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The teachers of English are always in search of instructional materials (IMs) suitable to the needs of their learners. The experts in the field have discussed different facets of materials development for Teaching English Language and Literature (TELL). They have sought our attention towards one of the major trends in materials design, i.e. availability of sourcebooks. Though teachers have a choice for classroom activities, the materials available in the market appear inadequate to the needs of their learners. To overcome the limitations of available IMs, in the era of emphasis on the use of ICT tools, this article attempts to explore ready-to-use innovative IMs like newspapers in English and Indian languages, note-books, T-shirts, wrappers and question papers. The article divided into two main sections - innovative materials for teaching and innovative materials for testing - tries to make a point that availability of ready-to-use teacherproof materials negates the need to separately design IMs for TELL in Indian classrooms. The state and central textbook preparation boards encourage teachers to use supplementary materials in their classrooms situations. This article is an effort to support teachers and learners for selfinitiative to go beyond the prescribed IMs to cater to their pedagogical needs. [ABSTRACT FROM AUTHOR]

Examination process is an important activity for educational institutions to assess student performance. However, preparing the exam questions is very challenging, tedious and time consuming for the instructors. Generating an effective question paper is a task of great importance for any educational institute. The traditional method, where lecturers manually prepare the question paper, is very tedious and challenging. The aim is to automate the entire process of question paper generation and correction using the PC. Hence, with the help of this project we present the solution in form of "Teacher's Assistant" (TAS). This system includes several modules like user administration, subject selection, difficulty level specification, question entry, paper generation, answer checker and paper management. Thus the system optimizes the human effort involved and also reduces the overall time consumed in the process of generating question papers [ABSTRACT FROM AUTHOR]

Investigating the stories behind the makers of 3D models of crystals has proved unexpectedly unstraightforward. Drawing on actor-network theory (ANT), this article investigates the references behind a set of models of mineralogical crystals made of pasteboard held by National Museums Scotland (NMS), to uncover the history and tradition of such models and the role that pedagogy plays in their stories. The contributions of many of the main actors have been neglected, dismissed, ignored, forgotten, or otherwise rendered invisible in the historical record, either intentionally or accidentally. It became clear, however, that there was a significant tradition of modelling in paper, from the earliest years of learning, play and education. Many more people than those intending to become professional model makers were capable of making paper models of subjects from the crystals found in rocks, to buildings made of them. [ABSTRACT FROM PUBLISHER]

This article discusses the importance of integrating educational theory and research into the production and evaluation of educational media. It highlights the lack of grounding in educational theory and research in many educational media products, such as apps. However, it also acknowledges examples of educational media, like Sesame Street, that are built upon a strong foundation of theory and research. The article introduces a special section of papers that provide insight into the integration of theory and practice in the creation and evaluation of an educational television series, using Sesame Street's curriculum focus on "playful problem solving" as an example. These papers trace the development of the curriculum from its theoretical underpinnings to its implementation and impact on the target audience. The article concludes by emphasizing the educational benefits of Sesame Street and Playful Learning, and encourages educators, producers, and researchers to share their insights and experiences to further merge theory and practice in educational media. [Extracted from the article]

To investigate if a written guide or augmented reality (AR) guide improves free recall of diversified chiropractic adjusting technique and to capture participants' impressions of the study in a poststudy questionnaire. Thirty-eight chiropractic students were evaluated for diversified listing (a nomenclature denoting vertebral malposition and correction) recall, pre-AR and post-AR, or written guide review. The vertebral segments used were C7 and T6. Two randomized groups reviewed an original course written guide (n = 18) or a new AR guide (n = 20). A Wilcoxon-Mann-Whitney (C7) and t test (T6) compared group differences in reevaluation scores. A poststudy questionnaire was given to capture participants' impressions of the study. Both groups showed no significant differences in free recall scores after reviewing the guides for C7 or T6. The poststudy questionnaire suggested a number of strategies could be used to improve current teaching material such as more detail in the written guides and organizing content into smaller blocks. Use of an AR or written guide does not seem to change participants' free recall ability when used to review diversified technique listings. The poststudy questionnaire was useful to identify strategies to improve currently used teaching material. [ABSTRACT FROM AUTHOR]

