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This paper comprehensively evaluates the online learning experience of secondary and senior secondary school students during COVID-19 in India. Nine hypotheses have been developed to explore the implications of students' online experiences and identify students' learning experiences using online platforms in contrast to their experience in face-to-face learning. Following a quantitative method, the data were collected from students (n = 478) in grades X, XI, and XII from 42 schools in four districts in Himachal Pradesh, India. The chi-square test was used for hypothesis testing. The analysis confirms that though students' social interaction skills, active student participation, and the teachers' feedback are not similar in online and face-to-face learning, creative skill development and active learning, and other measured learning parameters are similar to face-to-face learning experiences, providing reassurance about the effectiveness of online learning. This study also identifies the advantages and disadvantages of online learning. The study offers creative approaches to boost learners' social interactivity and suggestions for curriculum development. The study has identified significant insights about online learning from students' perspectives, which can be considered in developing targeted interventions not only during the disruption of the traditional teaching approach but also as a blended approach to learning. This paper provides statistically tested foresight for the effectiveness of online learning while also offering practical implications for educators and policymakers, informing them for future preparedness.

Emerging research suggest that our education system must move towards learner centred curriculum and teaching methods. Following these suggestions, National Curriculum Framework (NCF) of 2005 emphasized on practicing learner centred approaches in teaching-learning i.e. constructivist approaches, and National Council for Teacher Education (NCTE) regulations 2014 suggested to make constructivist approaches based teaching-learning activities as an essential component of B.Ed. curriculum. In context to these initiatives, two important questions appear in our minds, whether those teachers already in teaching profession are familiar with constructivist approaches, and what challenges these teachers face regarding use of constructivist approaches in teaching-learning processes? Present paper tries to answer these two very important questions. The paper further presents a proposal to support awareness of teachers, and develop skills in practicing constructivist approaches based teaching-learning processes

School science textbooks are an amalgamation of concepts collected from different fields of Science like Physics, Chemistry and Biology. The actual number of concepts in the different domains of science are enormous. Educationists have to make a decision of choosing some concept that they think are necessary for students to know at a certain age. Moreover, these concepts have to be arranged in a certain order of arrangement from first chapter to the last in a textbook. The aim of this paper is to question the ontological basis of filtering concepts from the larger world of science to placing them in a school science textbook. Through two informal studies presented in this paper, the author has tried to demonstrate that different groups of people can form concept maps of a topic that are very different in structure compared to what is given in NCERT textbook. If there are multiple ways of arranging the same set of concepts, then how do educationist validate one set of arrangement of topics against the other? The result of study puts light on the fact that currently there are no criteria available for judging the ontological validity of concepts that are present in existing textbooks in school science curriculum. The selection of topics is dependent upon limited individual knowledge base of the expert who is writing the chapter. The article briefly provides a framework by which ontology of a subject can be developed collaboratively by a community of teachers and subject matter experts. This ontology can be used as a valid guide for choosing and arranging topics in a school level science textbook.

Mobile learning is a kind of learning that takes place via a portable handheld electronic device. It also refers to learning via other kinds of mobile devices such as tablet computers, net-books and digital readers. The objective of mobile learning is to provide the learner the ability to assimilate learning anywhere and at anytime. Mobile devices can be used not only to convey information but also can be used as modern comprehension. In present days mobile learning focus on the distance learning through mobile devices. Progression in mobile communication skill will push more educational atmosphere in which the interactive society is interested. The term mobile learning is a much more recent modification, motivated by mobile communications technology and modelled on expressions such as electronic learning, which refers more generally to learning and teaching supported by computers and other electronic devices. The investigator used the survey method to determine the development of global trends of mobile learning in modern research practice as a learning style. The investigator has used two tools for the present study. They are Mobile Learning Questionnaire and Personal data sheet. The major objective of this paper is to establish the progress of mobile learning as a learning style among student teachers and find the correlation between mobile learning and academic achievement among student teachers. The major hypothesis of this paper is there is no significant difference between mobile phone users and others in mobile learning as a learning style among student teachers. Also there is no significant correlation between mobile learning and academic achievement among student teachers. The major finding of this paper is there is significant difference between mobile phone users and others in mobile learning as a learning style among student teachers and there is significant correlation between mobile learning and academic achievement among student teachers. That is, the student teachers who are using mobile device are better than others in mobile learning as a learning style. Also the mobile learning and academic achievement have high correlation in the learning of student teachers. It is concluded that mobile phones increases learning paradigms and also the inventory related to learning.

