2022, Vol. 7, Issue 1
Effect of a Mathematical Fluency Developing Package on Achievement in Mathematics of Primary School Students
AUTHOR(S)
- Dr. Minikutty A.
- Anu M George
ABSTRACT
Mathematics trains us to be ready for our everyday life and achievement in mathematics is required for the advancement in the lives of the students. Mathematical fluency helps to manage the cognitive load while solving problems and there is a bi-directional relationship between mathematical fluency and achievement in mathematics. The purpose of the study was to test the effect of the prepared Mathematical Fluency Developing Package on achievement in mathematics of primary school students. To test the effect, the experimental method was used and the non-equivalent pre-test post-test control group design was selected. The materials used for the experiment were the Mathematical Fluency Developing Package and the lesson transcripts based on Activity-Oriented Method of instruction, both were prepared by the investigators. An achievement test prepared and standardised by the investigators was used to collect data from the sample. A sample of 88 students, 44 for the experimental and 44 for the control group was selected for the study. The result of the study indicates that the Mathematical Fluency developing Package is better than the activity-oriented method of instruction for enhancing Achievement in Mathematics.
Keywords
Mathematical Fluency Developing Package, Achievement in Mathematics
DOI
PAGES : 01-06
How to cite this article:
A., Minikutty and George, Anu M (2022).Effect of a Mathematical Fluency Developing Package on Achievement in Mathematics of Primary School Students. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 1–6.
Perception of Teachers towards Online Assessment Tools – An Analysis
AUTHOR(S)
- Dr. G. Padmini Devi
- Sirisha Deepthi Sornapudi
ABSTRACT
Online teaching has necessitated a reconceptualization of traditional assessment of the students. Pen and paper tests are passive – innovative online assessment tools are the order of the day, especially when the teaching has gravitated to virtual mode. An exploratory design was adopted for the present study. A total of 70 faculty members who are actively involved in online assessment was selected purposively from different degree colleges and universities of Andhra Pradesh. The study was conducted in February 2022. The major findings of the study revealed that Google forms, Quizziz and Moodle were the most popular (98.57%, 74.29%&71.43%) and preferred (88.57%, 52.86%& 38.57% respectively) assessment tools by the majority of the teachers due to their familiarity with the tools. Whereas Mentimeter (35.71%) and poll everywhere (28.57%) were the least favoured among all the online assessment tools. Moreover, there exists a highly significant difference between knowledge of teachers towards assessment tools based on age range, institution and subject taught. Similarly, a significant difference between possession of skills in usage of online assessment tools of teachers based on age range experience, subject taught and type of institution in which they are working was also observed. The study gives an insight into the knowledge and usage of the various online assessment tools popular among the teaching fraternity.
Keywords
Assessment tools, online assessment, online education, teachers
DOI
PAGES : 07-14
How to cite this article:
Devi, G. Padmini & Sornapudi, Sirisha Deepthi. (2022). Perception of Teachers towards Online Assessment Tools – An Analysis. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 7–14.
A Critical Analysis of the Preparedness of Schools for Implementing Coding Classes
AUTHOR(S)
- Ms Garima Singh
- Dr. G.N. Tiwari
ABSTRACT
Indian education has gone through some major changes in its system ever since the introduction of new National Education Policy 2020. These changes are necessary to ensure that our children and our education system is up to date with the current modern system, technology and education. It has been evident that computer technology is the future of the world. Government of India under National Education Policy 2020 has recommended implementing coding classes from Grade 6 onwards. Since the students will be learning coding in their early years, they will be able to adapt to the changes that are going to take place in future. But for implementing these changes at the grass root level the preparation of school plays a major role. This research is a qualitative research that uses exploratory method to study whether the schools are prepared for implementing coding classes. The data was collected through surveys and semi-structured Interviews of schools in the region of Ghaziabad. The interviews consisted of a questionnaire which shed some light on the basic requirements for implementing coding classes. These requirements included the availability of basic infrastructure, proper system, computer labs, and broad-band connections, well trained faculty, properly designed teaching plan and any student training programs. On further observation, discussion and research, the researcher gathered the results and observed a common pattern amongst various schools which is highlighted in the study.
