning theories today.
2. It then examines trends in instructional technology, including the influence of learning theories like behaviorism, cognitivism and constructivism. The role of technology is shifting from a delivery mechanism to a tool that can be used to address educational problems and improve learning.
3. Going forward, the document argues that instructional technology needs to consider issues like reducing costs and connecting learners through collaborative tools and resources. The role of teachers will also change as they adapt to new technologies and focus more on
Cognitive Communication 2.0 in the Classroom - Resonance of an Experience in ...Cornélia Castro
This document summarizes a study that evaluated the integration of Twitter into PowerPoint presentations in university classrooms. The study aimed to assess how this approach could transform one-way communication between the teacher and many students (cognitive communication 1.0) into more interactive communication between all participants (cognitive communication 2.0). A questionnaire was administered to 122 university students after they experienced a PowerPoint presentation integrated with Twitter in their classroom. The questionnaire assessed the approach across several dimensions related to pedagogy, technology, learning, classroom interactions, and behaviors. Preliminary results found that students recognized the pedagogical and technological benefits of the approach and perceived positive effects on the quality of their learning and interactions in the classroom.
This document summarizes a study that explored how senior high school teachers integrated technology into their lesson planning and instruction with the shift to emergency remote teaching (ERT) during the COVID-19 pandemic. Seven teachers from two private high schools in Manila participated in the study. The study found that teachers rated themselves highly in terms of their content, pedagogical, and technological knowledge. Qualitatively, teachers described modifications they made related to considerations for technology use, challenges with online teaching and assessment, and opportunities they saw with ERT. Overall, the study concluded that technology integration should continue to be supported beyond the pandemic to improve teacher development and student learning.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
- There is a large gap between the amount of technology available to public schools and how much technology is actually used in classrooms. While schools have many technological resources, teachers do not fully integrate technology into their teaching.
- For technology use to increase, teachers need professional development to learn new skills and shift to a more constructivist pedagogical approach that views technology as a tool for student-centered learning. Simply placing technology in classrooms is not enough.
- Pre-service teacher education programs have added more technology training, but new teachers also struggle to fully integrate technology into teaching. A shift in pedagogical beliefs may be needed as well as ongoing professional development for in-service teachers.
Similar to Pedagogic Transformation: Comparing Educational Technology in the US and India (20)
Evaluation of Agro-morphological Performances of Hybrid Varieties of Chili Pe...Premier Publishers
In Benin, chilli pepper is a widely consumed as vegetable whose production requires the use of performant varieties. This work assessed, at Parakou and Malanville, the performance of six F1 hybrids of chilli including five imported (Laali, Laser, Nandi, Kranti, Nandita) and one local (De cayenne), in completely randomized block design at four replications and 15 plants per elementary plot. Agro-morphological data were collected and submitted to analysis of variance and factor analysis of mixed data. The results showed the effects of variety, location and their interactions were highly significant for most of the growth, earliness and yield traits. Imported hybrid varieties showed the best performances compared to the local one. Multivariate analysis revealed that 'De cayenne' was earlier, short in size, thin-stemmed, red fruits and less yielding (≈ 1 t.ha-1). The imported hybrids LaaliF1 and KrantiF1 were of strong vegetative vigor, more yielding (> 6 t.ha-1) by developing larger, long and hard fruits. Other hybrids showed intermediate performances. This study highlighted the importance of imported hybrids in improving yield and preservation of chili fruits. However, stability and adaptation analyses to local conditions are necessary for their adoption.
An Empirical Approach for the Variation in Capital Market Price Changes Premier Publishers
The chances of an investor in the stock market depends mainly on some certain decisions in respect to equilibrium prices, which is the condition of a system competing favorably and effectively. This paper considered a stochastic model which was latter transformed to non-linear ordinary differential equation where stock volatility was used as a key parameter. The analytical solution was obtained which determined the equilibrium prices. A theorem was developed and proved to show that the proposed mathematical model follows a normal distribution since it has a symmetric property. Finally, graphical results were presented and the effects of the relevant parameters were discussed.
Influence of Nitrogen and Spacing on Growth and Yield of Chia (Salvia hispani...Premier Publishers
Chia is an emerging cash crop in Kenya and its production is inhibited by lack of agronomic management information. A field experiment was conducted in February-June and May-August 2021, to determine the influence of nitrogen and spacing on growth and yield of Chia. A randomized complete block design with a split plot arrangement was used with four nitrogen rates as the main plots (0, 40, 80, 120 kg N ha-1) and three spacing (30 cm x 15 cm (s1), 30 cm x 30 cm (s2), 50 cm x 50 cm (s3)). Application of 120 kg N ha-1 significantly increased (p≤0.05) vegetative growth and seed yield of Chia. Stem height, branches, stem diameter and leaves increased by 23-28%, 11-13%, 43-55% and 59-88% respectively. Spacing s3 significantly increased (p≤0.05) vegetative growth. An increase of 27-74%, 36-45% and 73-107% was recorded in number of leaves, stem diameter and dry weight, respectively. Chia yield per plant was significantly higher (p≤0.05) in s3. However, when expressed per unit area, s1 significantly produced higher yields. The study recommends 120 kg N ha-1 or higher nitrogen rates and a closer spacing of 15 cm x 30 cm as the best option for Chia production in Kenya.
Enhancing Social Capital During the Pandemic: A Case of the Rural Women in Bu...Premier Publishers
The document discusses a case study of enhancing social capital among rural women in Bukidnon Province, Philippines during the COVID-19 pandemic through a livelihood project. Key findings include:
1) Technical trainings provided by the project increased the women's knowledge, allowing them to generate additional household income through vegetable gardening during the pandemic.
2) The women's social capital, as measured by groups/networks, trust, and cooperation, increased by 15.5% from 2019 to 2020 through increased participation in their association.