Paper Scribbles (PS) consisting of markers, vanguard sheets and 3M Post-It notes, is a pedagogical tool to harness collective intelligence of groups for collaborative learning in the classroom. Borrowing the key features of PS and yet avoiding some of their physical limitations, a computer-based tool called Group Scribbles (GS) was designed to enable high performance synchronous, face to face collaborative experiences in the classroom. In our exploratory study, we discuss and compare the different properties of PS and GS technologies in two elementary grade 5 classes. The findings reveal that there are not only physical and technical differences but more importantly, pedagogical differences between the two technologies that accounts for different collaborative learning mechanisms. [ABSTRACT FROM AUTHOR]

Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed about their study habits and reported they use electronic-based materials more than paper-based materials while studying, suggesting students may engage with web-based tools. Students then generated solutions to a problem task using either a paper-based template or an equivalent web interface. Students who used the web-based approach performed as well as students who used the paper-based approach, suggesting the technique can be successfully adopted and taught online. Web-based tools may therefore be adopted as supplementary material in a range of engineering courses as a way to increase students’ options for enhancing problem-solving skills. [ABSTRACT FROM PUBLISHER]

The studio model of art instruction remains dominant in art education despite perceived needs for change and numerous proposed alternatives. The failure of other instructional models to be adopted, the theory-practice schism in art education, and the character of art teacher recruitment may be related to the economics of art studio materials. The investment of art supply companies in a range of highly visible promotional activities appears to reinforce the status quo. An informal, mutually supportive edifice has been constructed between pedagogy and economics, with the studio model of instruction providing psychic security to the art teacher and monetary rewards to the art supplier. [ABSTRACT FROM AUTHOR]

The article describes the use of magnets, paper clips and a ball bearing in teaching molecular geometries. The materials can be used to demonstrate how the valence-shell electron air repulsion model (VSEPR) may be applied to predict molecular geometries. The practical advantages of using magnetic models than other models include the easy addition or removal of magnets in comparing domain geometry and molecular geometry.

Excellent and appropriate teaching materials are based on the results of needs analysis. They significantly affect students' ability to write scientific articles and increase their knowledge and understanding of scientific papers required by indexed and reputable journals. This article explores the target needs (i.e., necessities, lacks, and wants) for teaching materials based on accredited journal criteria for scientific article writing. The design used is a case study. The data were collected using a questionnaire about target needs based on the theory of Hutchinson and Waters, namely lacks, necessities, and wants, and a focus group interview. The results showed that students must learn about teaching materials to write scientific articles to improve their writing quality. Regarding the students' lack of learning material for writing scientific articles, 85.53% indicated students' lack of IMRAD or introduction, method, result and discussion, and conclusion format research articles. According to students' perceptions, restating the research objective and approach and creating a research gap is the most difficult. Among 72 participants, 80% mentioned learning how to write based on the IMRAD format creating a research gap found to be the most critical skill they want to learn in the new course and then followed by summarizing and presenting data. [ABSTRACT FROM AUTHOR]

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective The literature reports nursing academics avoid manikin-based simulation because they feel intimidated by the technology. With that in mind we sought to design a manikin-based simulation learning experience for nursing students, with low technological burden for those nursing academics expected to work with the technology. Setting A multi-campus Australian regional university school of nursing. Subjects Nursing academics with little or no experience in manikin-based simulation. Primary argument Nursing academics are encouraged to use manikins in their clinical teaching but little has been done to address their fears and concerns around the technology. We argue that taking simple steps to decrease the technological burden will help to encourage nursing academics uptake of manikin-based simulations, as a favoured pedagogy in clinical teaching. Conclusion The technological burden around manikin-based simulation was reduced by: (1) choosing medium level fidelity simulations, (2) designing simulations where students operate the equipment, (3) preparing participants for the SLE with a pre-brief video and instruction handouts, (4) offering academics roles as observers, and (5) providing on-site technological support. Nursing academics were encouraged by the process and more inclined to engage with manikin simulations. Designing simulations that address nursing academics' fears and concerns around simulation technology encourages simulation uptake. [ABSTRACT FROM AUTHOR]

Featured Application: Students' instructions, creative task performance, different media. Teachers often serve as creators of written instructions that students use to complete assignments. This research investigates whether the speed at which the instructions are read is impacted by different visual designs (such as typeface shape, colour, and layout) and the media through which they are presented (digital or traditional). The objective is to determine if these factors influence reading time; therefore, an experiment was carried out. The experiment employed a 5 × 5 Latin square design, with student participants reading the same task instructions in both digital (near and far) and traditional formats. Each set of instructions was presented in a different typographic solution. Reading times were self-recorded and analysed using ANOVA to assess the effects of typographic solutions and reading media. The study did not reveal any statistically significant differences in reading speed based on the colour of the text and background as well as typographic solutions. However, it did find a statistically significant variation between reading media, with variations between digital and traditional formats. These results are crucial for enhancing the design of instructional materials, suggesting the necessity of carefully considering reading media in educational contexts. [ABSTRACT FROM AUTHOR]

