...Computers in Economics Education 1 The Role Computers Play in Economics Education Oluremilekun Ojo EDIT 6900 – Research Synthesis Computers in Economics Education 2 The Role Computers Play in Economics Education Introduction Schug identified that “economic education helps students develop the critical knowledge and skills they need as citizens to make intelligent decisions and to help shape economic policy” (as cited in Wentland, 2004, p. 640). According to Vowels, “teaching students economics, sometimes called the science of making decisions, is a key ingredient for helping them to become effective citizens, workers, voters, consumers, investors and participants in a healthy economy” (as cited in Wentland, 2004, p. 641). This research topic came about as a result of a current project with an economics teacher who would like to add some form of multimedia component into his syllabus. While trying to develop a suitable application for my client, I had to review the ways that technology is used to teach economics as my guide. In this process, I decided to conduct research into the role of computer technology in economics education. I was initially interested in how technology was introduced in to teaching economics and then retracing its journey into more contemporary uses of technology so that I can securely make predictions for the future. This approach was not very fruitful because I was unable to find articles that gave adequate information regarding the...
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...administrative and counseling tools; object of instruction and as a vehicle of instruction. As applied to administrative and counseling activities, ICT is used in planning of admission, record keeping, grading of scripts as well as in computer. Assisted Academic Counseling. In computer Assisted Academic Counseling; a computer package is designed specially to assist counselors to do their job effectively. It helps to assist individuals to eliminate inhibiting behaviours such as impatience, test, anxiety, procrastination, laziness, low academic achievement. (O’Leary & O’Leary, 2004). The application of ICT as an object of instruction involves teaching and learning of the concept of ICT and ICT- related technologies leading to ICT literacy. The application of ICT as a vehicle of instruction involves the use of computer as an aid to teaching and learning other subjects such as mathematics,...
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...FIELD REPORT: Observing Electronic Devices Usage in Class and Discussing Whether College Teachers Should Allow Students Use Laptops In Class By Bingqian Zhou Reporting Period: Autumn 2012, October 9–16 Abstract As technology become more advanced and widespread, people are able to purchase various personal electronic devices at a lower cost. It also leads to the trend that more and more students bring their personal electronic devices to class. I observed the use of electronic devices in three different courses, and I also interviewed two instructors with unique teaching styles and asked them their opinions about whether should allow their students use laptops during lectures. The reason I did this report is that I have seen many students bring their laptops to class for different purposes, and also realized that college teachers have different policies on the use of personal electronic devices. I observed student’s behavior in several classes, 70% of the students brought electronic devices to class, which only 20% of them actually used them for class related work. I also interviewed two instructors about their attitude of using laptops during class. One of them believed that it was helpful and convenient for students take notes on the computer and follow up with course materials. The other teacher argued that it was distractive to others if some students use their laptops to do non-class activities and was also disrespectful to the instructor. The conclusion of this report...
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...subject are valued key points. This study also set path for further and deeper discussion of images of a good teacher at all levels in general and at tertiary level in particular. Keywords: Role model, Quality Education, Lucidity, Evaluation, Instructional objectives Teachers: The Epitome of Pedagogy 1. Introduction Teachers are the architects of a nation. It is richness of teachers' talent that fabricates intellectual and academic architecture. It is the mosaic of talented teachers that would bring renewed vitality. Before we discuss the qualities of this constellation of educators, we have to address the query that why are the quality of a teacher important. Because good teaching leads to effective learning, which in turn means thorough and lasting acquisition of the knowledge. (How to improve teaching quality). Also, the Quality Education is a...
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...Critical Reflections on Teaching What is reflective teaching? Reflection defined | |[pic]|recognising |[pi| | | | |+ |c] | | |Reflection means | |examining | |the way we teach. | | | |+ | | | | | |ruminating over | | | This involves more than just describing what we do or what we have done. As individuals, each with our own background and experience, we bring certain beliefs, assumptions, knowledge, attitudes and values to teaching. Our teaching takes place in a social setting that has its own unique characteristics, opportunities and constraints. Reflective teaching means exploring the implications of all these complex factors with the intention of understanding and improving our practice. A good place to start is by considering our own pasts, as learners and teachers and reflecting on the beliefs, knowledge and values that we have developed from our experiences. Levels of reflection In a sense, we reflect constantly as we teach, responding to ongoing situations in the classroom as they arise. This is sometimes called reflection-in-action. Reflection-in-action usually happens very fast, perhaps even intuitively...
