Posts Tagged ‘schools’
Bullying In Schools – A Practical Guide For Parents
High Quality, Much Sought After Ebook Paying High Commission Of 60%. Comprehensive Affiliate Tools And Support Offered To Start Selling Fast. Niche Untapped Market, Eager Buyers Seeking Answers To This Common School Problem. Tons Of Traffic To Boot!
Bullying In Schools – A Practical Guide For Parents
Colorado Accounting Schools
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Home Page > Education > Colorado Accounting Schools
Colorado Accounting Schools
Posted: Jul 18, 2009 |Comments: 0
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Over the years, the education level in the State of Colorado has seen a gradual and sincere raise. With the increase in the quality of learning, professional graduate schools and learned faculty, today Colorado is one of the many favorite places for the students aspiring for a Degree in Accounting.
The Colorado accounting schools focus on providing the student with not only good education but the faculty also motivates the students for the real world expertise. The graduates of these great colleges grab jobs within the first six months of their course completion. These schools are committed to success.
Talking about the accounting schools, Colorado is considered to be the home to many of the best institutions where the students can seek knowledge, skills as well as qualifications that are necessary in order to pass the different professional accounting examinations and certifications. Also there are loads of online schools that provide accounting as well as bookkeeping programs that are made available to the Colorado students.
These schools are located in various parts of Colorado such as Denver, Aurora, Greeley, and Littleton and so on. The top five Colorado Accounting schools are as under:
Keller Graduate School of Management of DeVry University, Colorado Springs.
University of Phoenix, Southern Colorado Campus.
Westwood College, Denver North.
Argosy University, Denver.
Colorado Technical University, Denver.
Although these are just a few schools where you can study for an Accounting Degree in Colorado, there are also loads of schools providing specialized accounting degrees. Every school has its own curriculum and teaching pattern but all the degrees that are offered by these schools are equally good. In Colorado, accounting degrees mean a lot and they require proper learning and training. Thus the various programs that are provided by these schools aid the student to achieve that particular goal. These different Colorado Accounting Degree programs include degrees and courses like:
Graduate Certificate in Financial Analysis.
Masters in Accounting and Financial Management.
BS in Business / Administration.
MBA in Accounting.
Associates Degree in Accounting.
AS in Business Management Accounting with an emphasis on Property Management.
These schools provide comfortable and convenient locations for classes. They also have several online learning and teaching programs. Thus, they are not only high quality but highly accessible too!
Studying for an Accounting Degree in Colorado will help you make a difference not only to your future but will also assist you to be able to make a difference to others lives as well. The unique pattern of study and methodology prepares students to achieve the one thing they aspire – success. Not only can the students then earn more in life but the can lead a long and fulfilling one at that.
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To know more about Accounting Schools in Colorado and other Top Accounting Schools visit http://accountingprogramsu.com for more details.
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Home Page > Education > Accounting Schools Admissions Information
Accounting Schools Admissions Information
Posted: Dec 09, 2009 |Comments: 0
|
Growing business in almost every sector has increased the job opportunities for youths in the field of accounting. Now in order to be well equipped with all required qualities and take a challenge of job market it is necessary to get trained in a good accounting school. There are plenty of schools, which are taking up students and preparing and training them well so that they can survive the competition and face the challenge. However, getting an admission in such school requires some eligibility and process to be followed. Although every accounting school has its own terms for admission according to the course, but almost every school follow some basic procedures. Knowing about them in advance will help for easy admission. Let’s have a look on some of the most important points regarding an admission in the accounting school:
A) If you are seeking an admission in bachelor’s accounting program then you have to score considerable amount of marks required by the school. These programs refer students with high school GPA’s (Grade Point Average) and college admissions test scores. Many institutions may also look for students with extracurricular activity record. So, if you had any such record you can be in a win-win situation.
B) Do not forget to know the deadline of admission. Try to wrap up all your required credentials before deadline. This way you can get time for any additional formalities to complete if needed.
C) Many schools in the United States allow students with completed a bachelor’s degree in business or the equivalent education to apply for the Master’s degree program. So keep your bachelor’s degree documents ready in such case.
D) While admission applicants are also expected to have cleared GMAT (Graduate Management Admission Test). Securing higher score as evidenced by official GMAT results of as early as five years can help to get easy admission. Although, score is not fixed for all school, but scoring 620 or above is standard.
E) Some of the accounting schools in the United States may also ask for Test of English as a Foreign Language (TOEFL) Score to foreign students. Meeting certain score can also strengthen the chances of getting admission for foreign students.
F) Letters of recommendation are yet another important requirement by the accounting schools. It describes your potential as an effective teacher and researcher. Presenting a recommendation letter can allow the school to prefer your name first.
G) If you want to attend a school for research work you will be required to have some meaningful work experience in accounting. It is actually not a requirement, but cat times act as plus point while comparing applicants of similar credentials in another magnitude. You can be a successful applicant, if you have at least one, two or more years of full-time work experience in the field of external or internal financial reporting, taxation, auditing / assurance services, etc.