3) Main occupations, income sources, and ethnicity influenced the women's social capital. The project enhanced social ties that empowered the rural women economically and socially despite challenges of the pandemic.
Impact of Provision of Litigation Supports through Forensic Investigations on...Premier Publishers
This paper presents an argument through the fraud triangle theory that the provision of litigation supports through forensic audits and investigations in relation to corporate fraud cases is adequate for effective prosecution of perpetrators as well as corporate fraud prevention. To support this argument, this study operationalized provision of litigation supports through forensic audit and investigations, data mining for trends and patterns, and fraud data collection and preparation. A sample of 500 respondents was drawn from the population of professional accountants and legal practitioners in Nigeria. Questionnaire was used as the instrument for data collection and this was mailed to the respective respondents. Resulting responses were analyzed using the OLS multiple regression techniques via the SPSS statistical software. The results reveal that the provision of litigation supports through forensic audits and investigations, fraud data mining for trends and patterns and fraud data collection and preparation for court proceedings have a positive and significant impact on corporate fraud prevention in Nigeria. This study therefore recommends that regulators should promote the provision of litigation supports through forensic audits and investigations in relation to corporate fraud cases in publicly listed firms in Nigeria, as this will help provide reports that are acceptable in court proceedings.
Improving the Efficiency of Ratio Estimators by Calibration WeightingsPremier Publishers
It is observed that the performances of most improved ratio estimators depend on some optimality conditions that need to be satisfied to guarantee better estimator. This paper develops a new approach to ratio estimation that produces a more efficient class of ratio estimators that do not depend on any optimality conditions for optimum performance using calibration weightings. The relative performances of the proposed calibration ratio estimators are compared with a corresponding global [Generalized Regression (GREG)] estimator. Results of analysis showed that the proposed calibration ratio estimators are substantially superior to the traditional GREG-estimator with relatively small bias, mean square error, average length of confidence interval and coverage probability. In general, the proposed calibration ratio estimators are more efficient than all existing estimators considered in the study.
Urban Liveability in the Context of Sustainable Development: A Perspective fr...Premier Publishers
Urbanization and quality of urban life are mutually related and however it varies geographically and regionally. With unprecedented growth of urban centres, challenge against urban development is more in terms of how to enhance quality of urban life and liveability. Making sense of and measuring urban liveability of urban places has become a crucial step in the context of sustainable development paradigm. Geographical regions depict variations in nature of urban development and consequently level of urban liveability. The coastal regain of West Bengal faces unusual challenges caused by increasing urbanization, uncontrolled growth, and expansion of economic activities like tourism and changing environmental quality. The present study offers a perspective on urban liveability of urban places located in coastal region comprising of Purba Medinipur and South 24 Parganas districts. The study uses the liveability standards covering four major pillars- institutional, social, economic and physical and their indicators. This leads to develop a City Liveability Index to rank urban places of the region, higher the index values better the urban liveability. The data for the purpose is collected from various secondary sources. Study finds that the eastern coastal region of the country covering state of West Bengal depicts variations in index of liveability determined by physical, economic, social and institutional indicators.
Transcript Level of Genes Involved in “Rebaudioside A” Biosynthesis Pathway u...Premier Publishers
Stevia rebaudiana Bertoni is a plant which has recently been used widely as a sweetener. This medicinal plant has some components such as diterpenoid glycosides called steviol glycosides [SGs]. Rebaudioside A is a diterpenoid steviol glycoside which is 300 times sweeter than table sugar. This study was done to investigate the effect of GA3 (50 mg/L) on the expression of 14 genes involved in Rebaudioside A biosynthesis pathway in Stevia rebaudiana under in vitro conditions. The expression of DXS remarkably decreased by day 3. Also, probably because of the negative feedback of GA3 on MEP-drived isoprenes, GGDS transcript level reached its lowest amount after GA3 treatment. The abundance of DXR, CMS, CMK, MCS, and CDPS transcripts showed a significant increase at various days after this treatment. A significant drop in the expression levels of KS and UGT85C2 is detected during the first day. However, expression changes of HDR and KD were not remarkable. Results revealed that the level of transcript of UGT74G1 and UGT76G1 up regulated significantly 4 and 2 times higher than control, respectively. However, more research needs to shed more light on the mechanism of GA3 on gene expression of MEP pathway.
Multivariate Analysis of Tea (Camellia sinensis (L.) O. Kuntze) Clones on Mor...Premier Publishers
Information on genetic variability for biochemical characters is a prerequisite for improvement of tea quality. Thirteen introduced tea clones characterized with objective; assessing tea clones based on morphological characters at Melko and Gera research stations. The study was conducted during 2017/18 cropping season on experimental plots in RCBD with three replications. Data recorded on morphological traits like days from pruning to harvest, height to first branch, stem diameter, leaf serration density, leaf length, leaf width, leaf size, petiole length, leaf ratio, internode length, shoot length, number of shoot, canopy diameter, hundred shoot weight, fresh leaf yield per tree. Cluster analysis of morphological trait grouped into four clusters indicated, the existence of divergence among the tested clones. The maximum inter-cluster distance was between clusters I and IV (35.27) while the minimum inter cluster distance was observed between clusters I and II (7.8).Principal components analysis showed that the first five principal components with eigenvalues greater than one accounted 86.45% for 15 morphological traits. Generally, the study indicated presence of variability for several morphological traits. However, high morphological variation between clones is not a guarantee for a high genetic variation; therefore, molecular studies need to be considered as complementary to biochemical studies.