Copyright of HOLOS is the property of Instituto Federal do Rio Grande do norte - IFRN and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigated whether scores obtained from the online and paper-and-pencil administrations of the statewide end-of-course English test were equivalent for students with and without disabilities. Score comparability was evaluated by examining equivalence of factor structure (measurement invariance) and differential item and bundle functioning analyses for the online and paper groups. Results supported measurement invariance between the online and paper groups, suggesting that it is meaningful to compare scores across administration modes. When the data were analyzed at both the item and item bundle (content area) levels, similar performance appeared between the online and paper groups. [ABSTRACT FROM AUTHOR]

Objective To determine the differential effects of a paper-based versus a web-based portfolio in terms of portfolio quality, user-friendliness and student motivation. Methods An experimental design was used to compare Year 1 medical students' reflective portfolios. The portfolios differed in presentation medium only (i.e. web-based versus paper-based). Content analysis, a student questionnaire and mentor interviews were used to evaluate portfolio quality, user-friendliness and student motivation. A total of 92 portfolios were scored independently by 2 raters using a portfolio quality-rating instrument. Results Portfolio structure, quality of reflection and quality of evidence showed no significant effects of presentation medium. Multi-level analysis showed a significant effect for student motivation: web-based portfolios scored 0.39 more than paper-based portfolios ( P < 0.05; effect size 0.76). The mentors reported no differences in portfolio quality, except that there were more visuals in web-based portfolios. Students spent significantly more time preparing the web-based than the paper-based portfolios (15.4 hours versus 12.2 hours; t = 2.1, P < 0.05; effect size 0.46). The 2 student groups did not differ significantly in terms of their satisfaction with the portfolio. The mentors perceived the web-based portfolios as more user-friendly. Conclusions The web-based portfolios were found to enhance students' motivation, were more user-friendly for mentors, and delivered the same content quality compared with paper-based portfolios. This suggests that web-based presentation may promote acceptance of portfolios by students and teachers alike. [ABSTRACT FROM AUTHOR]

The article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills. The article considers the relationship between learning styles and paper or digital map preferences. Results indicate that although student map skill performance did not differ significantly with the use of paper or electronic maps, students preferred paper maps. Neither their performance nor their preferences were related to learning style.

The increasing availability of high quality digital texts and usage data about them provides opportunities to identify new uses for collections, alternative ways to present and explore content, and expanded audiences for the materials. Using this information and a rapid development model called a “flash build,” JSTOR is creating and partnering with other organizations to build new tools that add value to library investments in digital collections. Two examples are discussed: “Classroom Readings,” a tool designed to help educators find articles on JSTOR that are good candidates for teaching, and “Understanding Shakespeare,” a resource created in collaboration with the Folger Shakespeare Library that enables scholars to follow links in lines from Shakespeare plays to articles on JSTOR that reference them. The rapid development model used for these projects is easily reproducible and effective, and could be applied to many library-driven efforts. [ABSTRACT FROM PUBLISHER]

We developed a new interactive web-based teaching material to improve lung auscultation skills. Our objective was to investigate the effectiveness of the web-based teaching material on nurses with less than one-year work experience, using a prospective, open-label, stratified block randomized controlled trial. Of the 69 participants, 23, 22, and 24 participants were assigned to the web-based, paper-based, and control (with no intervention) groups, respectively. Using a simulator, a discrimination test on seven lung sounds, such as “normal,” “wheeze,” “rhonchi,” “coarse crackles,” “fine crackles,” “left lung diminish,” and “right lung absent,” was conducted. Next, a post-test was conducted after one-week of training. Answers with formal names were considered “correct”; those with common names, misspellings, and without left and right parts were considered “insufficient”; and wrong answers were considered “incorrect.” The control group showed no significant difference between the pre-test and post-test for any lung sounds. The paperbased group showed significant improvement in performance for “wheeze” (p=0.004) and “coarse crackles” (p=0.035). The web-based group showed a significant improvement in performance for “fine crackles” (p=0.026). The number of correct answers in the post-test was higher in the paper- and web-based groups than the control group (p=0.023). The web-based teaching materials that we had developed effectively improved the ability of new graduate nurses to auscultate lung sounds. Additionally, the results suggest that the combined use of web- and paper-based teaching materials may be more effective since the sounds that each method enhanced their ability to auscultate different lung sounds. [ABSTRACT FROM AUTHOR]

