...Educators’ Readiness at International Islamic College Siti Nur’ain Hamsan Faculty of Computer and Mathematical Sciences Universiti Teknologi MARA ABSTRACT Owing to the rapid growth of technology, most of the higher educational institutions are looking for new learning systems that can improve their curriculum. The preliminary study have identified four problems which are lack of understanding on the level of technology acceptance among educators, how mobile phone can be used for learning, the benefits of m-learning to student learning and lack of confidence among educators in integrating technology in the teaching process. This study is an adoption of Parasuraman’s study on Technology Readiness Index (TRI). The objective of this study is to identify the level of technology readiness among educators at International Islamic College (IIC) towards the implementation of mobile phone as pedagogical tools in the teaching and learning process. Besides that, this study also aims to identify the relationship between the dimensions of technology belief and educator’ readiness and which dimensions influenced the most to their readiness level. In order to achieve this objective, quantitative approach and questionnaire instrument are used to gather data from the respondents. The findings show that there is a high level of technology readiness among educators (mean=3.87) with a positive and significant relationship between the dimensions of technology belief and educators’ readiness (p 0.05)...
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...possible without the support of two research assistants, Caroline Scott and Karin Barty. We thank them for their enthusiasm for the project and the many hours they spent searching the literature. The Early Childhood Education Research Team would also like to acknowledge the parents, primary school teachers, school principals, early childhood professionals and other support staff who were willing to provide their views on what they considered to be a successful transition to school. A very special thank you to the kindergarten teachers who, at the time, were very busy writing Transition Learning and Development Statements yet somehow put time aside to answer our questions. Finally, we would like to acknowledge the support and colleagueship provided by the Department of Education and Early Childhood Development, especially Pippa Procter, Gina Suntesic and Karen Weston. This has been an interesting and stimulating project for us all. The Early Childhood Education Research Team Victoria University December, 2009 Table of Contents Acknowledgements Introduction • Background • Purpose Methodology • Literature Review • Participants • Data Collection • Victorian Early Years Learning & Development Framework (Victorian Framework) • Outcomes • Indicators • Measures • Tables Outcomes & Indicators of a Positive Start to School • For Children • For Families • For Educators • Table 1: Outcomes & indicators of a positive start to school for children • Table 2: Outcomes & indicators of...
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...READINESS OF GRADE IV TEACHERS IN TEACHING K TO 12 CURRICULUM Background of the Study The implementation of the K to 12 education plan in the Philippine Basic Education Curriculum is the key to our nation’s development. Though the government will face many problems in the long run of the implementation of the program, there really is a need to implement it because the enhancement of the quality of our education is very urgent and critical. Teachers will be given sufficient in-service training on content and pedagogy to implement this program. Currently the Deped Grade 4 teachers have been trained to meet the content and performance standards of the enhanced K to 12 Curriculum. Both public and private schools participated on 5 days training thru sending their teachers to be ready and well prepared on the opening of classes. Although the Grade 4 teachers are said to ready for the K to 12 Curriculum, there is another challenging part for them to battle with. It is insufficient teacher’s guide, books and teaching material to facilitate learning process. May be the government take alternative plan to meet the target in implementing the program without suffering the quality of education every learner should get. Statement of the Problem: This study aims to find out the level of readiness of the grade IV teachers in teaching k to 12 curriculum in Sta. Barbara District I. Specifically, this study will answer the following questions: 1. What is the profile of the Grade...