In recent years use of narratives for teaching science at secondary school level has gained impetus. This paper deals with the problem of designing narratives for teaching scientific concept. The central issue of the problem of designing narratives for carrying scientific information is that science belongs to the domain of objective observation of facts and general principles while narratives belong to the world of humans and their aspirations which are subjective in nature. If a narrative of science is built purely on intuitive bases, without any structural foundation, the epistemic correctness of the narrative may be doubted. This paper presents what is known as the Epistemic Narrative Structure (ENS) which synthesis principles of Narrative structure with general structure of a scientific discovery event. It is proposed that if a narrative about teaching science is built on the epistemic narrative structure, then the problem of synthesizing subjective human context and objective nature of scientific reasoning can be resolved leading to design of epistemologically correct science narratives. In this paper, the Epistemic Narrative Structure is explained and how it can be used to design a science narrative with an example of writing a narrative on 'how electric battery came into being.The narrative structure is replicable and can be used by teachers to design their own epistemologically correct science narratives.

The paper outlines in brief, need and importance of introducing global quality standards in accreditation, prescribed by the international agreement "Washington Accord". This agreement is initially provisional and after scrutiny, if found fit, it is upgraded to Signatory status. It is this status which empowers students of engineering, to become internationally mobile to harness job opportunities in world market. It facilitates mutual recognition of professional qualifications and reduces barriers between nations for mobility of engineering personnel for employment, career advancement and pursuing higher education. However, there are problems in adoption and implementation. The problems are in respect of scope of the institutions which ought to include now more of research & development. Research needs to be increased with a view to enlarge student's innovation capacity and imagination to global level. The paper attempts to identify the problems and evolve possible solutions. India, to be able to fulfill its declared dream of becoming a developed nation by 2020, needs not simple professionals, but movers & shakers, technology pioneers and industry leaders of world class standard, which can come only by becoming member of the international agreement. The paper takes a note of the discussions and deliberations in World Summit on Accreditation (WOSA 2012) held in Delhi from March 25-28, 2012 and argue that now National Board of Accreditation [NBA] an autonomous body should not remain just doing inspection to measure and certify quality. But it should guide colleges to diagnose problems and give appropriate prescriptions to improve. NBA should assert and be objective enough without fear and favour, in public interest, to give signals to improve physical infrastructure and academic culture. It is understandable that to begin with only a few institutions will come up to global standards. But we must begin somewhere; the number will rise from year to year. Unaccredited institutions simultaneously may continue producing graduates, and they should be pursuing to attain international standards. International accreditation Council of Quality education and Research [IACQER] which is an organization in the world works along with the institutions to upgrade their education and research standards. Our institutions must have to associate to take guidance (Dinesh, 2012). Although HRD minister Hon Kapil Sibble in the conference speech expressed desire to make accreditation obligatory, at present juncture of time, due to inherent problems some of which are outlined below, it is difficult. In the initial stages till institutions are accredited they will have to remain unaccredited. They cannot be accredited right at birth. Younger generation is seeking increased mobility and wider access to opportunity in world market for employment, career advancement and pursuing higher studies. This necessitates adoption of international standards. Conclusions are drawn so as to enable India to join the band of developed nations.

Tremendous changes are taking place in the world which certainly influence the system of education, and teacher education too cannot remain immune to these global changes. Information Technology (IT] is affecting teachers, individuals and society. Digital learning has opened the doors of classrooms and made knowledge accessible even for those sitting at home. The preparation of teachers has also changed with the passage of time and with the change in expectations of society. Teachers have always played a crucial role in preparing communities and societies towards exploring new horizons and achieving higher levels of progress and development. The teacher educators occupy a pivotal position in the system of education. The success of any educational reform depends upon the quality of teachers and in turn the quality of teachers depends to a large extent on the quality of teacher education. In view of the above fact, the computer education paper was introduced as a compulsory paper in the common core curriculum for B.Ed course, for all the secondary teacher-training institutions in the state. The present researcher conducted a survey with a designed questionnaire to assess the computer usage, computer literacy, and the attitude of B.Ed trainees towards teaching computer education. A sample of 200 B.Ed. students from government and private colleges of education both male and female from the Kakatlya University region, were included to make a through analysis using statistical evidence. The study reveals many facts regarding the availability of computers in educational institutions and the percentage of student and teacher users.