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...Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that strategies promoting active learning be defined as instructional activities involving students in doing things and thinking about what they are doing’.Students and their learning needs are at the center of active learning which makes it very effective when introducing this pedagogical approach in any lesson. Some active-learning techniques are easier to use in your class and some are harder when it comes to teaching. Teaching methods are constantly changing with teacher and school introducing new pedagogical approaches to teaching, but time and time again active learning producing a much higher sense of achievement and accomplishment in comparison to the old didactic methods of route learning in school. Teaching is becoming more practical nowadays where students are becoming actively more and more involved in their learning. There is a big emphasis on relating the material students are covering to real life examples. Geoff Petty (2004) states ‘We learn by doing. Research shows that active learning is much better recalled, enjoyed and understood. Active methods require us to 'make our own meaning’, that is, develop our own conceptualisations of what we are learning. During this process we...
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...years. Mrs. Molosky is very knowledgeable and has had much experience in teaching both subjects. Mrs. Molosky challenges the students to think independently and to come to know the world through its marvel and its ancestors. The classes in the school are crowded and full of diversity, therefore not only was I able to observe the higher level classes but I was fortunate to observe the lower classes which consisted of Learning Support and ESL students. The science class was very enlightening and attention-grabbing to say the least because Mrs. Molosky had to differentiate instruction to meet the needs of the different levels. Every 2-3 weeks the teacher replaces one subject with the other depending on the depth of the information within the chapter and the rate at which the students grasp the material. At this time Mrs. Molosky was teaching a unit in Science called “The Solar System and Beyond”. During my observing of this unit of instruction, I was able to compile the information needed to respond to the questions within the module. The following is the information: Were other content areas such as reading, writing, math and technology integrated into the science lesson by the teacher? Yes, the teacher did integrate the content area of Reading by using compare and contrast, sequence, categorizing and classifying information, and drawing conclusions. The subject area of Math was applied through teaching how to calculate the distance in astronomical units in the Solar System...
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...1.1 Explain the role of initial and diagnostic assessment in agreeing individual learning goals. Initial and diagnostic assessments should effectively diagnose learners’ strengths and weaknesses. Learners who know what their strengths are and which areas they need to improve are more likely be motivated and “know what is expected of them” (Gravells, 2012, p.50) to progress and meet the requirements of a course or programme. In order to determine “the level and which specific aspects learners need to improve on” (Gravells, 2012, p.50), teachers should administer initial and diagnostic assessments to them before or at the start of a course or programme. The results of initial and diagnostic assessments can be used to help learners agree on Individual Learning Plans specifically designed to meet their learning needs. Some learners might have expectations of making rapid progress within a course or programme but unexpectedly experience difficulties due to a lack of personal or functional skills. Initial and diagnostic assessments should help teachers identify problems early relating to their learners’ personal skills. In certain circumstances, results from initial and diagnostic assessment might indicate that some learners do not have the requisite skills to have any realistic chance of progressing within a course or programme and they should be referred to a course or programme which more specifically meets their learning needs. On the other hand, some learners might have very...
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...Teaching Philosophy Statement I am not yet a teacher but have had a strong desire to be one ever since I was a child. I recall playing with my sisters and I loved playing the role as a teacher. I grew up in a bilingual environment. As a child I knew how to speak and read Spanish but, I was lacking grammar skills. I wanted to know my home language fluently in all aspects. Therefore, I want to facilitate my future students to be able to learn a second language. My drive is to pursue a higher education to my students that way they could become successful life. I am going to act like a guide to them and promoting respect to all my students. It is my life aspiration to be an excellent high school teacher who motivates students to achieve the highest level of education. Not only I am pushing myself but also, I want to be a teacher to push my students to excellence. Perseverance is my motto, and I want to pass that on to my students. I want them to see my example: I’ve worked hard and never once gave up on what I wanted to become –their teacher. I believe that my role as a teacher is to give my students the tools necessary to be successful. In order to accomplish this goal, I will find ways to teach each student based on their needs that way all my students will feel capable and successful. Another way that I would help my students is by incorporate themes, projects, group work, to make my students active learners. I want to inspire Spanish and English speakers to ascertain their...
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...Micro Teaching” A Paper As a partial fulfillment of the course of Master of Arts {part-II} in English, Evaluation of the paper IV.II: ELLT By Sharad N. Musale Roll.No-518 Submitted To The department of English R.N.C. Arts, J.D.B. Commerce & N.S.C. Science College, Nashik Road. 2012-2013 Content Introduction I) Meaning and Definition of Micro Teaching II) Nature of Micro Teaching III) Characteristics of Micro Teaching IV) Objectives of Micro Teaching V) Steps in Micro Teaching VI) Advantages and Limitations of Micro Teaching Conclusion Bibliography Introduction The paper is entitled as ‘A Study of Micro Teaching’. This paper is divided into six sections. The first two sections describe the meaning and nature of micro teaching. While the third and fourth section gives an account of its objectives and characteristics. The fifth section tells about steps in micro teaching. Finally the sixth section describes advantages and limitations of of micro teaching. Meaning and Definition of Micro Teaching “Micro teaching was developed by Dwight Allen and Robert Bush, in “Teacher Preparation” Programme at Stanford University between 1960 and 1960. Today, it has become one of the most important developments in the field of teaching practice in several countries. Micro teaching is an...