Getting easy admission in an accounting school needs little effort, but that is worth if you can get into your selected course and school. Taking care of above said points can help you keep away from unnecessary irritation. These basic and vital points can guide you to walk on a successful path, so follow these guidelines and see your dream come true.
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AccountingProgramsU.com provides the opportunity to research and request free information top accounting schools and top accounting classes for potential students looking to start or expand their career in accounting.
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Beneath their elegance, they respond to atavistic and primitive impulses.
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Study Spanish in Santiago, Chile – Weekend of Ski and Surf
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Sports and Exercise Psychology Programs
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Licenses Required for Nursing Careers
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Political science programs range from associate’s degrees to doctoral degrees; the type of degree program you choose should depend on what your career goals are.
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May 12, 2010
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Report Cards Out ? New York Schools Show Progress in Student Achievement but Graduation Rates in Trouble
The spring 2006 statewide report cards for New York Schools show that more schools are making progress in meeting their achievement goals for improvement in English and mathematics, as mandated by the state. Though achieving standards in middle school English is still a problem, fewer students have serious academic problems at the elementary and middle school levels, while more of these students are demonstrating higher standards in mathematics.
The performance of the elementary and middle schools has improved significantly. For example, the percentage of students meeting all standards almost doubled from 22 percent in year 2000 to 41 percent in 2005. The percentage of fourth graders with serious academic problems declined from 19 percent in year 2000 to only eight percent in 2005.
At the high school level, 64 percent of the students in the Class of 2005 graduated in a four-year period. More students are graduating each year and more are earning Regents Diplomas, but the graduation rate still is too low.
The New York schools report cards also showed a correlation between attendance and graduation rates. When attendance falls below 92 percent, the graduation rate declines significantly. When attendance is below 88 percent, the graduation rate plummets.
State Education Commissioner Richard Mills believes the graduation rate is much too low. Though student achievement is improving, Mills believes that new reforms are needed to improve the graduation rates of the future New York schools classes.
During the next few months, the New York schools will take a series of aggressive actions to solve the problem. Actions under consideration are:
• Set both graduation and attendance goals, measuring the results annually, and raising the levels each year;
• Hold each school accountable for meeting the targeted goals in both graduation and attendance by accelerating the Schools Under Registration Review (SURR) requirements;
• Reform current teaching standards by requiring all teachers to teach only in their certified areas by a certain date; and
• Monitor safety plans and violent incident data, and requiring reforms to ensure a safe learning environment for both students and teachers.
Additionally, the New York schools have partially completed a student record system, giving each student a unique statewide identifier. In the future, the identifiers will ensure that each student is counted within the school report cards. This allows for a more accurate measurement of a school’s progress and student achievement.
This information on New York schools is brought to you by www.schoolsk-12.com.
Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. Patricia has a nose for research and writes stimulating news and views on school issues. For more on New York schools visit http://www.schoolsk-12.com/New-York/index.html
NCLB Program Should Take Its Cue from Dallas Schools
Failure to educate our country’s most disadvantaged students is the most glaring and abiding social and moral problem of the United States. For nearly 20 years, our nation has worked to improve our schools and student achievement levels. The No Child Left Behind (NCLB) Act was to be the answer to this dilemma by holding all schools accountable for student performance using high-stakes testing.
The error in thinking is the belief that the NCLB test ratings are fair and accurate. The system does not factor out the disadvantages and/or advantages of wealth and demographics, creating an inequity in the rating of schools. Low-income schools must provide programs, such as preschool, tutoring, remedial classes, and bilingual services, to their students, as well as the cost of more administration required by the state and federal grants that make up the largest percentage of their budget. Wealthier schools that primarily depend upon local funding (generally from property taxes) for their budget have few government constraints, few low-income students requiring special programs, and flexibility in how their budget is used. This means wealthier schools can provide more educational opportunities and enhancements (i.e. access to technology, fine arts and music, extracurricular activities, teacher professional training and improvements, and teacher administrative support) that impoverished schools cannot afford.
The Dallas Schools have developed their own rating system that factors out these disadvantages/advantages, putting all Dallas schools on an even playing field. Available funding, government requirements, the educational level of students entering kindergarten, and the demographics of the community are all factored out of the Dallas schools test rating metric.
Under NCLB, all schools across the nation must test children in reading and mathematics annually between third and eighth grades. The state, using NCLB mandated measures for school performance, calculates the percentage of various student populations that annually meet or exceed the state’s academic standards. Otherwise, they must measure the progress of student “groups” towards a universal fixed point.
Dallas schools use a “value added” school rating system that provides more accurate information, measuring individual student progress from a relative starting point. They then compare the scores with the same student’s scores from the previous year. Dallas schools score higher if students on average score higher than predicted by the previous year’s test scores and if the schools’ overall performance is better than that of other Dallas schools within the same demographics. If Dallas schools perform lower than predicted, they earn a low rating.
