Influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya

The use of Information Communication Technology (ICT) in teaching and learning has become a necessity and an opportunity for improving and enhancing acquisition of knowledge by learners. The integration of ICT in teachers’ pedagogical practices has the potential to transform the teaching and learning process. ICTs have become vital tools for teachers to enhance learning through the teachers’ pedagogical aspect of content preparation in classroom. The purpose of this study was to investigate the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The study’s specific objectives were to assess the status of teachers’ integration of ICT in content preparation and to establish the influence of ICT integration on content preparation by ICT and Non-ICT trained teachers in secondary schools. The hypothesis of the study was; ICT integration does not significantly influence content preparation by ICT and Non-ICT trained teachers in secondary schools in Machakos County, Kenya. The study employed descriptive survey research design. The sample size comprised of 180 principals, 360 teachers and 398 students. Data was collected using questionnaires, observation schedule, and document analysis. Content validity of the research instruments was ascertained through analysis by experts in comparative education and piloting of the research instruments. Reliability was ascertained by testing and re-testing the instruments. Data analysis was done by use of the Statistical Package for Social Sciences (SPSS). Responses from the observation schedule and document analysis guide were organized into themes and integrated with rest of the data for purposes of triangulation. Pearson’s Product Moment correlation coefficient was used to determine the level and strength of the relationship between ICT integration and teachers’ content preparation. Pearson chi test was employed to determine the levels of significance between the variables. The study established that ICT trained teachers profoundly embraced the use of ICT skills to prepare e-based learning activities which enhanced their content preparation leading to more innovative lessons due to the acquisition of pedagogical ICT training. The study concluded that ICT integration significantly influenced teachers’ content preparation by ICT and Non-ICT trained teachers. ICT trained teachers’ integration of ICT in their content preparation was significantly higher at (p) 0.002 than their Non-ICT trained counterparts at (p) 0.045. It was concluded that ICT trained teachers integrated ICT in their content preparation more than Non-ICT trained teachers in secondary schools. Hence the null hypothesis was rejected. Based on the findings and conclusions the study recommended that, The Ministry of Education (MOE) and other ICT training agencies should provide ICT in-service training programs to ensure that all teachers acquire ICT skills to utilize ICT in content preparation for quality education

Implementation and evaluation of interactive online instruction in the dietetic internship

Changes occurring in healthcare, education, and technology instigated the inclusion of interactive online technology in the dietetic internship program. A model of learner-centered, cooperative distance education using interactive online technology is described. Scrollable text, graphics, audio clips, animations, interactive calculators, video clips, and simulations were included in the model. Cooperative learning strategies were incorporated into the online instruction to initiate learner/instructor and learner/learner interaction. Seventy-five dietetic interns from three universities (Iowa State University, Kansas State University, and East Carolina University) served as subjects for the study. Intern classes from each university were randomly assigned to control and experimental groups, with and without online instructional support;Evaluation of the model included: use of the technology by interns, survey of computer attitudes and learning styles, \u27key-feature\u27 exams, and registered dietitian (RD) exam scores. ANOVA and linear regression models were constructed to account for the experimental error introduced by the nested design of the model. Demographic variables and previous computer experience did not influence the use of the online instruction; however, those that reported preferring to work with others tended to use the online instruction more (p = .05). Other preferred learning styles did not appear to influence the use of the technology significantly. These findings imply that the technology does facilitate cooperative learning strategies and can be used by a variety of learners. Significant improvement in self-efficacy with the World Wide Web occurred irrespective of the treatment. Interns using the interactive online technology had significant improvement in performance on the nutrition support key feature exam (p = .01) when compared to those not receiving the online instructional support. Intern performance on the pediatric key feature exam was significantly different between the control and experimental groups (p = .03); the experimental group did not exhibit the poorer performance on the post test that the control group did. There was no statistical difference in the two groups\u27 performance on the RD exam;This study found that interactive online technology can be successfully incorporated into a dietetic internship program. Clinical competency, as evaluated by the key feature exam, was improved with interactive online technology in select settings of the dietetic internship. It appears that interactive online instruction accommodates a variety of learning styles and has the potential to improve competency and technological aptitude

Subtitled Audio-visual Material for Teaching EFL Listening Comprehension and Vocabulary