The fact that the future of a nation lies in the hands of its knowledgeable, technologically skilled, and civilized citizens is irrefutable. Secondary schools are primary centers for acquiring academic excellence as well as essential life skills. With each student being unique in his ability, learning styles, and social background, diverse experiences in secondary school helps students acquire lifelong utilizable Social Skills as a part of their schooling. Physics Education when suitably integrated with Information and Communication Technology (ICT) and constructive learning strategies is said to promote academic success, develop interpersonal and intrapersonal skills, and foster over-all well being of young adolescents. With this standpoint, the present study aims to investigate the main and interaction effects of instructional strategy named Collaborative Techno-Enhanced Anchored Instruction (CTEAI) and learning styles on social skills among Secondary School Pupils. Being an experimental study, the findings highlight that CTEAI is significantly more effective than traditional methods of instruction in developing social skills among secondary school students. This paper also provides educational implications which helps educationalists undertake initiatives for appropriate infusion of innovative teaching-learning strategies that further enhance the social skills of secondary school students.

Students are motivated for the learning process only when they are able to take responsibility for one's own learning. Thus the Autonomous Learner Model (ALM) is a key to demonstrate responsibility for Self-learning, develop positive self-esteem, increase knowledge in a variety of areas, develop decision-making, and problem-solving skills, imbibe certain skills to interact with everyone associated with students like friends, siblings, adults, parents, develop logical and creative thinking skills, develop skills to interact effectively with peers, siblings, parents, and other adults, develop critical and creative thinking skills, and thus take initiative of one's learning by being independent and lifelong learners. The present study aimed to study the effect of Autonomous Learner Model and Self-esteem of students studying in Class IX of Mangaluru Taluk. The study follows a Post-test only equivalent group design of research with simple random sampling technique, where a population of five hundred students were selected, out of which a representative sample of sixty students from a Private Secondary School of Mangaluru Taluk were selected. A rating scale on Self-esteem prepared by the researcher was used for the students for finding both negative and positive feelings about oneself. The paper is concluded with significant findings related to this issue and suggestions related to modifications on desirable lines. This research found out that the two instructional methods -- Autonomous Learner Model and Traditional Method differed in their effects on Self-esteem of Secondary School Students. Autonomous Learner Model is significantly more effective than Traditional Method with respect to Self-esteem of secondary school students after partialling out the effect of Pre-Achievement. Levels of achievement have significant effect on developing Self-esteem among secondary school students and the Interaction effects of Autonomous Learner Model and Levels of Achievement has a significant effect on Self-esteem among secondary school students.

This paper focuses on the teaching learning process by evaluating the Classroom management and Metacognition of high school teachers. Classroom management is one of the greatest concerns of teachers and administrators when addressing the safety and well-being of students (Taylor & Franklin, 2009). Effective classroom management should be the primary responsibility of the classroom teacher with the students accepting the responsibility of their inappropriate behavior. Metacognitive strategies like planning, monitoring and self evaluation may experience a lot of stress, strain and anxiety that results in restlessness in teaching competence. The uses of appropriate metacognitive strategies help the teachers to overcome the teaching learning problems. There is no doubt that the standard of Classroom management and Metacognition of teachers in the classrooms determine the standard of the school as well as quality education too. The research was a survey type, which consists of purposive sampling of 100 high school teachers in Dindigul district. The investigator has constructed and validated the Metacognition Scale and Classroom Management Scale by self under the guidance of his research guide. Personal data sheet was prepared by the investigator. The interpretation of data was done with statistical methods in percentage analysis, mean, standard deviation and 't'-test. The result showed that there is significant relationship between the Classroom management and Metacognition of high school teachers.