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...Republic ofthe Philippines Department of Education National Capital Region DIVISION OF CITY SCHOOLS City ofMuntinlupa April 2, 2012 DIVISION ME]\IJORA1~DIJM No. lEft ,K 2011 POLICIES AND GUIDELINES ON THE lMPLEl\IENTATION OF THE UNIVERSAL KINDERGARTEN EDI1CATION PROGRAM To: Division Supervisors/Coordinators Heads, Public/Private 1. Enclosed is DepEd Order No. 21, s. 2012 entitled "Policies lind Guidelines OIl the Implementation ~f tire Universal Kindergartlen Etiucation Program", dated March 20, 2012, the contents ofwhich are self explanatory, for the information and compliance of all concerned. 2. Immediate dissemination ofthis Memorandum is desired. Otlicer-In-Charge Office ofthe Schools Division Superintendent DO~AN'Ed.D. v i\epulJUt of toe tlbilitJpinU Jmepartment of Qfbucation DepEd ORDER No. 21. s. 2012 ( . MAR Z8211!' POUCtES AIfI)·GUIDELIMBS Olf TBB tMPLBMBRTATION OF THE UNIVERSAL KINDERGARTEN EDUCATION PROGRAM To: Undersecretaries Assistant Secretaries Bureau Directors Directors of Services, Centers and Heads of Units . Schools Division/City Superintendents An Others Concerned 1. The Department of Education (DepEd) shall continue with its commitment to the Millennium Development Goals (MDGs) particularly MDG No.2, which is to attain universal primary education by 2015, and Education for All (EFA) objectives. particularly Critical Task No.2. to expand the coverage of the Early...
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...FRAMEWORK FOR E-LEARNING SYSTEM READINESS ASSESSMENT Ali Abdul-Fattah Alshaher Lecture, Department of Management Information System, College of Administration and Economics, University of Mosul, Iraq. ABSTRACT These study it is necessary to can be used as a theoretical foundation upon which to base decision-making and strategic thinking about e-learning system. This paper proposes a new framework for assessing readiness of an organization to implement the e-learning system project on the basis of McKinsey 7S model using fuzzy logic analysis. The study considers 7 dimensions as approach to assessing the current situation of the organization prior to system implementation to identify weakness areas which may encounter the project with failure. Adopted was focus on Questionnaires and group interviews to specific data collection from three colleges in Mosul University in Iraq. This can be achieved success in building an e-learning system at the University of Mosul by readiness assessment according to the model of multidimensional based on the framework of 7S is selected by 23 factors, and thus can avoid failures or weaknesses facing the implementation process before the start of the project and a step towards enabling the administration to make decisions that achieve success in this area, as well as to avoid the high cost associated with the implementation process. KEYWORDS: E-Learning System, Readiness Assessment, McKinsey 7S Model. I. INTRODUCTION E-learning...
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...Influence of school readiness Supporting early learning will help to develop school readiness in children. School readiness is important for all children as it enables them establish the tools necessary to succeed in school. School readiness is one of the most, if not the most important factor in young childhood development. School readiness is anything that helps to prepare a child to engage and benefit from a classroom setting. This includes, language and literacy, mathematics, physical development, social and personal development, and scientific thinking. These domains can be successfully achieved by providing healthy environments, parental support, and good nutrition. Unfortunately, school readiness is not a mandated curriculum across the country as of yet. The mission of the National School Readiness Initiative was to set specific goals and measurable objectives. This data was tracked and measured with the intention of being used to serve as a framework for a national curriculum to focus more attention on young children and the needs of families. “The School Readiness Indicators Initiative works to develop a comprehensive set of school readiness indicators to inform public policy for young children and their families,” (School Readiness Initiative, 2013). This initiative involved teams from 17 states, including Arizona, Arkansas, California, Colorado, Connecticut, Kansas, Kentucky, Maine, Massachusetts, Missouri, New Hampshire, New Jersey, Ohio, Rhode Island...
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...Introduction Family involvement matters for young children’s cognitive and social development. But what do effective involvement processes look like, and how do they occur? This research brief summarizes the latest evidence base on effective involvement—that is, the research studies that link family involvement in early childhood to outcomes and programs that have been evaluated to show what works. The conceptual framework guiding this research review is complementary learning. Harvard Family Research Project (HFRP) believes that for children and youth to be successful from birth through adolescence, there must be an array of learning supports around them. These learning supports include families, early childhood programs, schools, outof-school time programs and activities, higher education, health and social service agencies, businesses, libraries, museums, and other community-based institutions. HFRP calls this network of supports complementary learning. Complementary learning is characterized by discrete linkages that work together to encourage consistent...