Causes, Consequences and Remedies of Juvenile Delinquency in the Context of S...Premier Publishers
This research work was designed to examine nature of juvenile offences committed by juveniles, causes of juvenile delinquency, consequences of juvenile delinquency and remedies for juvenile delinquency in the context of Sub-Saharan Africa with specific reference to Eritrea. Left unchecked, juvenile delinquents on the streets engage in petty theft, take alcohol or drugs, rape women, rob people at night involve themselves in criminal gangs and threaten the public at night. To shed light on the problem of juvenile delinquency in the Sub-Saharan region data was collected through primary and secondary sources. A sample size of 70 juvenile delinquents was selected from among 112 juvenile delinquents in remand at the Asmara Juvenile Rehabilitation Center in the Eritrean capital. The study was carried out through coded self-administered questionnaires administered to a sample of 70 juvenile delinquents. The survey evidence indicates that the majority of the juvenile respondents come either from families constructed by unmarried couples or separated or divorced parents where largely the father is missing in the home or dead. The findings also indicate that children born out of wedlock, families led by single mothers, lack of fatherly role models, poor parental-child relationships and negative peer group influence as dominant causes of juvenile infractions. The implication is that broken and stressed families are highly likely to be the breeding grounds for juvenile delinquency. The survey evidence indicates that stealing, truancy or absenteeism from school, rowdy or unruly behavior at school, free-riding in public transportation, damaging the book of fellow students and beating other young persons are the most common forms of juvenile offenses. It is therefore, recommended that parents and guardians should exercise proper parental supervision and give adequate care to transmit positive societal values to children. In addition, the government, the police, prosecution and courts, non-government organizations, parents, teachers, religious leaders, education administrators and other stakeholders should develop a child justice system that strives to prevent children from entering deeper into the criminal justice process.
The Knowledge of and Attitude to and Beliefs about Causes and Treatments of M...Premier Publishers
Stigma and discrimination associated with mental illness are a common occurrence in the Sub-Saharan region including Eritrea. Numerous studies from Sub-Saharan Africa suggest that stigma and discrimination are major problems in the community, with negative attitudes and behavior towards people with mental illness being widespread. In order to assess the whether such negative attitudes persist in the context of Eritrea this study explored the knowledge and perceptions of 90 Eritrean university students at the College of Business and Economics, the University of Asmara regarding the causes and remedies of mental illness A qualitative method involving coded self-administered questionnaires administered to a sample of 90 university students to collecting data at the end of 2019. The survey evidence points that almost 50% of the respondents had contact with a mentally ill person suggesting that the significant number of the respondents experienced a first-hand encounter and knowledge of mental illness in their family and community. The findings show an overall greater science-based understanding of the causes of mental illness to be followed by recommended psychiatric treatments. The survey evidence indicates that the top three leading causes of mental illness in the context of Eritrea according to the respondents are brain disease (76%), bad events in the life of the mentally ill person (66%) and substance abuse or alcohol taking, smoking, taking drugs like hashish. (54%). The majority of the respondents have a very sympathetic and positive outlook towards mentally ill persons suggesting that mentally illness does not simply affect a chosen individual rather it can happen to anybody regardless of economic class, social status, ethnicity race and religion. Medical interventions cited by the majority of the respondents as being effective treatments for mental illness centered on the idea that hospitals and clinics for treatment and even cures for psychiatric disease. Changing perceptions of mental illnesses in Eritrea that paralleled the very caring and sympathetic attitudes of the sample university students would require raising public awareness regarding mental illness through education, using the mass media to raise public awareness, integrating mental health into the primary health care system, decentralizing mental health care services to increase access to treatment and providing affordable service to maintain positive treatment outcomes.
Effect of Phosphorus and Zinc on the Growth, Nodulation and Yield of Soybean ...Premier Publishers
This study investigated the effects of phosphorus and zinc on the growth, nodulation, and yield of two soybean varieties in Nigeria. Phosphorus application significantly affected growth, nodulation, yield, and some yield components, with 60 kg P2O5/ha giving the highest growth and yield. Phosphorus also increased nodulation, with 30 kg P2O5/ha providing the highest nodulation. Zinc application did not significantly affect most growth characters or nodulation, except for reducing plant height. Phosphorus increased soybean yield significantly to 1.9 t/ha compared to the control of 1.7 t/ha. Protein and oil contents were not significantly affected by phosphorus but were by zinc
Influence of Harvest Stage on Yield and Yield Components of Orange Fleshed Sw...Premier Publishers
A field experiment was conducted at Adami Tullu Agricultural Research Center in 2018 under rainfed condition with supplementary irrigation to determine the influence of harvest stage on vine yield and tuberous root yield of orange fleshed sweet potato varieties. The experiment consisted of four harvest stages (105, 120, 135 and 150 days after planting) and Kulfo, Tulla and Guntute varieties. A 4 X 3 factorial experiment arranged in randomized complete block design with three replications was used. Interaction of harvest stage and variety significantly influenced above ground fresh biomass, vine length, marketable tuberous root weight per hectare, commercial harvest index and harvest index. The highest mean values of above ground fresh biomass (66.12 t/ha) and marketable tuberous root weight (56.39 t/ha) were produced by Guntute variety harvested at 135 days after planting. Based on the results, it can be recommended that, farmers of the study area can grow Guntute variety by harvesting at 135 days after planting to obtain optimum vine and tuberous root yields.
