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This paper is an outcome of using GeoGebra in Nepal's grade ten math curriculum (CDC, 2015). Based on a teaching experiment as one of the research methodologies (Dahal, 2019; Dahal et al., 2019; Dahal et al., 2022a), this paper provides students with active learning environments and the possibility of integrating GeoGebra as an ICT application by documenting the experiences, assessment procedures, emotions, and behaviors, as well as the learning process of eighteen secondary level students (ten boys and eight girls). In this regard, GeoGebra is a computer and online-based application that teaches geometry, algebra, and statistics. GeoGebra's features could help students visualize abstract geometric concepts quickly, correctly, and effectively (Tamam & Dasari, 2021, Dahal et al., 2022a). Theoretically grounded on social constructivism, this paper informs that GeoGebra helps students recall and understand circle terminology, encourages engaged learning through group work, and promotes meaningful learning, conceptual learning, learner-centered teaching, and student motivation. The benefits of using GeoGebra to teach and learn the circle concepts are demonstrated in the experimental classes and reported in this paper. Students become more active builders of the mathematical knowledge of the circle while teaching/learning the concepts of the circle using GeoGebra. It is a crucial ICT tool for supporting innovative approaches to teaching and learning mathematics in the twenty-first century.

This study used a self-and peer-assessment activity in Moodle, a learning management system, to investigate the self-and peer-assessment abilities of student-teachers. To enhance self- and peer-assessment in some author-taught courses, students submitted online texts graded by their peers using a grading scale determined by course facilitators as a rubric or aspects approved by course facilitators. This study aimed to design and investigate self-, and peer-assessment activities among 18 students (10 boys and 8 girls) enrolled in one of Kathmandu University Schools of Education's MPhil/Ph.D. program in STEAM (Science, Technology, Engineering, Arts and Mathematics) in Nepal in 2021. The objective was to identify the most effective strategies for involving student-teachers in the learning and assessment processes using self- and peer-assessment as a learning and assessment tool using action research as a research methodology. This study followed the procedures of planning, intervening, evaluating effectiveness, and sharing learning processes within the action research framework. In order to achieve the research objectives, this article discussed some of the Workshop activity's key strengths and applications within cognitive and constructivist theoretical frameworks, among others. The article concluded by outlining the key advantages of self-and peer assessment in increasing student engagement and improving higher-order skills. These are analytical, and evaluation skills developed through the process of grading self- and peer submissions on a variety of criteria (aspects). The findings show that students are responsible for learning, have metacognitive skills, and use a dialogical, shared teaching and learning model. For higher education, it is a useful tool for self-and peer- assessment.

Engaging students in their learning depends on the teachers' pedagogical practices. The first author is a STEAM scholar and preschool educator who realized engagement is necessary for meaningful learning. For this, teachers and students must have exposure to innovative and arts-integrated pedagogy (e.g., storytelling). However, the teachers in the first author's school practiced a conventional teaching approach, such as lecture and monotonous activity-based instruction, that compelled a disengaged learning culture. Similarly, storytelling was limited to reading aloud from storybooks. Thus, this paper investigated integrating storytelling pedagogy to engage preschoolers in learning by centralizing on the research question: How do teachers integrate storytelling pedagogy to enhance meaningful learning? This study used an action research method to intervene in the current pedagogical practice with storytelling as an innovative pedagogy. The teachers and students of Upper Kindergarten were involved in practicing storytelling approaches to conceptualize content knowledge and learn meaningfully. The findings of this study revealed that storytelling as an innovative pedagogy enhances the students' engagement in their learning process. Similarly, it also helps to enrich students' imaginative and creative skills, which are crucial soft skills in the 21st century. Moreover, storytelling enhances a deeper understanding of the content knowledge if the stories are developed based on the content knowledge of the curriculum. Therefore, storytelling is an innovative and arts-integrated pedagogy to foster preschoolers' knowledge and skills through engagement and motivation. This research is applicable for educators and schoolteachers to improve and innovate their teaching-learning practices for students' meaningful learning experiences. [ABSTRACT FROM AUTHOR]

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This paper examines different layers of participation while conducting Participatory Action Research (PAR). In the journey of three years of fieldwork with teachers, many realizations were made about becoming co-researchers and engaging in a collaborative knowledgebuilding process for developing an engaged pedagogical approach. The paper had two purposes: a) exploring the different layers of participation in PAR, and b) documenting the lead researcher's continuous professional learning in understanding PAR. The lead researcher proposed "ignoring" to "autonomous" participation as levels. The lead researcher also changed from overly influencing roles on PAR to accepting co-researchers' voices and respecting their efforts for sustainable change. [ABSTRACT FROM AUTHOR]

This study attempts to develop a reliable, practical, and efficient process for developing online and distance courses. The study aims to develop e-learning online and distance education courses. ICT and e-Research course development processes have shown significant learning opportunities and outcomes. A substitute for raising these opportunities is the need for innovative research in education while implementing online and distance modes of learning and teaching. Subscribing research and development research methodology, the study aims to produce e-learning instructional materials using a three-stage development model. The course, along with the learning strategy, the learning tools, the assessment tools, and other components, are designed and developed using the Plomp model, a development research model. The research participants were forty-two 2021 Winter Batch MPhil in Educational Studies students and nine lecturers at Nepal Open University (NOU), Nepal. The descriptive analysis uses data analysis to explain the online course's validity, applicability, and effectiveness. Experimental research design was developed using the one-group pre-test posttest design methodology. The most important results are results of preliminary analysis, validity: average material validation is 0.885; average media validation is 0.885 and practicality: more than 71% (very practical). This article proposes a more comprehensive framework to design, develop, and implement online and distance courses in e-learning systems in higher education. [ABSTRACT FROM AUTHOR]

The use of GeoGebra in teaching geometric transformations was investigated in this study. GeoGebra is a math software available in over 100 plus languages, both online and offline. GeoGebra is a useful application to improve and enrich mathematics teaching and learning by allowing students to visualize mathematical concepts, which is extremely useful for mathematical experiments and discoveries at all educational levels, from elementary school to university. The theoretical referents used in this article are cognitive learning theory and Vygotsky's social learning theory. Twenty students (twelve boys and eight girls) in grade IX from a private school in Kathmandu Valley, Nepal, were taught mathematics using a variety of specific instances of transformation highlighted in this study, including reflection, rotation, translation, and dilation. This research used a qualitative research method called a teaching experiment to examine the use of GeoGebra in eleven episodes. Students were aided in visualizing abstract concepts of change by using relevant images, photos, and animations of GeoGebra-created objects. The findings of a classroom experiment are GeoGebra is an easy-to-use application, GeoGebra allows for discovery learning, GeoGebra encourages collaborative learning, and GeoGebra to visualize geometric transformations. Likewise, GeoGebra aids in the teaching and comprehension of abstract transformation concepts. These findings show how students can develop into active knowledge builders when GeoGebra is used in mathematics classes. They also communicate with one another, keep track of the change process, and respect their instructors' authority in such classes. It is an important instructional tool that supports the educational system's transition from a teacher-centered to a learner-centered approach by complementing the traditional lecture method of teaching mathematics. [ABSTRACT FROM AUTHOR]