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...it is one of the best test you could ever take. PARCC testing happens all over the country. PARCC stands for Partnership for assessment of readiness for college and careers. Students should take Parcc standardized test because 1. it compares you to other students, 2. it decides on placement for your classes and 3. it plans for the future. II. Body 1/Point 1 - it compares you to other students To compare students is a good thing because it looks at different levels of students so PARCC can have an idea of what resources the students need at school to succeed. PARCC looks at different categories such as skills, programs for...
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...educational practices of the past no longer meet the needs of the ever-changing classroom demographic. As classroom demographics change, so must the perspective of educators charged with educating young people. It is the responsibility of teacher leaders everywhere to find meaningful ways to reach their students. With the growing popularity of professional learning communities on school campuses, teachers can take advantage of professional development prospects enabling them to establish differentiated instructional strategies that give all students equal access and opportunities to learn. Teacher leaders have several roles. To begin with, as lifelong learners these leaders “foster a collaborative culture to support educator development and student learning” (Teachers as leaders, 2011). In other words, teacher leaders are dedicated to improving educational outcomes for students, expanding the professional communities that they work in and creating positive culture. Positive school culture is vital to both students and staff. Roby (2011) offers that “Teacher leaders not only have the ability to shape the culture of the workplace, but if they are operating from a moral mindset, an obligation to do so is imminent” (p. 782). Furthermore, teacher leaders are willing to take risks, effectively communicate, and express their ideas and are heavily involved in the school decision-making process. One idea I have expressed is the need for professional development on culturally relevant...
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...of test scores from the Michigan Education Assessment Program (MEAP) and teacher and student survey results were analyzed as a means to outline broad relationships from the data. Results from the quantitative findings directed the researcher on how to frame the qualitative design. Second, a qualitative analysis of classroom observations and interviews with teachers was conducted. The qualitative portion of this study followed a social interactionism orientation adopted by social interactionism theorist (Blumer, 1969). This approach allowed the researcher to analyze relationships between the differentiation variables. The quantitative data methods of surveys and test scores, qualitative techniques of classroom observations, and teacher interviews were triangulated. Triangulation of data was used to support research findings through independent measures to point to the same conclusions (Webb et al., 1965). The conceptual framework (Hall, 2004) served as the foundation in the identification of the differentiation variables to be studied. The research findings supported the work of learning styles theorists (Dunn, Griggs, Olsen, Beasley, and Gormann, 1995). Findings also suggested that the differentiation strategies of choice and interest play a vital role in achievement and student satisfaction iv in learning. Findings suggested that teachers just beginning differentiation should first administer a learning...
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...In this paper I will discuss how these theories relate and differ with regards to a child’s development. How do these theories help us understand our children and how they grow and learn? I will also discuss the importance of physical, emotional and cognitive development, to the overall development of a child and why it is imperative for us to not only understand how they develop but how we can help foster that growth. A child begins to develop while in the mother’s womb. The genetics (the makeup) of the child are already in place. (Papalia, Olds, Feldman, 2008) The child inherits genes from both mother and father. Piaget was probably one of most influential cognitive theorists. Piaget was a constructivist which means basically that learning occurs from actions rather than as a result of actions. Cognition generally refers to any intellectual process within the human experience. These processes include attention the ability to focus, perception the individual interpretation, memory, thinking and problem solving. Constructivists or Cognitivists believe development is the ‘process by which individuals acquire a more sophisticated and...