Performance evaluation of upland rice (Oryza sativa L.) and variability study...Premier Publishers
This study evaluated 13 upland rice varieties over two locations in Ethiopia for yield and other traits. Significant differences were found among varieties for several traits. The highest yielding varieties were Chewaka, Hiddassie, and Fogera 1. Chewaka yielded 5395.8 kg/ha on average, 25.8-35% more than the check. Most varieties matured within 120-130 days. High heritability was found for days to heading, panicle length, and grain yield, indicating these traits can be easily improved through selection. Grain yield also had high genetic variation and heritability with genetic advance, suggesting yield can be improved through selection. This study identified variability that can be used
Response of Hot Pepper (Capsicum Annuum L.) to Deficit Irrigation in Bennatse...Premier Publishers
This study was conducted at Enchete kebele in Benna-Tsemay Woreda, South Omo Zone to evaluate the response of hot pepper to deficit irrigation on yield and water productivity under furrow irrigation system. The experiment comprised four treatments (100 % of ETc, 85% of ETc, 70 % of ETc and 50% of ETc), respectively. The experiment was laid out in RCBD and replicated four times. The two years combined yield results indicated that, the maximum total yield (20.38 t/ha) was obtained from 100% ETc while minimum yield (12.92 t/ha) was obtained from 50% of ETc deficit irrigation level. The highest WUE 5.22 kg/ha mm-1 was obtained from 50% of ETc. Treatment of 100% ETc irrigation application had highest benefit cost ratio (4.5) than all others treatments. Applying 50% of ETc reduce the yield by 37% when compared to 100 % ETc. Accordingly, to achieve maximum hot pepper yield in areas where water is not scarce, applying 100% ETc irrigation water application level throughout whole growing season under furrow irrigation system is recommended. But, in the study area water scarcity is the major limiting factor for crop production. So, it is possible to get better yield and water productivity of hot pepper when we apply 85% ETc irrigation water throughout growing season under furrow irrigation system.
Harnessing the Power of Agricultural Waste: A Study of Sabo Market, Ikorodu, ...Premier Publishers
Nigeria is still burdened with huge responsibilities of waste disposal because the potential for benefits of proper waste management is yet to be harnessed. The paper evaluates the capacity of the Sabo Cattle market in producing the required quantities of waste from animal dung alongside decomposed fruits with a view to generating renewable energy possibilities for lighting, security and other business activities of the market. It is estimated that about 998 million tons of agricultural waste is produced yearly in the country with organic wastes amounting to 80 percent of the total solid wastes. This can be categorized into biodegradable and non-biodegradable wastes. The paper evaluates the capacity of the Sabo Cattle market in producing the required quantities of waste from animal dung alongside decomposed fruits with a view to generating renewable energy possibilities for lighting, security and other business activities of the market. The Sabo market was treated as a study case with the adoption of in-depth examinations of the facility, animals and products for sale and waste generated. A combination of experimental, interviews (qualitative) and design simulation (for final phase) was adopted to extract, verify and analyse the data generated from the study. Animal waste samples were subjected to compositional and fibre analysis with results showing that the sample has high potency for biogas production. Biodegradable Wastes are human and animal excreta, agricultural and all degradable wastes. Availability of high quantity of waste generated being organic in Sabo market allows the use of anaerobic digestion to be proposed as a waste to energy technology due to its feasibility for conversion of moist biodegradable wastes into biogas. The study found that at peak supply period during the Islamic festivities, a conservative 300tonnes of animal waste is generated during the week which translates to over 800kilowatts of electricity.
Influence of Conferences and Job Rotation on Job Productivity of Library Staf...Premier Publishers
The general purpose of this study is to investigate the influence of conferences and job rotation on job productivity of library staff in tertiary institutions in Imo State, Nigeria. The survey research design was used for this study using questionnaire as an instrument for data collection. This study covered the entire population of 661. Out of these, 501 copies of the questionnaire representing 75.8% were duly completed and returned for analysis. Student’s t-test was used to analyze the research questions. The finding showed that conferences had no significant influence on the job productivity of library staff in tertiary institutions in Imo State, Nigeria (F cal= 7.86; t-vale =6.177; p >0.005). Finding also showed that job rotation significantly influences job productivity of library staff in tertiary institutions in Imo State, Nigeria (F-cal value= 18.65; t-value = 16.225; P<0.05). This study recommended that, government should ensure that library staff participate in conferences with themes and topics that are relevant to the job they perform and also ensure that there should be proper evaluation and feedback mechanism which aimed to ensuring control and minimize abuse of their development opportunities. Again, there should be written statement of objectives in order to sustain job rotation programmes. Also, that training and development needs of library staff must be identified and analyzed before embarking on job rotation processes as this would help to build skills, competences, specialization and high job productivity.
Scanning Electron Microscopic Structure and Composition of Urinary Calculi of...Premier Publishers
This document summarizes a study on the scanning electron microscopic structure and chemical composition of urinary calculi (stones) found in geriatric dogs. Microscopic examination of urine samples revealed increased numbers of blood cells, epithelial cells, pus cells, casts, bacteria and crystals of various shapes, predominantly struvite, calcium oxalate dihydrate and monohydrate, and ammonium urate. Scanning electron microscopy showed perpendicular columnar strata of struvite crystals and wavy phases of uric acid. Chemical analysis identified calcium phosphate, calcium oxalate and urea stones. The study characterized the microscopic and electron microscopic appearance of crystals and chemical composition of urinary calculi in geriatric dogs.
Gentrification and its Effects on Minority Communities – A Comparative Case S...Premier Publishers
This paper does a comparative analysis of four global cities and their minority districts which have been experiencing the same structural pressure of gentrification. The main contribution of this paper is providing a detailed comparison of four micro geographies worldwide and the impacts of gentrification on them: Barrio Logan in San Diego, Bo-Kaap in Cape Town, the Mission District in San Francisco, and the Rudolfsheim-Fünfhaus District in Vienna. All four cities have been experiencing the displacement of minority communities due to increases in property values. These cities were chosen because their governments enacted different policies to temper the gentrification process. It was found that cities which implemented social housing and cultural inclusionary policies were more successful in maintaining the cultural and demographic make-up of the districts.