Herbert Marcus Elementary, part of the Dallas schools system, is the ideal candidate for the NCLB program. It is located in the inner city of Dallas, the building and grounds are run down, classes are overcrowded, and it is positioned on the edge of a grimy industrial zone. With 1,140 students, almost all are from low-income families and two-thirds speak English as a second language. Even the parents average a seventh-grade education.
Under Principal Conce Rodriguez, the school has done everything right in recent years — students wear uniforms, teachers submit weekly progress reports on every student in every subject, an expanded preschool program, teacher attendance incentives, and a large tutoring project, just to name a few. A community liaison, hired by Rodriguez, has increased the PTA membership to 700 (the largest in Dallas schools) and typically 50 parent volunteers daily at the school. Student attendance is at 97 percent, one of the highest in the Dallas schools system.
Under the Dallas schools rating system, Marcus placed 19th out of 206 Dallas schools, a significant accomplishment with such difficult demographics. Under the NCLB mandated rating system, Marcus placed 76th as only “acceptable”, one step away from being rated as failing. Needless to say, the Marcus educators, students and parents are none too pleased with the NCLB rating system. Some teachers have left Marcus from sheer frustration with the NCLB system and gone to wealthier Dallas schools, where they believe their accomplishments will meet with some recognition. A terrible loss to Marcus or any impoverished school, where quality teachers are scarce.
Other Dallas schools are being similarly penalized by the NCLB rating system. Dallas schools that ranked 2nd, 5th, 8th and 16th under the Dallas schools rating system were ranked 94th, 77th, 83rd and 107th, respectively, under NCLB. Additionally, the school that placed third under the NCLB rating system in the Dallas schools ranked 25th under the Dallas schools rating system. This shows the inequity of the NCLB rating system.
Since shortly after its passage, the NCLB has been under heavy attack by Congressional democrats, Texas republican legislators, and teacher unions. Though Dallas schools educators and parents support the high-stakes testing, they see the unfairness of the rating system used. They wish to see NCLB take a cue from the playbook of Dallas schools to accurately measure improvement in student achievement and factor out the demographics.
This information on Dallas schools is brought to you by www.schoolsk-12.com.
Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. Patricia has a nose for research and writes stimulating news and views on school issues. For more on Dallas schools visit http://www.schoolsk-12.com/Texas/Dallas/index.html
ANALYSIS OF RESEARCH FINDINGS OF USE OF ICT AND ITS EFFECTIVENESS IN TEACHING/LEARNING IN SCHOOLS FROM PUNE CITY
Narendra Sidhaye and Prof. Mrs. Geeta Kamble
ABSTRACT
Keywords: Interactive Teaching, Dialogic Teaching, Multilevel Modeling, IWB.
There has been much concern with the ideas of interactive and dialogic teaching during recent years in India, ideas which have emerged from international comparisons. This paper concerns a research project in Pune which sought to explore how the interactive features of information and communication technology (ICT) support interactivity in teaching. The project found that much use of ICT by good teachers was at a relatively superficial level of interaction, yet when teachers used a deeper, more dialogic, level of interactivity in teaching, they achieved improvements in learning whether they used ICT or not. The potential of ICT to support more dialogic teaching was not being fully exploited.
Multilevel modeling showed positive gains in literacy, mathematics and science for children aged 12 to 15, directly related to the length of time they had been taught with ICT tools. These gains were particularly strong for children of average and above average prior attainment. Classroom observations, together with teacher and pupil interviews, were used to develop a detailed account of how pedagogic practice changed. Results from the multilevel modeling enabled the researchers to visit the classrooms of teachers whose pupils had made exceptional progress and seek to identify what features of pedagogy might have helped to achieve these gains. It was also possible to examine probable reasons for the lack of impact of ICTs on the progress of low prior attainment pupils, despite their enthusiasm for the ICT and improved attention in class. The Interactive White Board is an ideal resource to support whole class teaching. Where teachers had been using ICT for 2 years, there was evidence that all children have made exceptional progress in attainment in class tests. Young children with limited writing skills and older pupils with special educational needs are highly motivated by being able to demonstrate their skills. These effects are greatest when they have the opportunity, individually or in small groups, for extended use of the computers rather than as part of whole class teaching. The ICT is in effect a mediating artifact in interactions between teacher and pupils.
FULL PAPER
Analysis of Research Findings of Use of ICT and Its Effectiveness in Teaching/Learning in Schools from Pune City
Introduction
In 1995, handful of young engineers from COEP started a Voluntary Organization, ‘Creative Engineers’ with the motto of carrying out different experiments, researches in Educational Field. One of the authors of this paper, Mr. Narendra Sidhaye was The Founder Chairman of the organization. ‘Search The Raw Talent Group’ was set up to find out hidden talent from schools in Pune. By the end of Century all the members of the group felt that ICT in EDUCATION was Buzz Word in G8 nations. Natural question followed, ‘What is the Situation in our country, especially in Pune, the Oxford of the east?’ After lot of deliberations, finally, in 2002 a research was started which is still in force.
