An Ordinal factor analysis of requirements and challenges of information and communication technology system to train private agricultural insurance brokers in Iran

This study was conducted to identify challenges and requirements of an information and communication technology (ICT) system to train brokers. Using the ordinal factor analysis, the challenges and requirements have been classified into six factors (Human, Organisational, Technical,Social, Financial, and Legal) and four factors (instructional,technical, organisational, and cultural) respectively. Finally a conceptual framework is presented for the challenges and requirements of the ICT training system

Instructional Media in Teaching English to Young Learners: a Case Study in Elementary Schools in Kuningan

This research investigated (1) the use of instructional media by the teachers in teaching English to young learners; (2) the problems that they encounter in using instructional media; also (3) problem solving of the media utilization challenges. This study was conducted in elementary schools in Kuningan. To collect the data, the researcher employed observation and interview techniques. The result of the study indicates that there are five types of instructional media which are generally used by the teachers, comprising: (1) boards; (2) realia; (3) pictures; and (4) books. Each of them is used in various ways. The teachers faced challenges in both process of selecting and using instructional media. The strategy used to solve the problems during selection process was utilizing available media. Meanwhile, to overcome the problem during the use of instructional media were by requesting technician help, borrowing instructional media supply from other class and preparing back-up instructional media

An inquiry based instructional planning model that accommodates student diversity

The students in today’s public school classrooms represent great diversity and the struggle of teachers to teach all their students well. This paper describes an inquiry based instructional planning model that reflects lessons from the literature on effective teaching for diverse classrooms. An example of a high school lesson exemplifies the model. The model includes a framework for planning supports for students with extraordinary learning challenges

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

An Unfinished Canvas: Allocating Funding and Instructional Time for Elementary Arts Education

An Unfinished Canvas found that California's elementary schools face unique challenges inproviding all students with sequential, standards-based arts education. In particular, elementary principals identified inadequate funding and insufficient instructional time as significant barriers to the provision of arts education. For this study, we sought to further understand the impact of funding and time on elementary arts education. To do so, we examined the allocation of funding and instructional time in 10 schools across five states (Kentucky, Massachusetts, Minnesota, New Jersey, and California)

Tools or crutches? Apparatus as a sense-making aid in mathematics teaching with children with moderate learning difficulties

This paper challenges a view of concrete materials as abstracts used within a rigid instructional sequence that particular children are perceived to require or not, as the case may be. Focussing on mathematics teaching, it contends that it is more useful to consider the function of these materials as tools, artefacts used flexibly and selectively by pupils to make sense of mathematics, rather than as crutches, devices which may support procedural competency in mathematics but with no guarantees of understanding

Learning For Life: The Opportunity For Technology To Transform Adult Education - Part II: The Supplier Ecosystem

In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education. The initial publication in the series, "Part I: Interest in and Aptitude for Technology," focused on demand-side dynamics and addressed adult education administrators' and practitioners' perspectives on the role and potential of technology to support their students' needs and objectives. This second publication, "Part 2: The Supplier Ecosystem," highlights market composition and supply-side dynamics, instructional resource use, and opportunities for innovation

Instructional Materials and Implementation of Next Generation Science Standards: Demand, Supply, and Strategic Opportunities

Next Generation Science Standards (NGSS) are in demand, but the supply of high quality K-12 instructional materials in science is lacking. This disconnect comes at a critical time in the implementation of new science standards, which are now influencing the teaching and learning of more than 50 percent of the students in American schools.  As of spring 2017, 18 states plus the District of Columbia have adopted the NGSS, and 16 states have adapted their state science standards based on the Framework for K-12 Science Education and the NGSS. As part of Carnegie Corporation of New York's Education Program, we have observed the growing need to improve the supply and demand for high quality K-12 instructional materials and professional learning designed for the NGSS. To inform the grantmaking in our Leadership and Teaching to Advance Learning portfolio, the Corporation recently held a convening of science curriculum developers, experts in professional learning, state and district science leaders, and other educators to discuss these challenges

Learning For Life: The Opportunity for Technology to Transform Adult Education - Part l: Interest In and Aptitude for Technology

In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education. Through two publications, we will present the findings from our research and propose key questions and ideas to catalyze conversations among adult education leaders and practitioners, policy makers, education suppliers and entrepreneurs, and foundations and funders regarding the gaps in the adult education system and opportunities for leveraging technology to better meet the needs of underprepared adult learners. The briefs will address both demandside and supply-side dynamics.This initial publication focuses on the demand side and addresses adult education administrators' and practitioners' perspectives on the role and potential of technology to support their students' needs and objectives

CurriculumNet: Creating Freely Available Curriculum Materials to Meet Uganda's Growing Student Population

The National Curriculum Development Center (NCDC), an office under the Ugandan government's Ministry of Education and Sports has using Information and Communication Technologies (ICTs) to assist in addressing the curriculum needs of the growing student population in both rural and urban schools in Uganda. With funding from the Canadian International Development and Research Centre (IDRC), the NCDC developed CurriculumNet, the goal of which has been to develop, test, and integrate ICT-based instructional materials and teaching into existing Ugandan curriculum. This report presents key practices and learnings of the CurriculumNet project in terms of its collaborative curriculum development process, as well as the opportunities and challenges faced by the project overall. Through analysis of the projects internal documentation, as well as interviews with the CurriculumNet project leader, this report documents how the project developed and disseminated content to meet curriculum needs while also addressing funding and infrastructure related challenges