Oil and Fatty Acid Composition Analysis of Ethiopian Mustard (Brasicacarinata...Premier Publishers
The experiments was conducted at Holetta Agricultural Research Center, to analyze forty nine Ethiopian Mustard land races for oil and fatty acid composition traits The experiment was carried out in a simple lattice design. The analysis of variance showed that there were highly significant differences among genotypes for all oil and fatty acid traits compared. The significant difference indicates the existence of genetic variability among the land races which is important for improvement
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. Pedagogic Transformation: Comparing Educational Technology in the US and India
Tamulee P 105
sharing is ‘Educational Technology’. The US-India
Knowledge Exchange (USIKE), established in 2017 for
creating ‘Innovation and Entrepreneurship’ hubs in Indian
HEIs to bring American universities (Khan, 2019) into
Indian campuses endorses the latest technology-based
solutions and good practices to enhance teaching and
learning. Though the major focus has been higher
education and skill-building, the use of technology in
education has been specifically underlined. It has been
agreed to collaborate with U.S. institutions to integrate
Technology Enabled Learning and Massive Open Online
Courses (MOOCs) inducing alterations in the teacher
training programs in India (MEA, 2013). This provides the
US with greater access to the Indian education system,
larger responsibility on training and curriculum
implementation support, and undertaking field action
research on local education projects (S4, 2018).
Furthermore, it has also opened the door to increasing
India’s access to controlled American technologies (Tellis,
2019). Acknowledging the contemporary strategic ties
between the countries, this interpretative paper compares
the historic evolution of educational technology as
pedagogic transformation within the K-12 classrooms of
the respective countries.
METHODOLOGY
The research study is based on interpretative literature
review of policy documents and technical reviews on
‘Digital technology in the US and India’. The theoretical
framework ‘TPACK’ as described in the next section was
used to conduct the comparative analysis and discussion.
THEORETICAL FRAMEWORK
In the education system, the classroom is an intricate
space of interaction where pedagogy, the approach to
teaching and learning, come to action to deliver the
curriculum. Teachers possess what Shulman (1987)
termed pedagogical content knowledge (PCK) which
refers to the intersection of three types of body of
knowledge: knowledge of subject matter (content
knowledge), knowledge of how to teach (pedagogic
knowledge), and knowledge of the learners (Bekker,
2013). Developing on this theory, Koehler (2014)
introduced the TPACK framework to understand and
explain teachers’ use of technology while integrating
technological knowledge (TK) with Content Knowledge
(CK) and Pedagogic Knowledge (PK). These components
co-exist depending upon teachers’ experiential knowledge
on interacting with them, which when interact create
pedagogies described below:
1. Technological Content Knowledge (TCK) refers to
knowledge of the relationship between technology and
content.
2. Pedagogical Content Knowledge (PCK) is
understanding of how particular topics, problems, or
issues are organized, represented, and adapted to the
diverse interests and abilities of learners, and
presented for instruction (Shulman, 1987)”
3. Technological Pedagogical Knowledge (TPK) refers
to an understanding of technology that can constrain
and afford specific pedagogical practices.
4. Technological Pedagogical Content Knowledge
(TPACK) refers to knowledge about the complex
relations among technology, pedagogy, and content
that enable teachers to develop appropriate and
context-specific teaching strategies.
Diagram 1: The technological pedagogical content
knowledge (TPACK) framework (Koehler, et al., 2014)
The framework elaborates on three trends of pedagogic
change based on the style of teachers’ use of technology
in teaching and learning:
1. PCK (Pedagogical Content Knowledge) to TPACK
where existing teaching-learning strategies are
supported and enhanced with the integration of
technology.
2. TPK (Technological Pedagogical Knowledge) to
TPACK where exiting technical strategies are used to
enhance context-specific teaching and learning
methods.
3. PCK and TPACK Simultaneously where teachers
develop concurrent practices on pedagogy, and
integration of technology in curriculum and instruction.
The framework highlights the importance of the use of
educational technologies in teaching and learning, having
equal value with pedagogical and content knowledge for a
21st-century teacher (Bray, 2018). The first emphasis on
pedagogic transformation is designed effective teaching
using PCK which can be enhanced through effective use
of technology (Koehler, et al., 2014). It further suggests
teacher training as a prerequisite to developing teachers’
pedagogic choices for determining the integration of
educational technology into teaching. It does provide a
theoretical structure acknowledging the importance of
teachers understanding the relationships between
teaching and technology (Phillips, 2019) and translating
3. Pedagogic Transformation: Comparing Educational Technology in the US and India
World J. Edu. Res. Rev. 106
these interactions into pedagogic practice within
classrooms. However, it does not elaborate on geo-social
or cultural factors affecting teacher choices for adapting
TPACK into the classroom.
DISCUSSION
Comparing Historic Evolution of Education Technology
Pedagogy:
The Digital Age demonstrates pedagogic transformations;
each age can be associated with a specific trend. The mid-
1900s saw the advent of a digital era characterized by the
‘personal computer’ emphasizing on using tutoring
programs, games, electronic reference materials, word
processing, and database tools to facilitate teaching. This
is what Koehler, et al. (2014) called ‘TPK’ style of
pedagogy where teachers developed their ‘instructional
practices, strategies, and methods to promote students’
learning by appropriate use of technologies’. With teachers
being encouraged to use computers, computer
applications, and equipment like projector, smartboard to
conduct classes, there was a visible advancement of the
‘TPK’ pedagogy. However, the degree of student
involvement remained restricted as the students remained
as recipients of technology. In the Digital era: ‘internet’,
teaching is considered to be dynamic where teachers build
on their ‘PCK’ and ‘TPK’ to develop unconventional
methods of posing authentic conceptual problems for
scientific or historical inquiry, which follow specific learning
objectives and path of investigation using a range of online
resources (Howard and Mozejko, 2015). This typically
reflects a TPACK style of pedagogy.