The group members carried out a survey of nearly 185 secondary schools in Pune, regarding status of use of ICT, deployment of ICT, interest of school management and teachers for use of ICT in day to day classroom instructions, etc. The picture was shocking. Hardly 15 to 20 teachers were using ICT and that too was limited to PPTs. On this backdrop the group members felt an urgent need to undertake a very systematic and scientific study about Deployment and Practices of ICT in schools of Pune City.
It was decided not just to study the present situation but to encourage use of ICT in teaching/learning, at least to create awareness amongst teachers about effectiveness of use of ICT in education in G8 nations. Laptops were provided to teachers who readily showed willingness to participate in the project. Slowly the number of participating schools as well as different subject teachers grew and is still growing year after year. The group member took help of experts from education field like Dr. Deshpade, Dr. Patwardhan, Dr. Sanjeev Sonawne. They happily extended the support for analyzing the data, designing experimental models, conducting tests, etc.
In these 8 years, one thing is endorsed; Training is the Key. Teacher training and ongoing relevant professional development are essential if benefits from investment in ICTs are to be maximized. The paper contains important findings about use of ICT by teachers and pupils along with its effectiveness.
Objectives of Study
Finding the status of deployment of ICT in schools from Pune City
Establishing ICT practices in Unaided English Medium Secondary Schools (ICSE, IB, CBSE, and SSC)
Promoting use of ICT in teaching and learning as a regular habit.
Checking the effectiveness of use of ICT for shorter as well as longer (continuous) time periods.
Sampling
Convenient Sampling was used in the beginning as no school was willing to participate in this project. When it started in 2002, only one school showed interest and the project was kicked off. The efforts of the members paid and in the subsequent years the number grew to 4, 7, 8, 11, 14 and by the end of academic year 2009, there are 21 odd schools.
Method of Study
Survey as well as Experimentation methods were used for this research. Teachers were asked to use ICT for minimum of 7 weeks to continuous use of ICT in selected classes of few schools. Performance of the selected classes is being continuously monitored by team members for last 7 years. The interviews with teachers and students have given valuable inputs to the ongoing study.
The interesting findings of the research are given below in the form of Data Interpretation and conclusions.
Teachers of modern times are slowly appreciating the value of ICT in their work. Never has it been easier to access authentic resources in the target subject and never has it been easier to create reusable resources, whether electronic worksheets, animated presentations or exciting interactive materials. Word processors, presentation software, authoring software and interactive whiteboards are becoming common in Rich Schools and teachers of different subjects use them often and to advantage.
New technologies have changed and continue to change the way different subjects are taught and learnt. Multimedia resources, sometimes related to television series or course books, are available from commercial providers, and contain activities relevant to specific skills and Key Stages. The ease of capturing and editing audio/video makes it easier for the teacher to create own multimedia resources. More recent developments such as blogs, podcasts and wikis open up new possibilities to transform teaching and learning further.
Integrating ICT into your teaching enables you to bring all four language skills into the classroom directly and simply. Text, images, audio and video can be used on the interactive whiteboard, in applications and in resources you create for both whole-class teaching and independent work by pupils.
A great bonus of the increasing presence of ICT in the teaching and learning is that pupils are presented with ever more opportunities for improving learning, and for learning in diverse ways. The text book and traditional teaching clearly still have a major place in teaching and learning but ICT adds a new dimension, which enables learning to be more personalized, more flexible and more varied.
ICT can be used to great effect to improve understanding and performance in the target subject and to improve both learning and ways of learning. The ongoing research clearly reveals certain interesting facts.
Pupils use ICT to:
Develop skills ICT is not solely a text medium. Pupils can develop all four language skills using modern technology. They can work on text manipulation activities which incorporate images or audio. They can identify and use useful images, sound or video clips on the Internet or CDROMs. They can easily make their own audio or video recordings in completion of a task. They can use audio and video in their own presentations.
Develop learning skills Pupils can work with ICT to develop their understanding of subject, their analytical and organizational skills and their critical skills. Authoring software can be used to create engaging and challenging activities aimed at developing an understanding of subject.
Learn in more varied ways Pupils can work effectively at their own pace and level, using differentiated materials or guided learning pathways created by the teacher. Hyperlinks placed in worksheets direct pupils to support materials or activities at higher or lower levels.
Pupils can work independently on research and collaboratively on project work.
Pupils can work flexibly away from the classroom.
Pupils can receive immediate feedback when completing interactive materials created with authoring software. Hyperlinks can also be used in worksheets to link to correct versions: work submitted electronically can be returned to a pupil by e-mail or placed in their area on the school network or VLE (Virtual Learning Environment).
Communicate with their peers
Pupils can use email, video conferencing, blogs, wikis, social networking sites and text messaging to develop their target language in contact with their peers in other countries.