El propósito de esta síntesis de investigación es el de explorar y analizar los efectos que tiene el material audiovisual subtitulado en la comprensión auditiva y la enseñanza de vocabulario del inglés como lengua extranjera, así como también las percepciones que tienen los estudiantes acerca del uso de este material. Se seleccionaron 16 estudios empíricos publicados en los últimos 20 años y enfocados principalmente en la enseñanza y aprendizaje del inglés como lengua extranjera. Los resultados del análisis demostraron que el uso de material audiovisual con subtítulos afecta de manera positiva en la comprensión auditiva y enseñanza de vocabulario, aunque también se encontró algunos estudios con un efecto negativo y ningún efecto. Del mismo modo, las percepciones de los estudiantes en su mayoría fueron positivas, declarando que el material audiovisual subtitulado les ayuda a mejorar su comprensión auditiva, aprender nuevas palabras y obtener una correcta pronunciación. Además, los estudiantes concluyeron que el material audiovisual es una herramienta interesante y motivadora.The purpose of this research synthesis is to analyze the effects of subtitled audio-visual material on listening comprehension and vocabulary learning in English as a foreign language as well as the students' perceptions of the use of this material. Sixteen empirical studies published over a period of 20 years and focused mainly on the teaching and learning of English as a foreign language were analyzed. The results of the analysis showed that the use of audio-visual material with subtitles could have a positive effect on listening comprehension and vocabulary learning; however, negative effects and no effects were also found. Similarly, students' perceptions were mostly positive, stating that subtitled audio-visual material helps them to improve their listening comprehension, learn new words, and obtain correct pronunciation. In addition, the students concluded that the audio-visual material is an interesting and motivating tool.0000-0001-8381-598

Leadership in Physical Therapist Education: Instructional Strategies and Assessment Methods Used Among U.S. Capte Accredited Programs

The physical therapy profession has recently placed greater significance on leadership education and research at all levels of professional development. Excellence and innovation in physical therapy practice must address leadership development beginning in professional education. This call for reform has been adopted broadly, including from an accreditation standpoint. The challenge now becomes to determine the most effective ways for preparing student physical therapists to lead in today’s fluid healthcare environment. This study examined leadership content among U.S. CAPTE accredited physical therapist education programs and, specifically, the instructional strategies and assessment methods frequently used to develop emerging leaders. An online survey was sent to all program directors of fully accredited programs that operate in a primarily in-person, traditional learning format. The sample consisted of 38 programs distributed among all CAPTE geographical regions. Descriptive statistics were used to analyze the data. The results suggest that group projects, business plan development, service learning, and class or small group discussion are the primary instructional strategies used in physical therapist education leadership development. The most frequently used assessment strategies include group projects/presentations, portfolios, individual leadership development plans and term papers. Physical therapist educators use discussion, analysis, and experiential teaching methods to grow leadership capacity. This sample tended to more frequently use discussion-based strategies and emphasize team-learning activities. Assessment strategies often used by participating programs were primarily reflective of self-leadership competency. These findings provide additional evidence for how leadership content can be incorporated into physical therapist education and may serve as a guide for curricular design

Differential Effects of Video Assisted Lecture and Didactic Lecture on Accuracy of Nursing Diagnosis, Satisfaction, Self-confidence and Simulation Design Among Nursing Students

The teaching of nursing process is inclusive of formulation of nursing diagnosis. Accurate formulation of nursing diagnosis is crucial to guide the nursing care for patients. Despite its importance, good formulation of nursing diagnosis is still deficientcompetency among nurses. The aim of this study was to examine the differential effects of video assisted lecture (VAL) and didactic lecture (DL) on accurate formulation of nursing diagnosis for medical and surgical scenarios among nursing students. Subsequent to this, students’ satisfaction, self-confidence and simulation design were also investigated. This experimental study employed After-Only design. Nursing students were randomly assigned to two groups either video assisted lecture group (n= 33) ordidactic lecturegroup (n= 33). The research tools used in this study were D-Catch Guide for Diagnoses and National League Nursing questionnaire. Analyses were conducted using Mann-WhitneyU test, Wilcoxon Paired Signed-Rankstest and independent t test. The mean scores differences for accuracy of nursing diagnosis were higher for Post Test 1 and Post Test 2 with VAL for both medical and surgical scenarios compared to DLscores. However, there were no significant differencesin accuracy of nursing diagnosis between VAL and DL for the Post Test 1 (p= .182) and Post Test 2 (p= .090) for medical scenario and Post Test 2 for surgical scenario,(p = .131). In addition,there was a significant difference in accuracy of nursing diagnosis between VAL and DLfor the Post Test 1 (p= .001) for surgical scenario. The Wilcoxon Paired Signed-Ranks test withinVAL for the accuracy of nursing diagnosis in medical scenario showed no significant difference (p=.102). But, there was a significant difference withinVAL for accuracy of nursing diagnosis in surgicalscenario(p= .001). In addition,the Wilcoxon Paired Signed-Ranks test withinDL for the accuracy of nursing diagnosis inmedical scenario showed no significant difference (p=.014). However, there was asignificant difference withinDL for accuracy of nursing diagnosis in surgical scenario(p=.001). Overall, the VAL revealed higher mean scores than DL for satisfaction, self-confidence and simulation design. But, there were no significant differences in satisfaction (p= .180), self-confidence (p= .586) and simulation design (p= .519) between VAL and DL. In conclusion,both the VAL and DL are apparently effective for teaching the subject on nursing diagnosis. The satisfaction, self-confidence and simulation design from both the teaching methods were the same for the nursing students. Thus,it implies that simulation such as video canbe embedded with teaching for nursingdiagnosis. (Abstract by Author