This research paper is the result of a study which explores the perception of primary school teachers about program management and the quality of learning materials, training packages and ICT equipment in the in-service training program called 'Samarthya' which is organized by Sarva Shiksha Abhiyan (SSA) in Odisha (Samarthya, 2011-12). To carry out the study, the descriptive survey type research design was adopted. A sample of 420 teachers who were working in primary schools in Odisha was randomly selected and the data was collected through a self-made questionnaire. The results revealed regarding program management, are that the majority of teachers (89.04%) received information about the inservice training program well in advance and also, more than 90% of the teachers reported that the distance between the training centers and their school is reasonable. Regarding the quality of teaching materials for learning, 90% of the teachers reported that there was provision of learning materials and packages including kits. Half of the teachers (50.79%) reported that the language of the training package was easy to understand. Also, most teachers (86.43%) reported the unavailability of math and science kits during training.

Life skills are 'shock absorbers' that focus on the total development of an individual and confide to a number of content areas. They are essential for individuals to take positive action to protect themselves, and to make positive social relationships in life. Meanwhile, social media is becoming an essential part of our day to day life and is one of the main tools used for transfer of information and communication. But controversies are also rising up on the increasing use of social media in our lives. Articles appear in newspapers every now and then showing the negative impact of social media on people. So concerning these controversies the present paper aims to study the role of social media for acquiring life skills by adolescents. Findings revealed no significant effect of the School Board on life skills of adolescents but excessive usage of social media was found to affect their life skills negatively. Although 'coping with stress' and 'empathy' skills were found to not be affected by the social media, a significant interaction effect of School Board and social media was revealed on 'decision making' and 'communication' skill of adolescents.

Elementary education is the most important stage in the learning process. Elementary education constitutes the base for supporting the whole edifice of education. It is absolutely essential that a strong foundation for education is given at this stage. Due to a number of problems and disturbed conditions prevailing in the Jammu and Kashmir State, the progress of elementary education is not satisfactory which requires priority for attention. Some of these problems are low enrolment and participation of girls, education of disadvantaged groups and lack of physical infrastructure. The people in faraway places like Ladakh still engage their daughters in domestic affairs instead of sending them to school. The state which is lagging behind in the field of education as compared to many other states of the same nature needs to be uplifted for the future prosperity of the country. The task of providing compulsory education does not end with enrolment; it is essential that every child participates in the educative process to the required extent and acquires minimum level of learning. The intent of the present research paper is to highlight the school participation and academic success rate of boys and girls at the elementary school level.

The present study is an experimental one in nature, to find out the effectiveness of CAI package on in Physics of IX std. students. For this purpose a CAI package was developed and validated. The validated CAI package formed an independent variable of this study. The dependent variable is students' achievements in physics content. In order to find out the achievements in Physics among IX standard students, the investigator developed and standardized an achievement test on Physics unit entitled "Work, Power and Energy" prescribed for IX std. by Tamilnadu Textbook Society. It is a pre-test-post-test equivalent group design. In order to have randomization in the sample the investigator selected two schools in Madurai city. The Experimental and Control groups were identified in both these schools. Before the treatment both experimental and control groups were equated based on their performances in entry level test. The selected experimental and control groups were administered Pre test, developed and validated by the investigator. The treatment was conducted in four equal sessions. After all the treatments both the groups were administered Post test. Data were collected from the students. They were tabulated and statistical treatments were applied. The analysis results are discussed in this paper.

Multiple intelligence is the theory that "people are smart in more ways than one has immense implication for educators". Howard Gardner proposed a new view of intelligence that is rapidly being incorporated in school curricula. In his theory of Multiple Intelligences, Gardner expanded the concept of intelligence with such areas as music, spatial relations, and interpersonal knowledge in addition to mathematical and linguistic ability. This article discusses on the intelligences, the theories based on intelligences, origin of Gardner's Theory of Multiple Intelligences and the incorporation of the theory of Multiple Intelligences into the classroom. To incorporate Multiple intelligence theory in the classroom, there is a need to specialize the process of lesson planning. This paper illustrates the need for special lesson planning, benefits of it to the teachers and learners, integrating various instructional strategies in lesson planning and its effect in the progress of the learners. This article also shows the importance of integrating MI activities in the lesson plans which aid students' learning, providing them with the optimum learning environment through their preferred learning medium and help them to achieve their fullest potential in their respective talented areas.