Keywords
Coding, Coding Class, school education, NEP 2020
DOI
PAGES : 15-18
How to cite this article:
Singh, Garima and Tiwari, G.N. (2022). A Critical Analysis of the Preparedness of Schools for Implementing Coding Classes. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 15–18.
Teachers’ Perspective of Continuous Professional Development as a Leading Pathway towards an Innovative Culture of Learning
AUTHOR(S)
- Harshita Panjani
- Prof. Dr. Alka Mudgal
ABSTRACT
Continuous and comprehensive Professional development of teachers enhances their knowledge, competencies, and, skills. Engaging in professional development practices acquaint the teachers with innovative pedagogies; empowers them to become the agent of change, and encourage them to initiate innovations in teaching, learning, and assessments. (NEP 2020) also aims at a paradigm shift in the teaching-learning process. The policy has highlighted the relevance of Competency-based learning that focuses on Conceptual clarity, deeper understanding, and development of 21st-century skills that ensures holistic development of students. The policy has reflected the role of a teacher as a reflective practitioner and an evolving educator who explores innovative practices and promotes experiential, collaborative, and cooperative learning. Various in-service teacher training sessions are being conducted through Technology platforms, webinars, and online workshops to upgrade the knowledge of teachers and to enhance their professional competence. CPD modules, courses, and certification programmes have been published on National technology platforms to ensure nationwide teachers’ participation in such programmes. The purpose of this study is to analyze the perspective of teachers about CPD modules and programmes and their implications in Teaching-learning. The Survey method has been used to collect data from the teachers regarding the benefits and effectiveness of CPD modules in upgrading their knowledge and transforming their teaching methodology. The data has been analyzed using descriptive and inferential statistics. The study has revealed that the majority of teachers find these CPD sessions, modules, and training programmes as effective in apprising them with innovative pedagogies, content development, technology integration, and designing competency-based assessments. Development of social and emotional skills of students, understanding their diversified needs, and planning for remedial instructions are some of the challenges being faced by the teachers.
Keywords
Continuous Professional Development, innovations in Teaching-Learning, Technology Platforms
DOI
PAGES : 19-26
How to cite this article:
Panjani, Harshita and Mudgal, Alka (2022). Teachers’ Perspective of Continuous Professional Development as a Leading Pathway towards an Innovative Culture of Learning. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 19–26.
Fostering students’ engagement and diversity using Escape Room and Nearpod – A pilot Study
AUTHOR(S)
- Katerina Rusevska
- Aleksandra Blazevska
- Marina Stojanovska
ABSTRACT
This paper presents a cooperative learning approach for inclusive science teaching, as part of the wider project objectives. In particular, this activity was aimed at developing and implementing good practice for dealing with ethnically diverse students, taking approaches that enable interaction, direct multidirectional communication, stimulate critical thinking, nurture curiosity, empathy, contribute to rethinking and changing attitudes, enhance cooperation,etc.Therefore, tandem or group forms of work were employed as they offer a variety of opportunities to stimulate students’ curiosity to discover and understand the differences in many aspects, as well as to support collaborative group relationships, debating, active listening, mutual assistance, etc. The idea was to test this approach and further expand it to new activities and in-depth research.
Two types of interactive activitieswere implemented in remote teaching and learning environment in the 2020/2021 school year, due to the closure of schools for face-to-face teaching as a result of the COVID-pandemic: Escape room, an innovative game-based learning approach, and Nearpod, a digital platform for interactive distance learning offering a lot of appropriate possibilities both for teachers and students. In both cases, the students areintroduced to content through dynamic multimedia and are mentally involved in the activity. This leads to increasing students’ motivation, which is very important for stimulating and achieving higher learning goals, as well as for developing positive attitudes towards learning.
These activities are part of a DiSSI project (Diversity in Science towards Social Inclusion – Non-formal Education in Science for Students’ Diversity). This project focuses on the development and implementation of innovative methods, instruments, and activities that deals with inclusive science education, mostly in a non-formal setting. The importance of pedagogical model of differentiation is seen in the fact that the model takes into account the needs of students with low socioeconomic status, students from different ethnic minorities or with a cultural background different from the dominant culture, students with low language skills and highly gifted students.