Social studies education in Nigeria: The challenge of building a nation

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.The general aim in conducting this research is to investigate the teaching and learning of Social Studies in Nigeria and to understand how it is taught and its role in fostering tolerance and appreciation for cultural differences. However, teachers of Social Studies often adopt different methods. Hence, it is important to understand how their teaching impacts upon the day to day lives of Nigerians. This study is made up three discrete studies, each building upon the one before, but all three studies tell a story. Several types of data collection methods were used to obtain the findings. These included interviews, questionnaires and a class-based study. The first study explored qualitatively how ex-students have used the knowledge they gained in Social Studies in their daily lives. The second study was conducted to examine the challenges that teachers’ faced in the delivery of the Social Studies curriculum while the third study focused on the effectiveness of a scaffolded approach in the teaching and learning of Social Studies. The findings revealed that there is a tension in the curriculum between how participants perceived Social Studies and the purpose of Social Studies as defined by the Government in Nigeria. The aims and objectives of the current Social Studies curriculum jar with the issues that some participants identified as being relevant to their daily lives. It also revealed that not all the teachers are Social Studies specialists, there are some non-specialist teachers teaching Social Studies. This may have accounted for diversity of teaching methods and opportunities. It was also reported that the curriculum content in Social Studies is not adequate for addressing the social issues and problems that face Nigeria today. The findings also show that using a scaffolded approach seems to have promoted students’ learning around issues relevant to their lives in Nigeria. The findings from this study revealed that there is a tension in the curriculum; it is my contention that it can be improved by using a scaffolded approach and by ensuring that Social Studies specialists deliver the content

Effect of Modes of Video Presentation of Metacognitive Strategies on Secondary School Students' Achievement in Reading Comprehension in North Central Nigeria

Many senior secondary school students struggle with reading comprehension of expository texts in Nigeria, leading to mass failure in the Senior School Certificate Examinations conducted by the West African Examination Council (WAEC). Research on improving reading comprehension has dwelt on isolated reading strategies taught the learners through the conventional lecture method. No study has explored the effect of video-based training on metacognitive strategies and verbal ability on students’ achievement in reading comprehension. This study, therefore investigated the effect on achievement in reading comprehension of three modes of video instruction in metacognitive strategies of senior secondary school students in North Central zone of Nigeria. It also examined the main and interaction effects of verbal ability level, gender and treatments on achievement in reading comprehension. The study used a quasi-experimental post-test only equivalent group design. Three secondary schools were selected from three States in the North Central geo-political zones in Benue, Nasarawa and Kogi States. In each of the three schools, a total of 120 senior secondary school (SS II) students of both sexes were randomly sampled and assigned to three experimental groups and a control group. The study was guided by five hypotheses which were tested at

NFE-TV Television for Nonformal Education

This study develops guidelines for the use of television in nonformal education in developing areas of the world. Its recommendations are based upon analysis of three cases of television usage: in the formal educational system in El Salvador, in community development in village Alaska, and in nonformal education for parenthood in Bogota, Colombia. The study begins with a selective review of the literature on nonformal education. Three basic approaches to the selection of goals, objectives and methods for nonformal education are developed from the conflicting orientations of Philip Coombs, Ivan Illich, and Paulo Freire. Statements are drawn from the literature on the use of media in nonformal education. A list of dimensions are developed along which educational television varies. Analysis of the cases is made through application of the dimensions and in light of the three basic approaches to nonformal education. The three cases have been chosen to represent a progression in time and in philosophical digression from the traditional concept of educational television. Increasingly inexpensive and versatile television production hardware is applied to objectives which are increasingly divergent from those of traditional formal education. The Implications of these trends are summarized in a list of tentative guidelines which are submitted for the consideration of designers of subsequent television projects for nonformal education

Microlearning Where Education Matters

Microlearning is understood as parts of a whole, in this appreciation there are mistakes and great failures are reached. Microlearning is a small pill that can be applied at any time (just-in-time)

Simulation Collaboration: Will Screen Capture Change Attitudes?

The ongoing call for interprofessional education with healthcare providers who routinely work together has largely gone unanswered. Parallel to this call, a large number of nursing programs across the United States exist in a stand-alone setting. These programs are unattached to a school of medicine. This creates barriers including a lack of access to physicians and lack of funding to hire medical staff as embedded participants. At the same time, aging nursing faculty, increasing enrollment, and decreasing clinical facility availability create an increased need to use simulation-learning environments to continue to maintain existing capacity in nursing programs. This project used Adobe® Captivate® with video captures to create a planned algorithm that allowed for interaction between the simulation-based learning experience participants and the physician. As an embedded participant, the video-captured physician was able to offer interventions, based on assessment data and recommendations provided through a touchscreen interface. This unique and successful implementation showed that video captures are a pedagogy that adult learners are able to use to experience a positive increase in attitudes toward the physician-nurse collaborative relationship as measured on the Jefferson Scale of Attitudes Toward Physician-Nurse Collaboration©