Teachers use ICT to:
Make whole-class teaching and learning more dynamic.
Create worksheets and presentations which can include text, images, audio and video. Pupils can manipulate text, listen to audio or watch a video clip before completing gap-fill activities.
Develop interactive materials with authoring software: such materials may include audio and graphics, and can be used to enable pupils to focus on language, grammar or comprehension skills.
Create multi-skill tasks
Develop critical skills in pupils: presentations to their peers by pupils can be evaluated as a whole-class activity using a range of criteria covering, for example, accuracy, range of expression, visual appeal, and technical expertise. Written work completed electronically by pupils can be brought up on the screen or interactive whiteboard and used for whole-class discussion, the pupils working under the teacher’s guidance to identify areas of excellence or areas for improvement.
Motivate pupils:Research indicates that regular use of ICT increases motivation, especially if used regularly and in several subject areas.
Develop cross-curricular work:Using Internet resources, common applications and simple editing skills teachers are collaborating with other departments in producing resources for teaching topics of common interest. For example, a regional study of London could be covered in English classes and also, even partly in Geography lessons.
Finally to connect the research findings to our sub theme of paper, one must know what is Andragogy? Andragogy is almost the opposite of Pedagogy. Pedagogy is the style of teaching that is practiced in most of our public schools. Pedagogy is a model for learning. It means, the teacher is in charge of disseminating all the knowledge. The students are to absorb everything from the teacher, who is the expert in the area being taught. It is not necessary to have a high interaction between the students and the teacher. The lesson does not depend on the past experiences of the student. This works pretty well for children, but usually not very well for adults. As a matter of fact, the average adult will probably dislike this kind of instruction.
Andragogy is different. Andragogy is another model of instruction in which the student plays a large part in what is being taught. The teacher is more a facilitator than an expert. They may be completely knowledgeable in this subject area, but it is up to the teacher to bring out the knowledge the students already have that relates to the subject. Andragogy can also be called “Adult Learning Theory”. This model of instruction encourages interaction between student and teacher, as a matter of fact, it depends on it. Following important research findings must be borne in mind while implementing ICT in teacher education.
ROLE OF THE TEACHER
Teachers remain central to the learning process
A shift in the role of a teacher utilizing ICTs to that of a facilitator are not substitute for traditional teacher leadership skills and practices. These are still important (especially those related to lesson planning, preparation and follow-up).
Lesson planning is crucial when using ICTs
Teacher lesson planning is vital when using ICTs; where little planning has occurred; research shows that student work is often unfocused and can result in lower attainment.
PEDAGOGY
Introducing technology alone will not change the teaching and learning process
The existence of ICTs does not transform teacher practices in and of itself. However, ICTs can enable teachers to transform their teacher practices, given a set of enabling conditions. Teachers’ pedagogical practices and reasoning influence their uses of ICT, and the nature of teacher ICT use impacts student achievement.
ICTs seen as tools to help teachers create more ‘learner-centric’ learning environments
The researches have shown that the most effective uses of ICT are those in which the teacher, aided by ICTs, can challenge pupils’ understanding and thinking, either through whole-class discussions and individual/small group work using ICTs. ICTs are seen as important tools to enable and support the move from traditional ‘teacher-centric’ teaching styles to more ‘learner-centric’ methods.
Using ICTs as tools for information presentation is of mixed effectiveness
The use of ICTs as presentation tools (through overhead and LCD projectors, television, electronic whiteboards, guided “web-tours”, where students simultaneously view the same resources on computer screens) is seen to be of mixed effectiveness. While it may promote class understanding of and discussion about difficult concepts (especially through the display of simulations), such uses of ICTs can re-enforce traditional pedagogical practices and divert focus from the content of what is being discussed or displayed to the tool being utilized. Thus, it has totally defeated the whole purpose of using ICT in education.
TEACHER TECHNICAL ABILITIES AND KNOWLEDGE OF ICTs
Preparing teachers to benefit from ICT use is about more than just technical skills
Teacher technical mastery of ICT skills is a not a sufficient precondition for successful integration of ICTs in teaching.
‘One-off training’ is not sufficient
Teachers require extensive, on-going exposure to ICTs to be able to evaluate and select the most appropriate resources. However, the development of appropriate pedagogical practices is seen as more important that technical mastery of ICTs.
Few teachers have broad ‘expertise’ in using ICTs in their teaching
Even in the most advanced school in G8 countries; very few teachers typically have a comprehensive knowledge of the wide range of ICT tools and resources.
In India, the use of ICTs to promote ‘computer literacy’ is seen as less important than in using ICTs as teaching and learning tools
The use of technology in everyday teaching and learning activities appears to be more important than specific instruction in “computer classes”. While the development of technology skills is seen to have a role in the teaching and learning process, it is more important as an enabler of other teaching and learning practices, and not too important in and of itself. Schools that report the highest levels of student ICT-related skills and experience are often not those with heavy computer course requirements, but rather ones that made use of ICTs on a routine basis throughout the teacher professional development and the teaching and learning process.