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...Year/Grade Level Observed: 1st, 2nd, 3rd, 4th year high school Subject Area: Filipino and P.E. Date of Observation: December 13, 16, 19, 2013 Topic: Ibong Adarna Noli me tangere El filibusterismo Physical Education Cooperating Teacher: Mr. Joy E. Dayto ------------------------------------------------- Observation Questions: 1. What are the objectives of the lesson? I have observed many subjects. And I think the objective in every different subject is; to make students learn but his objective is not OBE or outcomes based. And the reason is the teacher is not making any lesson plan. 2. What learning activities were introduced? I think it is about sharing his experience to his students makes a good learning activity. With the help of sharing your students will be active and it is a good strategy to take away any drowsiness in the classroom. 3. How do the learners participate in these activities? By listening and doing what the teacher will tell. Like in their class in P.E. they participate by playing the volleyball in correct manner. 4. What instructional materials were employed? Discuss whether such materials were computer generated or not. How did she prepare these materials? There are no instructional materials if the teacher teaches his students. But there are some if there is a reporter. They’re not computer generated. Their materials are more on Manila paper. 5. How did the teacher assess the...
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...Peer coaching verses traditional coaching Peer coaching has being observed from this abstract to have being far productive than the traditional mode of teaching more so in the three parameters that were tested. Their were instances whereby peer coaching was found to be not a good tool to use or may present unwanted results. Pre service teachers lack experience so when peer reviewing they may give wrong suggestions leading one to wrong conclusions or direction to take in the future, such as incorporating in his lessons materials which the peer reviewer felt was missing yet it might not be required. She/he may include a certain degree of bias in his assessment and suggestions which will lead to his suggestion lacking much usefulness and relevancy, like when a peer reviewed teacher in his or her own opinion insist that the other uses a certain technique that he/she did not use in her lesson and feels it’s the cause of why her/his lesson didn’t reach his objectives. Note she/he didn’t use the technique yet she is vouching for it (quoted from audio tape no.5B extract). While we appreciate that peer coaching leads to instant “results”, those results are not a product of proper analysis due to the urgency by which they are given-at the end of a lesson, they luck in depth unlike those that the traditional preservice teacher students will get from an experienced supervisor and an experienced teacher , Traditional coaching does not provide the student with enough interactions with...
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...INTRODUCTION Each study needs to specify the different problem occurs in all situations in which, researchers came up with the objectives on how the different problems provide a solution. This chapter specifies the statement of the problem, current state of technology, objectives, the scope and limitation of the study and the project rationale. 1.1 Statement of the Problem 1.1.1 General Problem The main problem of the study is how to develop an Online E-Learning System for Evada Phone Inc. that will also provide Technology Enhanced Resource Materials (TRMs) for ESL tutors. 1.1.2 Specific Problems Specifically, the developer aims to answer the following problems: 1.1.2.1 How will the developed system maintain the following: modules, levels, examination, teacher, student, user and class schedule? The developed system will provide a maintenance module for the following: modules, levels, examination, teacher, student, user and class schedule. 1.1.2.2 How will the developed system secure vital information from unauthorized users? The developed system will provide a security module that ensures efficient system security with username and password maintained in a secured database. 1.1.2.3 How will the developed system automatically compute for the student’s performance? The developed system will provide a transaction module for the automatic computation of student grades based on their performance. 1.1.2.4 How will the developed system assign teacher to students...
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...Liberty University’s Standard Lesson Plan Form |Lesson Plan: Hands on Mathematic | |Name: Charity Burns |Course: EDUC 360 | |LESSON PREPARATION [Before the lesson] | |Topic: Shapes and colors poster/ addition and subtraction |Specific Strategy: Introduction to the definition of taste, | | |the sensory descriptors, and the body part that helps us | | |taste things. | |Subject: math |Grade: 1st grade | |State Standard: | |1.A.1.1 Model addition and subtraction situations using the concepts of "part-whole," "adding to," "taking away from," "comparing," and | |"missing addend." | |Addition with...
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...money) is Drummer’s Guide to Fills by Pete Sweeney. This book complements both Ultimate Realistic Rock and the next book we will mention (Groove Essentials by Tommy Igoe). Drummer’s Guide to Fills is loaded with great fills to compliment the beats of the other books. This means that two books can be used at the same time. Have the students play a beat, add in a fill, hit a crash after the fill, and then begin the beat again while staying on tempo. This is perfect practice to prepare to play in a band one day. A third book that is used (usually after Realistic Rock has been completed) is Groove Essentials by Tommy Igoe. This book comes with an audio CD that, contrary to normal practice, is actually essential when using this book. When teaching this book, fills from Drummer’s Guide to Fills can be added into the beat of each song. Keep in mind that...
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