-
Investigating Mathematics Teachers’ Preparedness to Teach Computer in Secondary Schools of Kitwe District
Region Charks Kumwenda,
Mubila Leonard
Issue:
Volume 4, Issue 2, December 2020
Pages:
41-49
Received:
11 May 2020
Accepted:
28 May 2020
Published:
16 June 2020
DOI:
10.11648/j.ajeit.20200402.11
Downloads:
Views:
Abstract: This study is an investigation that focuses on finding out whether teachers of Mathematics have acquired enough preparedness to teach Computer in a way that will enhance academic learner performance. Although much research has been done on factors about ICT integration and implementation, little research has been done on preparedness to teach Computer as a topic integrated in the Mathematics syllabus. A total of sixty nine (69) teachers from eighteen different schools participated in the study including lesson observations which were carried out on four (4) teachers of different schools. The study used both quantitative and qualitative methods. The results through the questionnaires by the ANOVA test revealed that the difference between training and preparedness to teach Computer were not statistically significant (P>0.05). The findings further revealed teaching experience were not a factor on preparedness to teach Computer. However, the findings by the paired sampled t test also revealed that Computer literacy and preparedness to teach Computer were statistically significantly different (P<0.05). The results to determine the relationship between the preparedness variables by the correlation matrix about the population in the study and acquiring Computer literacy showed that they were not statistically significant (P>0.01) except for training in ICT. The study, therefore, concluded that lack of Computer literacy affected teacher preparedness to teach Computer and negatively impacted on preparedness to understand the provision of material on Computer in the textbooks.
Abstract: This study is an investigation that focuses on finding out whether teachers of Mathematics have acquired enough preparedness to teach Computer in a way that will enhance academic learner performance. Although much research has been done on factors about ICT integration and implementation, little research has been done on preparedness to teach Compu...
Show More
-
Teaching Recursion to Junior-High School Students by Using Fractals: A Complete Lesson Plan in Python
Vasileios Drakopoulos,
Panagiotis-Vlasios Sioulas
Issue:
Volume 4, Issue 2, December 2020
Pages:
50-55
Received:
8 April 2020
Accepted:
8 May 2020
Published:
17 July 2020
DOI:
10.11648/j.ajeit.20200402.12
Downloads:
Views:
Abstract: Recursion and functional programming are two programming techniques that go beyond the framework requirements but they are fundamental to learning to program. Recursion is an important idea in computer science and has traditionally been a difficult concept for students to understand, both as a control structure and as an analytic tool. Comprehension of the way programmes are developed bears a number of obstacles especially for 3rd Grade Junior High School students who need to get accustomed to recursion. Α one-teaching-hour lesson plan intended for pupils of the 3rd Grade of Junior High School about teaching recursion through python in combination with its turtle library is proposed. The teaching proposal of the specific method utilises a special category of sets which are called fractals. Since the students will be familiarised with a difficult programming technique without, however, being taught mathematical concepts that are difficult to understand, it is expected to have a more positive outlook towards key concepts and in turn to programming. With the introduction of this approach, students acquired understanding of the concept of coding recursion and applied it in the higher-level programming. In addition, our teaching approach made students enthusiastic, motivated and engaged with the learning of usually difficult subjects.
Abstract: Recursion and functional programming are two programming techniques that go beyond the framework requirements but they are fundamental to learning to program. Recursion is an important idea in computer science and has traditionally been a difficult concept for students to understand, both as a control structure and as an analytic tool. Comprehensio...