Students are more sophisticated in their use of technology than teachers
There appears to be a great disconnect between student knowledge and usage of ICTs the knowledge and abilities of teacher to use ICTs. This suggests that teacher inexperience and skill deficiencies may often be an important factor inhibiting the effectiveness of ICT use in education by students.
TEACHER USAGE OF ICTs
Teachers most commonly use ICTs for administrative tasks
Teachers most often use ICTs for ‘routine tasks’ (record keeping, lesson plan development, information presentation, basic information searches on the Internet).
More knowledgeable teachers rely less on “computer assisted instruction”
Teachers more knowledgeable in ICTs utilize computer assisted instruction less than other teachers who use ICTs, but utilize ICTs more overall.
How teachers use ICTs is dependent on their general teaching styles
Types of usage of ICTs correlate with teacher pedagogical philosophies. Teachers who use ICTs the most — and the most effectively — are less likely to use traditional ‘transmission-method’ pedagogies. Teachers who use more types of software tend to practice more “constructivist” pedagogies.
Teaching with ICTs takes more time
Introducing and using ICTs to support teaching and learning is time consuming for teachers, both as they attempt to shift pedagogical practices and strategies and when such strategies are used regularly. Simply put: Teaching with ICTs takes more time (estimates vary on how much extra time is required to cover the same material; 10% is a common estimate). But in countries like India, where there is Power Shortages, this time may be as high as 25%.
TEACHER CONFIDENCE AND MOTIVATION
Few teachers are confident users of ICTs
Few teachers are confident in using a wide range of ICT resources, and limited confidence affects the way the lesson is conducted.
Fear prevents many teachers from using ICTs
Many teachers still fear using ICTs, and thus are reluctant to use them in their teaching.
ICTs motivate (some) teachers, at least at the start
At least initially, exposure to ICTs can be an important motivation tool to promote and enable teacher professional development.
Incentives must be developed to promote effective teacher participation in continuing professional development
Teachers require additional motivation and incentives to participate actively in professional development activities. A variety of incentives can be used, including certification, professional advancement, pay increases, paid time off to participate in professional development, formal and informal recognition at the school and community levels and among peers, reduced isolation, and enhanced productivity.
Access to ICTs is the most significant factor in whether teachers use them
The most significant factor for continuing the development of teachers’ ICT-related skills is for them to have regular access to functioning and relevant ICT equipment.
SUBJECT KNOWLEDGE
Teachers’ subject knowledge influences how ICTs are used
The way ICT is used in lessons is influenced by teacher knowledge about their subjects, and how ICT resources can be utilized and related to it.
Teacher content mastery and understanding of student comprehension make ICT use more effective
The evidence shows that when teachers use their knowledge of both the subject and the way pupils understand the subject; their use of ICT has a more direct effect on student achievement.
Exposure to new/additional information via ICTs is not enough
The effect on attainment is greatest when pupils are challenged to think and to question their own understanding, rather than on exposure to new and additional information.
ICTs can aid teacher self-learning in subject matter
By providing access to updated and additional learning resources, ICTs can enable teacher self-learning in his/her subject area.
TEACHER PROFESSIONAL DEVELOPMENT
On-going teacher training and support is critical to the successful utilization of ICTs in education
Teacher training and professional development is seen as the key driver for the successful usage of ICTs in education.
Teacher professional development is a process, not an event
Traditional one-time teacher training workshops have not been seen as effective in helping teachers to feel comfortable using ICTs, let alone in integrating it successfully into their teaching. Discrete, ‘one-off’ training events are seen as less effective than on-going professional development activities.
Introducing ICTs expands the needs for on-going professional development of teachers
Effective ICT use in education increases teachers’ training and professional development needs. However, ICTs can be important tools to help meet such increased needs, by helping to provide access to more and better educational content, aid in routine administrative tasks, provide models and simulations of effective teaching practices, and enable learner support networks, both in face to face and distance learning environments, and in real time or asynchronously.
Successful teacher professional development models can be divided into three phases
Successful on-going professional development models can be divided into three phases: pre-service, focusing on initial preparation on pedagogy, subject mastery, management skills and use of various teaching tools (including ICTs); in-service, including structured face-to-face and distance learning opportunities building upon pre-service training and directly relevant to teacher needs; and on-going formal and informal pedagogical and technical support, enabled by ICTs, for teachers, targeting daily needs and challenges.
Effective teacher professional development should model effective teaching practices
Effective teacher professional development should approximate the classroom environment as much as possible. “Hands-on” instruction on ICT use is necessary where ICT is deemed to be a vital component of the teaching and learning process. In addition, professional development activities should model effective practices and behaviors and encourage and support collaboration between teachers. On-going professional development at the school level, using available ICT facilities, is seen as a key driver for success, especially when focused on the resources and skills directly relevant to teachers’ everyday needs and practices.