Transaction methods and approaches of value education have to change from lecturing to process based methods according to the development of constructivist approach. The process based methods provide creative interpretation and active participation from student side. Teachers have to organize suitable activities to transact values through process based teaching. This paper deals with the ideas of preparing Educational objectives and organizing student centered or process based classes on value education in accordance with the Process Dimensions proposed in Revised Blooms Taxonomy (RBT). RBT suggests Remember, Understand, Apply, Analyze, Evaluate and Create as the process dimensions. Teachers can organize the objectives of value education classes according to these process dimensions. It will promote effective transaction of values in modern methods.

This paper analyzes the comparative effectiveness of using Computer-Assisted Instruction (CAI) method and traditional teaching method in mathematics on higher secondary school students. A purposive random sample consists of 180 students chosen from three government higher secondary schools in Coimbatore district of Tamil Nadu. The students of the experimental group learnt the XI standard mathematics topic namely "Differential Calculus" using CAI, whereas the students in the control group learnt the same topic through the traditional method of teaching. The research design chosen has been the pretest-posttest equivalent groups design. All instruments (the pretest, the posttest and the retention test) contained the questions belonging to four different cognitive domains: knowledge, understanding, application and skills. The reliability of the instrument (attitude scale) has been measured by using internal consistency reliability, which is measured by Cronbach Alpha. The data has been analyzed using mean, S.D., Chi-square, ANOVA and t-test. Findings of the study clearly point out that significant increase in the mean gain scores has been found in the posttest scores of the experimental group. Significant differences have been found between the control group and experimental group on posttest gain scores. The experimental group, which has been taught using the CAI showed better performance in learning and also the CAI is an effective medium of instruction for teaching mathematics at higher secondary level.

Educators in the 21st century realize that students entering the classroom today are much different from those who have come before. Today's students are demanding a change in the classroom because of their ability to gather information faster than any other generation. It gives users on-demand access to the content, tools, training, information, and support they need to create and enhance learning relevance and efficacy through both school-provided and personal technology. Learning is acquiring new, or modifying and reinforcing existing, knowledge, behaviours, skills, values, or preferences and may involve synthesizing different types of information. Flexible Learning is a set of educational philosophies and systems, concerned with providing learners with increased choice, convenience, and personalisation to suit the learner. In particular, flexible learning provides learners with choices about where, when, and how learning occurs. Sometimes it also referred to as personalized learning. Quality determines how much and how well children learn and the extent to which their education translates into a range of personal, social and developmental benefits. The objective of this paper is to study that flexible learning in classroom is help to promote quality education. Here the investigator used interview method to fulfil the study. The investigator prepared a flexible learning schedule to find the new learning design in classroom process. The investigator collects the information from the student about the flexible learning design in classroom environment. The flexible learning molds the learner to plan their activities according to their interest and enthusiastic. It also keeps the mind of learner in a pleasant situation that is out of external fear. Finally the study concludes that flexible learning in classroom is help to promote quality education.

This paper deals with technical education growth, policies in pre and post independent India. The world is moving forward rapidly and positively, into an era where societies and economies are incrementally based on knowledge. The importance of nations in the 21st Century shall be judged not by their economic strength alone, but also by their power to conceptualize, innovate, invent and bring the benefits of these inventions to their people. With the beginning of the Industrial Revolution, new technologies like business management, pharmacy, and computer technology were developed. The Government emphasized the need for technical manpower to handle these organizations and directed the states to develop technical education on a fast track mode. The All India Council for Technical Education (AICTE) was set-up in November 1945 as a national level apex advisory body and, later on, in 1987 it was given the statutory status by an act of parliament. Due to efforts and initiatives taken during successive Five Year Plans technical education witnessed tremendous growth in quantitative terms with the establishment of engineering colleges, polytechnics, Industrial Training Institutes and so on. But mere quantitative increase in the number of institutions imparting technical education will not help India in realizing her dream of establishing the knowledge society of the future.