Show More
-
Pedagogical Data Analysis Via Federated Learning Toward Education 4.0
Song Guo,
Deze Zeng,
Shifu Dong
Issue:
Volume 4, Issue 2, December 2020
Pages:
56-65
Received:
23 June 2020
Accepted:
15 July 2020
Published:
4 August 2020
DOI:
10.11648/j.ajeit.20200402.13
Downloads:
Views:
Abstract: Pedagogical data analysis has been recognized as one of the most important features in pursuing Education 4.0. The recent rapid development of ICT technologies benefits and revolutionizes pedagogical data analysis via the provisioning of many advanced technologies such as big data analysis and machine learning. Meanwhile, the privacy of the students become another concern and this makes the educational institutions reluctant to share their students' data, forming isolated data islands and hindering the realization of big educational data analysis. To tackle such challenge, in this paper, we propose a federated learning based education data analysis framework FEEDAN, via which education data analysis federations can be formed by a number of institutions. None of them needs to direct exchange their students' data with each other and they always keep the data in their own place to guarantee their students' privacy. We apply our framework to analyze two real education datasets via two different federated learning paradigms. The experiment results show that it not only guarantees the students' privacy but also indeed breaks the borders of data island by achieving a higher analysis quality. Our framework can much approach the performance of centralized analysis which needs to collect the data in a common place with the risk of privacy exposure.
Abstract: Pedagogical data analysis has been recognized as one of the most important features in pursuing Education 4.0. The recent rapid development of ICT technologies benefits and revolutionizes pedagogical data analysis via the provisioning of many advanced technologies such as big data analysis and machine learning. Meanwhile, the privacy of the student...
Show More
-
Cross-Curricular Digital Storytelling Assignments to Measure Motivation
Shahrzad Vafa,
Janelle Bouknight
Issue:
Volume 4, Issue 2, December 2020
Pages:
66-72
Received:
1 July 2020
Accepted:
20 July 2020
Published:
10 August 2020
DOI:
10.11648/j.ajeit.20200402.14
Downloads:
Views:
Abstract: There are different approaches in integrating technology in teacher education programs. Choosing effective technology assignments and projects are an important design element in pre-service technology courses. This paper will share the experience of implementing and examining a cross-curricular assignment digital story that was assigned in two separate courses, an educational technology course and an introduction to literacy course, over a two-year period. Students enrolled in the first-year teacher education program were the participants of this study. There was a lack of significant research regarding cross-curricular assignments at the collegiate level. This research examining motivation and cross-curricular tasks can help mitigate this dearth of research on the topic. The purpose of this study is to learn if students will be more motivated to complete the cross-curricular assignment, which was the creation of a digital story, compared to the stand-alone assignments. We expect our students to see value in combining the skills from both classes to create a meaningful project with real-world use. This study implemented survey research using quantitative data to acquire better insight and understanding of how motivated these assignments were for our students according to the ARCS design model. Results reveal that students found the cross-curricular assignment more motivating to complete than the stand-alone assignments. With the digital storytelling assignment, the task was assessed for both technological skills and vocabulary tier understanding. This allowed for the creation of more meaningful digital storytelling which is believed to have made the task more motivating.
Abstract: There are different approaches in integrating technology in teacher education programs. Choosing effective technology assignments and projects are an important design element in pre-service technology courses. This paper will share the experience of implementing and examining a cross-curricular assignment digital story that was assigned in two sepa...
Show More
-
Animated Images and Vocabulary Development Among Lower Primary Learners
Stephen Ndawula,
Jessica Nabulo,
Edith Namutebi
Issue:
Volume 4, Issue 2, December 2020
Pages:
73-77
Received:
18 July 2020
Accepted:
7 August 2020
Published:
13 August 2020
DOI:
10.11648/j.ajeit.20200402.15
Downloads:
Views:
Abstract: Vocabulary development is a foundational literacy skill in the academic achievement for infant learners. In order to attain other learning areas, a pupil should have mastered the key aspects of vocabulary. Nonetheless, today the quality of vocabulary development among children in Uganda is still wanting. Some schools have therefore begun to adopt use of animated images to improve on the children’s ability to develop vocabulary. This study was carried out to examine the impact of animated images in managing vocabulary development among lower primary learners. The study was confined to pupils from Primary One, and followed a quantitative approach, with a quasi-experimental design. Two schools were purposively selected basing on their background in use of animated images. One hundred and sixty (160) participants, were randomly sampled where 80 were for the control group and 80 for the experimental group. Data revealed that there was a significant difference between the scores of the control and experimental groups. In conclusion, vocabulary registered a difference in performance basing on the fact that there was a sense of audio presentations that were repetitive. This therefore implies that pupils were able to perform better after being exposed to lessons of vocabulary development with animations. The study recommends that during vocabulary development lessons, animated images are designed in an accent and pronunciations learners are familiar with, which may have a bigger impact on the learners’ results.