On-going, regular support for teachers is crucial
On-going and regular support is essential to support teacher professional development and can be facilitated through the use of ICTs (in the form of web sites, discussion groups, e-mail communities, radio or television broadcasts).
ENABLING FACTORS
A variety of changes must be implemented to optimize teacher use of ICTs
Shifting pedagogies, redesigning the curriculum and assessment, and providing more autonomy to the schools help to optimize the use of ICT. With sufficient enabling factors in place, teachers can utilize ICTs in as ‘constructivist’ a manner as their pedagogical philosophies would permit.
Functioning technical infrastructure is (obviously) crucial
Teachers must have adequate access to functioning computers, and be provided with sufficient technical support, if they are to use ICTs effectively.
Introducing ICTs takes time
Adequate time must be allowed for teachers to develop new skills, explore their integration into their existing teaching practices and curriculum, and undertake necessary additional lesson planning, if ICTs are to be used effectively.
Support from school administration and the community can be important
Support of school administrators and, in some cases, the surrounding community, for teacher use of ICTs is seen as critical if ICTs are to be used at all, let alone effectively. For this reason, targeted outreach to both groups is often necessary if investments in ICTs to support education are to be optimized.
Lessons learned from introducing ICTs in education need to be shared
As the introduction of ICTs to aid education is often part of a larger change or reform process, it is vital that successful uses of ICTs are promoted and disseminated.
CONCLUSIONS
ICTs are used in education in two general ways: to support existing ‘traditional’ pedagogical practices (teacher-centric, lecture-based, rote learning) as well as to enable more learner-centric, ‘constructivist’ learning models. Research suggests that both are useful, but that ICTs are most effective when they help to enable learner-centric pedagogies.
However, studies of ICT use in Developing Countries like India suggest that, despite rhetoric that ICTs can enable new types of teaching and learning styles, for the most part they are being used to support traditional learning practices.
Additional barriers to effective use of ICTs in education are very well present in the form of LACK of BASIC INFRASTRUCTURE in our Country
SELECTED REFERENCES
American Federation of Teacher, at http://www.aft.org.
Bast, Joseph L. Harmer, (12 March 1997) “ICT and Educational Freedom: A Debate”
Becta (2002) ICT Supporting Teaching – Developing Effective Practice
Bielefeldt (2001) Technology in Teacher Education: A Closer Look
Burniske (2006) Breaking Down the Digital Walls: Learning to Teach in a Post-Modem World
Carlson (2002) The Missing Link in Educational Technology: Trained Teachers
Carlson (2008) Teacher Professional Development in the Use of Technology
Centre for Education Reform, at http://www.edreform.com/
Childhood Education and Care: Background Report for the United Kingdom, Dec 2002.
Cox (2003) ICT and pedagogy: A review of the research literature
Department for Education, Govt. of UK: You Can Profit From Educational ICT
EDC (2008) Multichannel Learning Maximizes Scarce Resources in Developing Countries: A theory evolves from years of practical experience
Edmondson (2002) What styles of computer training enhance teachers’ competence and confidence to use ICT?
Education and Employment Committee of House of Commons Session 1996199, Third Report, Research and Library Services Division.
Friedman M., (1982) Capitalism and Freedom, University of Chicago Press
Guruchran Das (8th August 2008) Article in Daily Sakal, All Editions
Jager (1999) Impacts of ICT in education. The role of the teacher and teacher training King, E., Rawlings, L., Gutierrez, M., Pardo, C., and Torres (1998) The World Bank Report
Kozma (2007) Technology, Innovation, and Educational Change: A Global Perspective
Milken Family Foundation (1999) Information Technology: Underused in Teacher Education
Schoolnet Africa (2004) Towards a Strategy on Developing African Teacher Capabilities in the Use of ICT
UNESCO (2003) Building Capacity of Teachers/Facilitators in Technology-Pedagogy Integration for Improved Teaching and Learning
UNESCO – Bangkok (2004) Teacher professional development on ICT Use in Education in Asia and Pacific: Overview from selected countries
Unpublished Research Findings of ‘Search The Raw Talent Group’ by Creative Engineers
Becta (2008) What Research says about ICT & Teacher Continuing Professional Development
1. Mr. Narendra Sidhaye holds a Bachelors Degree in Mechanical Engineering. He has also completed his Masters in Education from University of Pune. He has devoted himself to the cause of education. He is founder chairman of Creative Engineers, a voluntary organization of engineers dedicated to the cause of Basic Education. He is working as an independent researcher in the field of education for last 15 years. The organization has carried out many research projects in Basic Research as well as Action Research Category.
2. Prof. Mrs. Geeta Kamble
Distance Learning ? Online Schools
Modern education has become diversified, with many variations and specializations on each and every field of work, available in various universities, colleges and training institutions all over the world today. Prospective students have a variety of options when it comes to picking courses and the institutions which offer them, however, the opportunity cost of education, especially for working students and those who support families, is high. Education is expensive and time consuming and students must spend additional money for accommodation and transportation (to commute to and from lectures and study sessions), as well as the time required to be spent in going to and attending classes and lectures. Distance learning, or e-learning, is the answer to all of these problems and offers students a viable alternative to traditional classroom based study.