Keywords
Diversity, Escape Room, motivation, Nearpod, science
DOI
PAGES : 27-34
How to cite this article:
Rusevska, Katerina and Blazevska, Aleksandra et.al. (2022). Fostering students’ engagement and diversity using Escape Room and Nearpod – A pilot Study. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 27-34.
Online Lab for Secondary School Education: Need and Scope as Per NEP 2020
AUTHOR(S)
- Kirti Sharma
- Dr. Sitaram P. Deshmukh
ABSTRACT
This study attempts to throw light on importance of online lab for secondary school education in India with regards to NEP 2020. Further it draws comparison of various Indian educational platforms for their science lab content. Methodology used in this paper is descriptive evaluation method. Findings reveal that despite of plethora of open and closed online educational platforms available in COVID era currently only one open access platform Olabs provide science lab content and stimulation specifically targeting secondary school curriculum. Even Olabs has not been updated since 2011. NEP 2020 emphasis on online and digital education in fact National Education Technology forum identifies online lab/virtual lab as a promising educational technology. Language acts as a big barrier in learning from existing educational platforms as they are exclusively in English. New online labs should be at least in 18 languages recognized by constitution of India and must be of open access so it can be utilized by majority of students. Online lab repositories with videos, animations and simulation should be created in consideration with syllabus of various central as well as state boards. This research gives insight about current status, need and challenges of online lab based learning in Indian secondary school education system
Keywords
Online lab, Secondary school education, online education platforms, NEP 2020
DOI
PAGES : 35-39
How to cite this article:
Sharma, Kirti and Deshmukh, Sitaram P. (2022). Online Lab for Secondary School Education: Need and Scope as Per NEP 2020. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 35–39.
Effectiveness of Stream Education on Critical Thinking Skills of Elementary School Students
AUTHOR(S)
- Kumari Sucheta
- Prof Rekha Agrawal
ABSTRACT
This paper highlights the value of Critical Thinking Skills based on art-based learning including Reading and Writing. STREAM Education fosters twenty-first-century skills which include 4c’s i.e., Collaboration, Communication, Creativity, and the most important one is Critical Thinking Skills.According to Matthew Way, the teacher. Sweeny Elementary School, Sweeny, For learners who may not be able to excel in a typical classroom, STREAM provides a unique opportunity for them to learn about themselves and find what they enjoy, as well as their possible career path. Here a study is done to evaluate the effect of STREAM education on the Critical Thinking Skills of Elementary School Students. The study is quantitative research which involved quasi experimental design. Quasi experimental design of the pre-test post-test, non- equivalent group type was used. The sample of the study comprised of 80 elementary school students ( 40 each from both section A and B) of VII grade students selected randomly from elementary school of Caya city of Bihar district. Mean, Standard Deviation, and Critical Ratio (t) were used to examine the data. The study found that STREAM Education had a considerable impact on elementary school student’s Critical Thinking Skills.
Keywords
STEM, STEAM, STREAM, Critical Thinking Skills
DOI
PAGES : 40-46
How to cite this article:
Sucheta, Kumari and Agrawal, Rekha (2022). Effectiveness of Stream Education on Critical Thinking Skills of Elementary School Students. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 40-46.
A Study of Computer Attitude among Undergraduate Students after Covid-19
AUTHOR(S)
- Mrs. Lakhwinder Kaur
ABSTRACT
The present study was conducted to check the level of computer attitude among undergraduate students in relation to their gender and subject stream after COVID-19. The study was conducted on 100 students comprising of 50 humanities (25 girls and 25 boys) and 50 science (25 boys and 25 girls) undergraduate students of Jalandhar district. The data was collected via Google forms. The research tool was used namely Computer Attitude Scale and standardized by Dr. Tahira Khatoon & Manika Sharma (CAS-KS). The obtained data was analyzed by using mean, Standard Deviation and t-test. The findings of the study revealed that the level of computer attitude among undergraduate girls and boys were same. There was no significant difference related to gender and subject streams. These findings will be useful for a range of stakeholders such as educationists, policy makers, teachers, parents, etc
Keywords
Computer, Attitude, Undergraduate Students, Gender, Humanities and Science
DOI
PAGES : 47-53
How to cite this article:
Kaur, Lakhwinder (2022). A Study of Computer Attitude among Undergraduate Students after Covid-19. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 47-53.