Abstract: Vocabulary development is a foundational literacy skill in the academic achievement for infant learners. In order to attain other learning areas, a pupil should have mastered the key aspects of vocabulary. Nonetheless, today the quality of vocabulary development among children in Uganda is still wanting. Some schools have therefore begun to adopt u...
Show More
-
Design and Validation of School ICT Monitoring & Evaluation Framework: A Case Study
Xu Chaojun,
Yan Wei,
Hu Chenlin,
Shi Congying
Issue:
Volume 4, Issue 2, December 2020
Pages:
78-85
Received:
24 September 2020
Accepted:
17 October 2020
Published:
23 October 2020
DOI:
10.11648/j.ajeit.20200402.16
Downloads:
Views:
Abstract: With the rapid development of school ICT, students and stuffs ICT activity data are rich enough for school ICT monitor and evaluation. This paper proposes an evidence based school ICT evaluation framework, which includes four parts: data collection, data security and privacy protection, information analysis and evaluation analysis, evaluation and decision-making recommendations. Combined with the iso8000-61 data quality standard and the core elements of school ICT evaluation, the reliability of data collection technology and the availability of collected data are verified. Through interviews, the school teachers and ICT are responsible for the concerns of data security and privacy protection in the research and application of education big data. The experimental results show that the school ICT evaluation based on the fact data has outstanding performance in the aspect of problem diagnosis and the guiding significance of the evaluation conclusion, and has more practical guiding significance. At the end of the paper, some suggestions are put forward for the promotion of technical framework, data security and privacy protection.
Abstract: With the rapid development of school ICT, students and stuffs ICT activity data are rich enough for school ICT monitor and evaluation. This paper proposes an evidence based school ICT evaluation framework, which includes four parts: data collection, data security and privacy protection, information analysis and evaluation analysis, evaluation and d...
Show More
-
Remediating Pre-Service Integrated Science Teachers’ Misconceptions About Acid-Base Concepts Using Cognitive Conflict Instructional Strategy
Issue:
Volume 4, Issue 2, December 2020
Pages:
86-98
Received:
8 October 2020
Accepted:
10 November 2020
Published:
13 November 2020
DOI:
10.11648/j.ajeit.20200402.17
Downloads:
Views:
Abstract: This study explored misconceptions prospective Integrated Science teachers’ hold about acid-base concepts and assessed the extent to which these misconceptions can be remediated using cognitive conflict instructional strategy. The framework for the study was hinged on conceptual change theory. One-group pretest-posttest quasi-experimental design was employed for the study. Convenience sampling technique was utilised to obtain 55 participants for the study. A pre-test comprising 20 Multiple-Choice Questions (MCQ) and 5 short answer questions was used to explore participants’ misconceptions. The participants were taught using cognitive conflict instructional strategy for a period of 4 weeks. Afterwards, the same test (post-test) was administered to the participants to identify the differences in their academic achievements. The responses of the participants were analysed and catogorised into three levels of conceptions to establish their misconceptions. Analysis of pre-test results revealed that the pre-service Integrated Science teachers’ lacked content knowledge and had gross misconceptions about acid-base concepts with an average misconception level of 46.9%. However, a deliberate use of cognitive conflict teaching approach remediated their misconceptions by 36.2% to promote conceptual change. Statistically, there was a significant difference between the mean misconception levels of pre-service Integrated Science teachers’ in the pre and post-tests, t (54)=9.7, ρ=.00001. It is recommended that Chemistry Lecturers should identify students’ initial conceptions before teaching and remediate misconceptions about acid-base concepts using cognitive conflict instructional strategy.
Abstract: This study explored misconceptions prospective Integrated Science teachers’ hold about acid-base concepts and assessed the extent to which these misconceptions can be remediated using cognitive conflict instructional strategy. The framework for the study was hinged on conceptual change theory. One-group pretest-posttest quasi-experimental design wa...
Show More