Nowadays, technology has become dominant in the daily lives of most people around the world. Technology is present from children to older people, helping in the most diverse daily tasks and allowing accessibility. However, many times these people are just end-users, without any incentive to develop computational thinking (CT). With advances in technologies, the abstraction of coding, programming languages, and the hardware resources involved will become a reality. However, while we have not progressed to this stage, it is necessary to encourage the development of CT teaching from an early age. This work will present the state of the art concerning teaching initiatives and tools on programming, robotics, and other playful tools for the development of CT in the early ages, explicitly filling the gap of CT at the kindergarten level. We present a systematic literature review evaluating more than 60 papers from 2010 to December 2020. The paper's amount was classified in taxonomy to show CT's principal tools and initiates applied to children early. To conclude this paper, an extensive discussion about the future trends in this field is present. [ABSTRACT FROM AUTHOR]

The joint extraction of entities and relations is a critical task in information extraction, and its performance directly affects the performance of downstream tasks. However, existing joint extraction models based on deep learning exhibit weak processing capabilities for the phenomenon of multiple pronunciations of one character and multiple characters of one pronunciation when processing Chinese texts, resulting in a performance loss. To address these issues, this paper introduces part-of-speech (POS) and pinyin features to aid the model in learning semantic features that are more contextually appropriate. We propose a Chinese Joint Entity and Relation Extraction Model based on progressive contrastive learning and heterogeneous feature fusion (CJE-PCHF). During model training, an interactive fusion network based on progressive contrastive learning is employed to learn the dependencies between pinyin, POS, and semantic features. This guides the model in heterogeneous feature fusion, capturing higher-order semantic associations between heterogeneous features. On the commonly used DuIE evaluation dataset for joint extraction, our model achieved a significant improvement, with the F1 score increasing by 5.4% compared to the benchmark model CasRel. [ABSTRACT FROM AUTHOR]

Traditionally, theory and practice are treated as separate silos when designing educational media, or at best, as theory informing practice in a one-way relationship. The relationship between theory and practice, however, is most productive when seen as reciprocal, existing in an iterative relationship with each influencing the other in turn. This paper reflects on the Sesame Street production and research described earlier in this special section, drawing lessons and implications for future theory and research. Implications are also drawn for future productions of Sesame Street and its international co-productions, extensions into ancillary media, and, more broadly, educational media in general, informed by a global advisory panel and the development of a global theoretical framework for future multiplatform content creation. Beyond informing Sesame Workshop's approach to creativity and playful problem solving, this paper offers a model for media makers seeking to bridge the research-practice gap. [ABSTRACT FROM AUTHOR]

The theoretical background of the conservation cultural heritage has been based on ethical principles phrased in the past rather than on findings of materials science, as illustrated quite impressively in 2005 by the well-known conservator and art historian Salvador Muñoz Viñas. In spite of the fact that this imbalance causes numerous problems for use and evaluation of conservational interventions into the material substance of historic objects, history’s long due transition towards principles of material science is very hesitant. Unfortunately, conservation-restoration, which is eventually in charge of maintaining the material integrity of cultural goods, does not have a satisfying number of suitable instructional materials on a sufficiently scientific basis to live up to the material diversity and complexity of historic objects. This is particularly deplorable with specific respect to the German-speaking area, where the most recent publications in the art date back to about 30 years ago and no longer meet the requirements prevailing today. Nevertheless, or maybe precisely because the German-speaking conservation scene is still forced to follow “ancient” teaching tools, innovative changes in conservator training and a refurbishment of the current mentality continue to be difficult and slow. This paper will analyze historical instructional materials in the field of paper conservation and set out a variety of additional factors that influence the development of the field. [ABSTRACT FROM AUTHOR]