Overview
Prospective students can now choose online and blended courses (where a small percentage of the coursework and assessments are completed in face-to-face environments while the majority are completed online) in order to schedule and balance educational activities with their work and family / social schedules. Students can now learn at any level (from certifications and training courses to associates, Bachelors, Masters or PhD degrees) completely online and from the comfort of their own homes – at whichever timings best suiting their schedules. Learners can choose from a variety of online schools which offer distance learning programs for students anywhere in the world and manage to gain certifications and complete online degree courses while their normal lives remain largely unaffected. E-learning degrees and certificates are just the same as traditional ones, allow you to work on your own schedule and help you save the time for your work and family or friends and also help you save on the cost of commuting and renting accommodation.
Modern Trends in E-Learning
Some of the latest trends in e-learning are carrying the distance learning trend into the new age of education. Students are likely to encounter most of these in any online course they pick, and they are designed to make learning as student-friendly as can be.
Mobile technologies
Mobile technologies will integrate learning solutions in the near future. This means that software and components for mobile phones will allow students to attend live-classrooms and access resource material for their studies using PDF’s and cellular phones. This will aide students, especially those who work-on-the-move or live in rural areas, to connect to e-classrooms and libraries using their GSM-WAP phone services.
Simulation based learning
Software solutions like Flash etc make it easy to ‘podcast’ simulations over the internet to show processes and techniques to students as audiovisual demonstrations – which are beneficial to the learning process and which had previously been a part of traditional classroom learning only.
Adaptive learning environments
Adaptive learning environments are those which can be used to customize and ‘individualize’ the learning experience of student in accordance with their own preferences and styles of study. These electronic systems gain knowledge of a student’s learning behavior, weaknesses and strengths and take in account the students personal preferences (relating to learning methods, time and resource requirements) and configure and reconfigure the learning system to make the learning experience easy and effective for a particular student.
References:
Wikipedia (research)
TRENDS IN E-LEARNING – PDF (research); www[dot]codewitz[dot]net/papers/MMT_106-111_Trends_in_E-Learning.pdf
www[dot]linezine[dot]com/2.1/features/ewette.htm
Resource Area:
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Frank Johnson is a staff writer for SchoolsGalore.com. Find online schools, online colleges, universities, vocational schools and a lot more distance learning schools at SchoolsGalore.com, your resource for higher education.
Desperate Times for Some California Schools
A large part of the country’s education systems have long looked to California Schools to demonstrate what works in education. While many California Public Schools are indeed exemplary, there are also many that are struggling. In 1999, the state of California decided that it needed to take a closer look at these struggling schools, and that these California Schools needed help to overcome their problems.
The California Schools in question shared one common characteristic – a relatively high level of student poverty. Many but not all of them have high percentages of students who were English learners and/or Hispanic, a statistic that has been correlated with student poverty. Most have very small populations of white students.
These troubled California Schools tended to be larger than average and were much more likely to be on a multitrack, year-round calendar. This type of school calendar allows the school in question to serve a greater number of students by being open all 12 months of the year; with some California Schools teachers and classes sharing rooms with those who are off on a break.
In terms of staffing, these California Schools had a much higher proportion of teachers not fully credentialed and were also more likely to have a high percentage of first- and second-year teachers.
Principals of the California Schools in question were surveyed to determine the differences in the challenges faced by their particular schools. School district officials were also able to provide more information.
California has operated its school accountability system for nine years now and the average API (Academic Performance Index) scores for all schools have risen. Elementary schools have shown the most progress. However, as a whole, elementary level California Schools have faced greater challenges than their middle- and high-school counterparts.
On average, they had either similar or more challenging proportions of English learners
and students living in poverty. School sizes are modestly large and the proportion of fully credentialed teachers is somewhat lower than middle- and high-school teachers working in California Schools.
Conversely, California Schools in the middle and high school levels have consistently shown less improvement than elementary schools. From a statistical perspective, secondary California Schools often face different challenges than elementary schools do in attempting to meet their API growth targets.
Middle Schools have not had the full benefit of the state’s investment in K–12 education since the mid-to-late 1990s, however. From an instructional perspective, the state has put more focus on improving achievement in the earliest grades, most likely with the belief that if a student’s academic success can be improved upon at an early age, they will continue to be successful throughout their school careers.
While there many changes that need to be made to improve the quality of California Schools, it is indeed heartening to see that the state’s board of education is up to the challenge of helping schools make the improvements needed to produce successful and vital members of tomorrow’s society.
Patricia Hawke is a staff writer for Schools K-12, providing free, in-depth reports on all U.S. public and private K-12 schools. For more information please visit California Public Schools