Effect of STEAM Learning Approach on Academic Achievement in Science
AUTHOR(S)
- Mohini Tripathi
- Rekha Agrawal
ABSTRACT
STEAM is the acronym for Science, Technology, Engineering, Mathematics and Arts. This study aims to know the effect of STEAM learning approach on Academic Achievement of Science. This study is quantitative in nature. Non-Equivalent Control Group design of Quasi Experimental design was used on two intact sections of 40 learners of class VII. Mean, Standard Deviation and Critical Ratio (t) were calculated from collected data. A significant difference between the mean scores of Achievement Test in Science of learners learned by Traditional approach and learners learned by STEAM learning approach was found which is in favour of the study. It can be concluded that STEAM learning approach affect the Academic Achievement in Science positively.
Keywords
STEM, STEAM, Academic Achievement in Science
DOI
PAGES : 54-61
How to cite this article:
Tripathi, Mohini & Agrawal, Rekha (2022). Effect of STEAM Learning Approach on Academic Achievement in Science. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 54-61.
Role of Self-Directed learning and ICT in Blended Learning Environment
AUTHOR(S)
- Ms. Shalini Johar
- Dr. Vinod Kr. Shanwal
ABSTRACT
Due to the pandemic, many technology-enhanced learning trends came into practice but the one that is the most crucial aspect of the future is Blended Learning (BL). It is an amalgamation of face-to-face and online learning backed with a technological infrastructure that assists teachers in organizing course content, communication, and common workflows. It capitalizes on the advantages of both in-person and online learning, ideally combining the convenience of distance learning with the engagement of face-to-face encounters. Whatever educational trend is followed, the student is the primary stakeholder, and teachers must create an ecosystem that responds to the students’ dreams and aspirations. Today’s teachers look for approaches that make students more independent, goal-oriented, technology literate, creative, innovative, collaborative, and continuous learners. One such approach is Self-directed learning. Both teachers and students need to have specific skills, knowledge, and motivation to follow this approach and it is only possible in a BL environment. Blended learning nurtures the 21st-century skills of the students. In a BL environment, students can improve both their ability to direct their learning as well as their ability to use technology to improve their learning effectiveness. This paper addresses the role of self-directed learning and information & communication technologies (ICTs) in blended learning, as well as how a well-designed BL setting fosters a sense of community and improves student collaboration. It is both teachers’ and students’ knowledge, skills, and motivation that supports self-directed learning and technological literacy in the classroom.
Keywords
Self-directed learning, Blended learning, ICT
DOI
PAGES : 62-67
How to cite this article:
Johar, Shalini & Shanwal, Vinod Kr. ( July, 2022). Role of Self-Directed learning and ICT in Blended Learning Environment. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 62–67.
Ethical Considerations in Augmenting Artificial Intelligence in Teaching Methodologies at School Level
AUTHOR(S)
- Ms. Natasha Pallavi
ABSTRACT
With the advancement in the fields of science and technology, artificial intelligence and machine learning has revolutionized the functioning of every sector. This unprecedented rapid development can be profoundly experienced in all facets of life, especially and more importantly in the field of Education. Every nation requires to involve and contribute to the implementation of this ‘intelligent’ education in this 21st century. Artificial Intelligence is one of the key pillars to strengthen the Teaching Learning process.Through Education sector Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and ethical challenges, which have so far outpaced policy debates and regulatory frameworks. Artificial intelligence in education promotes the development of school teaching is still lacking in systematic discussion. This research paper discusses several aspects of artificial intelligence to promote teaching and learning reform, including artificial intelligence to promote the innovative development of teaching methodologies and learning methods along with the development of school teaching management, and to promote the need to reform of subject structure and educational content. With a view to encouraging the application of artificial intelligence in promoting the transformation of teaching and learning, it is proposed that schools meet new requirements in the era of artificial intelligence while addressing the ethical considerations.