The global progression of the digital era has influenced the
US and the Indian public-school systems; pedagogic
transformation has emerged in both countries. The case
illustrations below would detail the US and India policies
and programs encouraging the growth of educational
technology. This paper further reflects on these
independent journeys of transformation and the
influencers in facilitating the journey.
FINDINGS
Country Case Illustration - The United States of America:
The digital era in the US education system began in the
1980s with the setting up of computer labs, and the
increasing urge to make future-ready students. Though the
earliest attempt was in the 1950s with the introduction of
computer-assisted instruction (CAI) by IBM, there was no
recorded significant change in the overall education
system. The early 1980s saw a steady increase in
technology infrastructure. The Survey of 'School Uses on
Microcomputers' reported computers being available for
instructional purposes in more than 40% of all elementary
schools and more than 75% of all secondary schools
(CSOS, 1983). On the contrary, the use was reported as
inadequate stating classroom instances of ‘primary school
teachers making students practice mathematics using
computers and secondary school teachers making
students practice typing over the MS-word'. This direct
replacement of notebooks with computer applications was
the beginning of the pedagogic transformation from
existing ‘PCK’ to ‘TPK’.
The 1990s saw the outbreak of the internet; its enticing
prospect was widely discussed across the business and
politics spheres. Consequently, the US education system
had an enormous adaptation with 90% of schools having
internet access (Anderson & Ronnkvist, 1999). Teachers
used online resources to strengthen their lesson plans.
The 1998 National Survey stated though the student
access to the internet was limited (Reiser, 2001), the
teachers used computers and the internet for assisting
their teaching. It was expected that with the interactive
nature of computers and internet teachers would adapt to
interactive classrooms and provide engaging learning.
This would evolve pedagogic choice from the existing TPK
pedagogy into TPACK. On the contrary, the integration of
technology into teaching and learning was attributed to
poor training or lack of proper training (Reiser, 2001). The
use of technology was limited to teachers and students
continued to be passive consumers of educational
technology content.
With the advent of the 21st Century, the US education
system witnessed a systemic pressure for the active
involvement of the student as creators of knowledge, using
apt technologies. Internet and interactive technologies
were introduced in classrooms. By 2006, the P21
framework was developed by a coalition of the US
Department of Education, businesses including Apple,
AOL, Microsoft, Cisco, and SAP, and organizations
involved in education such as the NEA called the
Partnership for 21st Century Learning (P21 Network)
(Anon., 2016). The P21 elaborated on the role of a teacher
as a facilitator rather than an instructor. According to the
P21 document’s definition (2009), teachers were to
provide opportunities for the student to apply skills across
core subjects by integrating the use of supportive
technologies, inquiry- and problem-based approaches,
and higher-order thinking skills (P21, 2009). In other
words, the US education system was proposing a
pedagogy transformation promoting TPACK. The
Department of Education released the revised ‘National
Education Technology Plan (NETP)’ 2017 with a focus on
integrating technology to transform learning experiences
for providing greater equity and accessibility (OET, 2017);
teachers were central to this transformation plan. The
National Council for Accreditation of Teacher Education
(NCATE) affirmed the coupling of content, pedagogy,
technology, and practice as a core principle to the redesign
of teacher professional development (NCATE, 2010);
thereby urging schools for a pedagogic shift towards
4. Pedagogic Transformation: Comparing Educational Technology in the US and India
Tamulee P 107
TPACK. In 2011 Society for Information Technology and
Teacher Education (SITE) conference through 32
sessions exhibited how teachers in US schools made rich
connections among technology, the subject matter, and
pedagogical choices (Wetzel & Marshall, 2012) explaining
the pedagogic transformation into using TPACK
pedagogy within the US classrooms. Harris and Hofer
(2017) highlighted the way TPACK emerged and
continues to be implemented as a connector, a check-and-
balance, an instructional planning tool, a technological
focus, a compass, and a collaborative process for
addressing learning objectives.
Factors affecting the evolution
The evolution of education technology (PCK – TPK –
TPACK) within the US classrooms illustrates pedagogic
transformation. Undoubtedly, infrastructure development
and policy reforms have influenced the pedagogic
transformation. Additionally, the adaptation of TPACK has
been attributed to the strong influence of the local context
and culture of the schools (Harris & Hofer, 2017). Koh and
Lim (2008) in their work on ‘the emergence of Information
Technology (IT) for educational purposes’ emphasized on
the importance of culture in developing educational
technology. It is how the overall cultural redefinition of
education influenced the changing pedagogic choice and
specifically the integration of educational technology.
Similarly, Niki Davis (2003) reinstates how technology has
been embedded within the US culture (Macionis, 2002)
leading to the mass implementation of educational
technology as a pedagogic practice beginning with
programmed learning/behaviorism. Gradually, localized
efforts were made by US schools to adapt to embrace
educational technology. In Briarwood County, shifting
student demographics with an increasing number of
English language-learning students, encouraged the
Technology Director to negate "one-size-fits-all" approach
and identify teacher leaders with different expertise (e.g.,
content experts, special education teachers, instructional
technology resource teachers) (Harris & Hofer, 2017) to
develop individualized educational plan for meaningful
technology-enabled language learning. In 2001, a federal
program ‘Preparing Tomorrow’s Teachers to use
Technology’ provided special localized e-rates for
equitable internet access for poorly resourced schools
(Davis, 2003). The 2005 national ICT teacher training is a
contributing factor in pedagogic transformation. The joint
systemic efforts for infrastructure development, localized
adaptation, and teacher professional development
enabled the evolution of PCK to TPK and further to
practice TPACK for integrating educational technology.