Information and communication technologies are today playing a very important role in transforming the mode of imparting education. The trend in educational system has seen a leaning towards upgrading and updating knowledge and ideas to face increasingly demanding in order to meet the rapid expansion of knowledge. Technology enabled teaching have helped in taking forward the level of education by preparing teacher community in improving their professional competencies and skills in order to meet the competitive classrooms. The increase in the number of job opportunities in the current global economy has witnessed an enhanced demand for skilled and qualified teacher community. The synchronous learning environment proves to be advantageous to the workforce, as it brings to them a quality and standard of education that would otherwise not be available to them at all. ICT brought considerable change in capacity and globality for accessing and using information as well as communicating both of which have impacted on education. The digital era brought revolutionary changes in teaching and learning process by bringing multimedia approach in which multifaceted instructional pedagogies have been incorporated in order to simplify classroom instruction to the fullest extent. There are lots of ICT applications designed for children in the classroom teaching and a lot of imagination has gone into these designs especially educational applications and it is evidenced that technologies have changed the way of teaching and learning is conducted in different parts of the world by developing some effective and interesting education tools. It is evidenced that integration of ICT in Education and changing role of imparting instruction has fully influenced modern classroom practices and it is right time to address the present ICT application in the 21st Century that is the paradigm shift in Indian class room. This paper addresses the modern Trend and Challenges in Integrating the ICT in Indian education system.

The rapid development of information and communication technologies during the past two decades has had many points of contact with education and training. The use of technology in colleges and schools is not new. Teacher training often includes computer-assisted learning along with other multimedia presentation techniques. The power of ICT over other technologies lies in the "information" and delivery capabilities (Peak, Berge & Zane, 2006). The global network brings learning outside the classroom at any time, any place. Interactive communication without time constraint between and among students and teachers--from local to global level--allows sharing of ideas and experience more easily. Wireless connectivity, notebooks, PDAs and their design and use, a transition from electronic learning (e-learning) to mobile learning (m-learning) is one of the challenges being faced by educational institutions. The recent trend of e-education is called as ubiquitous learning. That is, we learn everywhere and every time. So the investigator decided to take the study "A study on u-learning awareness among the B.Ed., trainees of Tuticorin District". The objectives of the study were to find out whether there is any significant difference in the mean scores of u-learning awareness among the B.Ed. trainees with respect to their age, marital status, group and residence of home and to find out whether there is any significant association between parents' income and their children's u-learning awareness level. This paper explores the level of ubiquitous awareness among the B.Ed., trainees.

This paper attempts to explain learner centered methodology of teaching at the school level due to implementation of National curriculum frame work for school (2005), since NCF [National Curriculum Framework] 2005 emphasizes the process of constructing knowledge i.e. learning to learn, willing to unlearn, and relearn as a new paradigm of learning in a flexible and creative manner. This Learner centered interactive pedagogic approach insists certain psychological principles as a representation of current knowledge base of learners and learning. This approach is based on Constructivist learning approach which socializes the people into the culture of self-reliance, resourcefulness, peace oriented values and health and also facilitates learner in acquisition of key knowledge, attitude and behavior to face the society at large. Considering above the teachers' role becomes more complex, difficult and pivotal in the context of new curriculum and has to transform the teacher as a facilitator, co-learner, democratic leader and diagnostician.

Integrated instructional module in various subject areas at secondary level for Kerala was developed in a workshop mode and a CD was prepared using Linux-base. Training was given to the teachers in the instructional modules prepared by NIIT i.e. ICR and the same have been evaluated through a feedback mechanism. This paper is focusing on the comparison of the instructional materials developed by NIIT i.e. ICR with mostly used software quality models. It was an attempt to find out whether the instructional materials as the application software are having the quality characteristics so that the integration of the same in the teaching learning process makes a meaningful effect and is appreciable.

This article provides a detailed analysis of the teachers who attended the training for primary education and viewed pre-recorded cassette using Group Observation method. First the paper discusses detailed methodology on group observation and in the second part the findings suggest that for better production of any video programme for training the teachers should contain innovative and novel approaches, should be applied.