Keywords
Artificial Intelligence, SDG 4, Ethical Challenges, Transformation, Teaching Methodologies
DOI
PAGES : 68-75
How to cite this article:
Pallavi, Natasha (July, 2022). Ethical Considerations in Augmenting Artificial Intelligence in Teaching Methodologies at School Level. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 68–75.
Revisiting Dr. B.R. Ambedkar’s Philosophy on Inclusive Education
AUTHOR(S)
- Dr. Neetu Jain
- Tanushka Sharma
ABSTRACT
Education, the adaption of various skills, values, knowledge and information are principal aspects of sustainable development. Ambedkar believed that education was the most important precondition for the reform in society on the principles of equality and justice. According to Dr. Ambedkar education was something that ought to be brought within the reach of all. The policies related to education should first and for all focus on making education as cheap or of minimal cost to the lower classes. For him what was necessary was that all communities must be bought to the level of equality which could be achieved by putting to use the principle of equality and bringing in inclusiveness. The concept of inclusive education promotes and guarantees access to quality education for all children by effectively meeting their diverse demand and needs in a way that is responsive, accepting, respectful and supportive. Children participate in common learning environment with education program which supports to diminish and remove barriers and obstacles that may lead to exclusion. The paper tries to revisit Babasaheb Ambedkars philosophy of inclusive education and linking it with modern day concept, need and challenges of inclusive education.
Keywords
Dr. Ambedkar, Equality, Equity, Inclusion, Education, Social Justice
DOI
PAGES : 76-83
How to cite this article:
Jain, Neetu and Sharma, Tanushka (2022). Revisiting Dr. B.R. Ambedkar’s Philosophy on Inclusive Education. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 76–83.
Relevance of Upanishad knowledge system in present teaching system
AUTHOR(S)
- Dr. Radhika Bansal
ABSTRACT
The Upanishads presented a time of higher inspiration, in which the pursuit of knowledge broke down all barriers of caste and external formalities, in which the breadth of soul could unite within itself the noblest values and great aesthetic and spiritual outbursts of vision… Epic hymns to self-knowledge and world-knowledge and God-knowledge’, expressions of the mind in which philosophy and religion and poetry are made one, because this religion does not end with a creed. Although things have changed a lot since the Upanishadic times, – there are many timeless gems that we can recognize and draw inspiration from even today: they can teach us among others – that a true participation in the passion of inner knowledge is centered around Is and inspires. Values can best be taught. There is no end to that knowledge, – it all depends on our search, and with what courage we proceed into the regions of the unknown, what path we take, which will lead us to the desired knowledge or wisdom – Regarding the creative possibilities involved in knowledge expression and communication with students, which in the case of Upanishadic sage teachers range from the ability to teach through silence and reach the core of students with empathy, to rich and colorful explanations, one Even with a pinch of humor – the possibility of learning and teaching through silence, creating a magical space full of beauty, in which creativity and curiosity for knowledge and education for sensitivity that is beyond speech, equally have their place. In the process of social development old traditions become obsolete for people. New traditions have taken their place. But this process of replacement is not always smooth. It is facing a lot of opposition from some conservative sections of the society. At the same time, it should also be kept in mind that not every ‘old’ is old and not every ‘new’ is right, hence to maintain harmony between the two, there is a need to maintain coordination between the two. This work can be done through educational philosophy.
Keywords
Upanishads, learning, teaching, education, social development
DOI
PAGES : 84-91
How to cite this article:
Bansal, Radhika (2022). Relevance of Upanishad knowledge system in present teaching system. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 84–91.
Teachers’ understanding of language and pedagogy
AUTHOR(S)
- Shobha Shankar Nagda
ABSTRACT
This article presents the current attitudes of teachers towards language teaching. His perspective reflects the changes required by the National Curriculum Framework. What needs to be done to bring about this change and what challenges will have to be faced, it also presents some suggestions for how those challenges can be faced.
Keywords
Language, Language Teaching, Pedagogy, Teachers’ Understanding, Worksheet
DOI
PAGES : 92-98
How to cite this article:
Nagda, Shobha Shankar. (2022). Teachers’ understanding of language and pedagogy. IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 7(1), 92-98.