Despite such pedagogic transformations like constructive
use of educational technology within classrooms or e-
learning, the programs on pedagogy training on integrating
educational technology continued to diverge from the
educational needs and reach of the populations that are
historically Black, Hispanic, and Tribal (Davis, 2003). This
exposed cultural digital equity as a remaining predominant
challenge to pedagogic transformation. Being cognizant of
the growing digital divide, influenced by cultural elements
of language and social hierarchies — the disparity
between the use of technology to create, design, build,
explore, and collaborate and simply use technology to
consume and follow media passively (OET, 2017;
Fishman & Dede, 2016; Purcell, et al., 2013), the US policy
continues to promote TPACK as pedagogic practice for
closing the digital divide.
Country Case Illustration - India
Digital technologies in the Indian education system
commonly referred to as ‘ICT in Schools’ was first
introduced during the 1990s. The National IT Task Force
on Information Technology and Software Development
(1998) recommended the introduction of Information
Communication and Technology (ICT) within Indian public
schools. A joint action plan for schools was drafted along
with various public sector facilities like railways, banking
operations, and commercial undertakings (Bajwa, 2003).
The main objective was to computerize these services
including curriculum and instruction. This became the
guiding principle for the headway for educational
technology into the Indian public schools. In 2000, the
Task Force on Human Resource Development in IT was
set up to prepare a long-term strategy that envisaged the
role of education at the primary, secondary, and tertiary
levels of paramount importance (Bajwa, 2003). However,
until this period, digital technology remained a concept of
high appreciation among policy-makers without any
school-level implementation actualization. Unlike the US
counterpart which vigorously worked on infrastructure
development and pedagogic integration, Indian
departments struggled to implement ICT policies owing to
economic and social constraints (Delponte, et al., 2015).
Nevertheless, with the high political zeal and
implementation roadmaps, the ‘ICT in school’ program
began in 2004. India was about 20 years behind the
developed nation in introducing technologies (ICT) in
public schools. The initial years of this program
concentrated on setting up of ‘computer labs’ in selected
secondary public school with maximum focus on providing
digitized content through these labs, instead of pedagogic
integration. In a study to measure the effectiveness of the
'ICT in School' program, the report highlighted the
availability of computers in 80% schools in the states of
Delhi, Kerala, Gujarat, Maharashtra, Tamil Nadu and
Puducherry (EQFI, 2012). On the contrary, only 28% of
teachers reported using ICT equipment and material for
teaching subject content. Though the Indian policymakers
envisioned the introduction of ICT to produce educational
benefits catering to the diverse schoolchild population
(MHRD, 2010), it was limited to infrastructure development
and limited ICT training as an optional subject. PCK for
core subjects existed in parallel PCK for ICT as a subject;
there was no evidence of TPK.
5. Pedagogic Transformation: Comparing Educational Technology in the US and India
World J. Edu. Res. Rev. 108
In the year 2010, the ‘revised ICT in schools’ program
revisited the need for infrastructural development,
including establishing SMART classrooms. It expanded
the scope of educational technology into using digital tools
for teaching, developing e-content, and teacher training
(MHRD, 2016). The Indian public schools were introduced
with learning software, teaching hardware, internet, and
ubiquitous technologies (Goswami, 2014) which promoted
the knowledge relationship between pedagogy and
technology (TPK). However, pedagogic transformation
does not automatically follow with the mere introduction of
ICT as digital tools or teacher education curriculum (Beri &
Sharma, 2019). The field stories within the Indian public
school classrooms continued to narrate access and
availability tussles to integrate educational technology,
indicating the digital divide influenced by geo-social factors
widening this digital gap (Tamulee, 2020). Byker (2014)
cites an example of rural Indian schools, and that how
cartons of computer devices were never opened owing to
no electricity. The digital divide is not limited to rural-urban
location but layered by geographical terrain, socio-
economic status, and gender. Many such reflections are
anecdotal as a consequence of the lack of empirical
research in the use of ICT within Indian public schools
(Byker, 2014). In midst of this digital inequity, the flagship
program ‘Digital India’ envisaging to ‘transform India into a
digitally empowered society and knowledge economy’
(GoI, 2015) provided a favorable policy environment for
enabling digital accessibility. In its attempt to promote the
global belief on learner-centered approaches enhancing
students’ experiences in schools (Schweisfurth, 2013), the
National Curriculum Framework (2005) highlighted the
need for facilitating computational thinking and scientific
temper through the integration of educational
technologies; Computer Science continued to be a
separate optional subject for high school students. This
guiding policy document appealed for a change in teacher
professional development and pedagogy transformation
within Indian classrooms. This was the beginning of a
pedagogic dialogue on TPACK. Miglani and Burch (2019)
elaborates on rising efforts on professional development
among government teachers through pilot initiatives on
continuous educational technology training by the
government departments and a host of non-state actors
(foundations, philanthropic organizations, consulting,
development organizations and a range of for-profit or not-
for-profit NGOs). The teacher training conducted by TESS
– India, Tata Institute of Social Sciences, TeachNext, Khan
Academy, MathsLab, Next ERP to name a few, show
simultaneous inclusion of concepts of PCK and TPACK,
online technologies, open education resources and
pedagogic inputs to integrate ICT into curriculum delivery
(Wolfenden, 2015; Yadav, et al., 2018 ). Beri and Sharma
(2019) in their study on 'TPACK among teacher educators
in Punjab region' point out the augmentation of using
TPACK by teacher-educators and teachers. Educational
technology in the form of TPACK is a growing pedagogic
choice among government school teachers but little has
been researched on pedagogic transformation within the
classroom.