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...Introduction: Learning is a consequence of experience. A few million years ago our ancestors were driven by survival to learn how to outlive the rest of the species by learning to adapt and develop the skills they need and pass on the knowledge to their successors. The learner is the most important component in the educative process and so he or she is the center in the educational system hence it is necessary for us to discuss his or her traits in order for us to devise ways to enhance his or her ability to assimilate learning. There are many factors that influence the learner’s learning and how we can become nurses that are effective educators. Objectives: By the end of the report, the students will be able to: • Describe the learner. • Enumerate the characteristics of a learner. • Identify the elements of the learner • Differentiate the Types of learners. Nature of the Learner The learner is an embodied spirit. He is the union of sentient body and a rational soul. His body experiences sensations and feels pleasure and pain. His soul is the principle of spiritual acts, the source of intellectual abstraction, self-reflection, and free rational volition. Body and soul exist in mutual dependence. (Kelly, 1965) The Learner n 1: someone (especially a child) who learns (as from a teacher) or takes up knowledge or beliefs [syn: scholar, assimilator] 2: works for an expert to learn a trade [syn: apprentice, prentice] Fundamental Equipment of the Learner ...
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...information should be included in the header of the lesson plan: Student’s name Cooperating teacher and school Date and time lesson is to be presented Date written plan is submitted to the practicum teacher (Plan must be initialed and dated by the teacher when it is reviewed—at least one week in advance.) (Include the title of each of the following sections in your written plan.) A. TITLE/TYPE OF LESSON B. CONTEXT OF LESSON What pre-assessment did you do that tells you the students’ readiness, interests, and/or learning preferences? Why is this an appropriate activity for these students at this time? How does this lesson fit in the curriculum sequence? How does this lesson fit with what you know about child development? C. LEARNING OBJECTIVES Understand – what are the broad Know – what are the facts, rules, generalizations the students should specific data the students will gain begin to develop? (These are through this lesson? (These “knows” typically difficult to assess in one must be assessed in your lesson.) lesson.) Do – what are the specific thinking behaviors students will be able to do through this lesson? (These will also be assessed in your lesson.) D. ASSESSING LEARNING What will your students do and say, specifically, that indicate every student has achieved your objectives? Remember – every objective must be assessed for every student! E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required) F. MATERIALS NEEDED List all materials that will be...
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...Early Childhood Education Jenelle Johnson PSYC2700 - Child Development U03a1 Early Childhood Education Capella University December, 2014 Early Childhood Education Early childhood education is education that is geared for children three to eight years old, however, early childhood education can start as early as infants at birth through the age of eight years old. Early childhood programs were developed for all children who could not otherwise afford quality preschool or daycare programs. It is the belief that all children benefit from education at an early age. Early education is important to the development of these young children. These programs offer assistance, resources, and education to both the children and parents. Programs all over the world have been implemented to help young impoverished children have an early start to education. This paper will discuss the policy of the Head Start Act, the benefits of receiving early childhood education, and characteristics of a good high quality early childhood program. Early childhood is an important time for children as they grow and learn so much. So many important factors such as health and nutrition, economic status, education and daycare programs, and positive effective parenting are all huge factors that can have an effect of the development process of the young child. Because of the importance of all these variables, programs have been developed and policies have been made to assure that all children have...
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...EDU 7001-8 Synthesis of Research Articles Prekindergarten: The Foundation of Early Learning and its Importance Rosa L. Coley Northcentral University August 30, 2015 Author's Note This assignment is being submitted on August 30, 2015 for Dr. John Klocinski's EDU 7001-8, Advanced Scholarly Writing course. Prekindergarten: The Foundation of Early Learning and its Importance Pre-kindergarten plays a critical role in early childhood education. It builds the foundation of the student's learning before they attend kindergarten. Research shows that children who attend a high-quality pre-kindergarten are successful in their years of schooling. Therefore, high-quality pre-kindergarten programs should be implemented just as regular elementary schooling. Public schools are becoming challenging with heightened accountability requirements because of the No Child Left Behind Act. Pre-kindergarten has become an important approach to promote school readiness and close achievement gaps in elementary school and beyond. It would produce large academic gains, especially for children of low-income families. Richard Coley's research pointed out that, "More than 30% of low-income children have no familiarity with print. That is, they do not know that books are read from left to right or where a story starts or ends. Seventeen percent of children from middle-income families and 8% of those whose parents have a bachelor's or higher degree also lack this knowledge. About 60%...
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