Factors affecting the evolution
The Digital era and Educational Technologies in the Indian
education system have witnessed a delayed but steady
growth. It has predominantly been dominated by
infrastructure development instead of a pedagogic
dialogue. From the 1990s until recent times, Indian policy-
makers emphasized on computer technology delivering
educational benefits (Byker, 2014); however, the Indian
societal realities have highly challenged the evolution of
digital technologies. The basic idea of personal ownership
was alien to Indian families with a record low of 0.6 per 100
inhabitants with personal computers (Pernia, 2008). In
comparison to the US, ICT infrastructure provisioning and
development within schools was important because of
limited access to technology at home, yet challenging due
to the existing geo-socio and cultural factors. India has
around half a million software developers and is second
only to the US but 26% of the population living below the
poverty line and 35% illiterate (Singh, 2010). Singh (2018)
counted the complexity of challenges that includes
infrastructural hindrances, cultural issue i.e. language and
attitude, lack of trained teachers, and technologically
challenged parents. Undoubtedly, the political fervor
towards educational technology was evident in forms of
ICT policy reforms, departmental investments and non-
state collaborations on ICT infrastructure, and improved
continuous teacher professional development. However,
despite these attempts, physical and cultural barriers
persist to exist (Byker, 2014) reinforcing the digital gap in
access and ability to use ICT. The digital divide is
significant between rural and urban India (Singh, 2007 ;
Mahajan, 2003). However, this geographical divide is
complimented by cultural passiveness towards using
computers and the internet. Singh (2010) describes the
disassociation of India rural people including teachers with
the benefits of the Internet and other communication
technologies. Linguistic barriers add to this struggle to
integrate technology. The e-content is mostly available in
English or Hindi with few being reproduced in local
languages (Karnati, 2008). Thirumurthy and Sundaram
(2003) explains how the scarcity of ICT resources affect
teachers’ attitude about using such resources making
teachers view the use of technology in the curriculum as
an 'additional work'. This attitudinal barrier further
influences the pedagogic choice towards adapting TPACK
into curriculum delivery. The teacher training and in-school
support have facilitated pedagogic transformation from
PCK to TPK/TPACK. Still, the geo-cultural factors clubbed
with teacher attitudes towards educational technology
have slowed the process of pedagogic transformation.
CONCLUSION
The review of the secondary literature reveals that the
evolution of educational technology viz-a-viz pedagogic
transformation within the US education system is well-
researched and documented. The journey of the US
education pedagogic transformation provides evidence
6. Pedagogic Transformation: Comparing Educational Technology in the US and India
Tamulee P 109
that this developed nation has policies informed by the
knowledge created by social research with special
attention to teacher education (Spiel, et al., 2019) which
has contributed in escalating them as one of the global
leaders in educational technology and pedagogic
transformation. On the contrary, the Indian education
system has seen a slow pedagogic transformation with the
contemporary addition of educational technology as a
pedagogic choice among the Indian teachers. As an
experienced practitioner specializing in educational
technology in India, I am aware that pedagogic
transformation in integrating technology is not an
independent isolated decision of the teacher. The
pedagogic choice is influenced by the topographical
positioning, socio-economic demographics, and culture
varying the process of integrating and societal adaptation
of technology through the digital ages. Thereby, it makes
educational technology a complex process of pedagogic
transformation exposing the distinct equity issues in the
respective countries.
Based on the case illustrations, table 1 provides a
comparative interpretation of the pedagogic transformation
of these two independent countries during the digital era.
Table 1: Comparing the two countries: pedagogic transformation
The United States of America India
The 1980s – 1990s
(Digital Era: Personalised
Computers)
Use of computers as a teaching aid
Pedagogic Transformation: PCK to TPK
The 1990s – 2000
(Digital Era: Internet)
Use of internet for developing teaching
content or lesson plans
Continued use of computers as a
teaching aid
Continued with TPK pedagogy
Policy introduction to educational
technology, no classroom usage
Pedagogic Transformation: Parallel
existence of PCK and TCK, no TPK
2000 – Contemporary
(Digital Era: Internet)
Using Interactive Technologies for
learner-centered teaching
Pedagogic Transformation: TPK to
TPACK
Infrastructure development and teacher
professional development; using computers
and the internet as a teaching aid
Pedagogic Transformation: Introduction to
TPACK, limited classroom implementation
The US digital divide is correlated to the style of technology
use; whether teachers assist passive or active use of
educational technology is the main defiance. In India,
despite high political appreciation for technology and
infrastructural development, the digital divide to access
and availability of resources and content among
government teachers and students exist. The distinct
digital inequalities influenced by specific physical and
cultural factors have established different educational
technology pathways for these two countries.
WAY FORWARD
The US is an international strategic partner influencing the
Indian policy development and program implementation;
educational technology is inclusive of this tactical
alignment. Though innovation-led global approaches see
higher education lagging in the race with technology, even
in the US of today (Spiel, et al., 2019), Indian government
look up to borrowing TPACK practices from the US
universities and organizations to incorporate educational
technology within HEIs for teacher professional
development and further accelerate the pedagogic
transformation within the schools. However, Indian policy-
makers ought to be cognizant of the US contextual
influencers that have prescribed the progression of
educational technology, which otherwise might lead to
superficial mobilization of pedagogic practice (Takayama,
et al., 2017). The Indian realities within and beyond the
schools reinforcing pedagogic transformation are more
complex than the US. The US policy and practices aimed
at closing the digital divide through meaningful ICT usage;
the Indian ICT program tussles with prerequisites for
access confronting barriers of geo-social, cultural, and
economic factors. Thereby making the scientific
investigation of the ‘contextual forces’ affecting the
pedagogic transformation of educational technology within
both the home (the US) and the target (India) important to
policy-makers, this is to identify the foci of attraction—
aspects of educational technology policies and practices
that can be borrowed (Phillips & Ochs, 2003).
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