The purpose of this study was to uncover sets of co-occurring, lexico-grammatical features to help to characterise successful student writing. The writing was captured by the Michigan Corpus of Upper-level Student Papers (MICUSP, 2009) and was taken from sixteen disciplines. MICUSP is a corpus of A-graded, upper-level student papers of different disciplines and paper types (O'Donnell and Römer, 2012; and Römer and O'Donnell, 2011). Following Biber (1988), we used a multi-dimensional analysis to identify dimensions of frequently co-occurring features that best account for cross-disciplinary variation in MICUSP. The four functional dimensions of MICUSP appear to distinguish between: ( 1) Involved, Academic Narrative versus Descriptive, Informational Discourse; ( 2) Expression of Opinions and Mental Processes; ( 3) Situation-Dependent, Non-Procedural Evaluation versus Procedural Discourse; and ( 4) Production of Possibility Statement and Argumentation. Along with a description of the methodology, this paper defines the features that constitute the factors, which have been labelled based on their communicative functions. Similarities and differences at the disciplinary and genre-specific levels are discussed as are the implications for discipline-specific and register-based pedagogies. [ABSTRACT FROM AUTHOR]

Information about the 2011 Association for Learning Technology Conference "Thriving in a Colder and More Challenging Climate" is presented. Topics include workplace-based learning, the use of YouTube videos in teaching sociology, and the use of a combination of activity theory and grounded theory to improve learning of Java programming. The themes of the conference includes making things happen, preparing for a thaw, and teachers of the future.

This study explores seventh graders' use of inscriptions in a teacher-designed project-based science unit. To investigate students' learning practices during the 8-month water quality unit, we collected multiple sources of data (e.g., classroom video recordings, student artifacts, and teacher interviews) and employed analytical methods that drew from a naturalistic approach. The findings showed that throughout the unit, provided with the teachers' scaffold and social, conceptual, and material resources, the seventh graders were able to use various inscriptions (e.g., digital pictures, Web pages, and models) to demonstrate meaningful inscriptional practices such as creating and using inscriptions to make arguments, to represent conceptual understandings, and to engage in thoughtful discussions. Inscriptions and associated practices provided students with experiences and understandings about certain ways to organize, transform, and link data or scientific ideas. However, when constructing inscriptions, students did not consider how the inscriptions could serve certain reasoning purposes. In addition, more scaffolds were needed to help students use multiple inscriptions to make a coherent argument. © 2006 Wiley Periodicals, Inc. Sci Ed90:852–873, 2006 [ABSTRACT FROM AUTHOR]

Research writing is a crucial aspect of academic pursuits as one of the applied subjects in Senior High School. It involves careful scientific exploration, investigation, analysis and synthesis of existing knowledge to generate new ideas. Its accomplishment primarily lies on the clear and brief guidance of research format which this paper operationally defined as research typestyles as the physical structure and organization of a research study including the sections and content. Since establishment, the school has no existing localized materials developed to address confusions and uniformity among learners on what research format should be used and followed. Henceforth, this paper sought only to produce and evaluate the MRT: Morong National Senior High School Research Typestyles; a guide intended to scaffold the part-by-part research writing of Grades 11 and 12 learners of the said school. Affixed in developmental research design, selected twenty-six (26) experts through snowball sampling found that the three factors specifically the content, the format, and the presentation and organization of the developed research typestyles were very satisfactory. Thus, its validation results demonstrate that the developed MRT can be highly operative as an instructional material and a research format for teaching and guiding learner-researchers in research writing. [ABSTRACT FROM AUTHOR]

Presents the author's experience in teaching language study. Comparing articles on the same topic from different newspapers; Introducing the subject to the students; Listing of discrepancies among the articles; Focusing on the power of connotations of words; Advantages of comparing news stories as the basis of language study; Comparing different types of articles on a particular issue.

The purpose of this note is to provide an example of how a simple origami box can be used to explore important concepts in geometry. The paper describes how an origami box can be folded, and then it goes on to describe how the volume of the constructed box can be calculated. [ABSTRACT FROM PUBLISHER]

Older adults are at increased risk of pressure injuries (PIs) due to age‐related changes. Traditionally, PI knowledge and education have been delivered in hospitals and residential aged care facilities, however, there remains a critical gap in understanding how PI knowledge on prevention and management is shared with older adults and their carers living in the community. We aimed to describe the nature and characteristics of structured and unstructured PI education programs available to community‐dwelling older adults and their carers. As coping review was undertaken. We searched five databases: CINAHL, Medline, Scopus, Cochrane Library and ProQuest from 2009 to August 2023. The review was guided by Arksey and O'Malley's six‐step framework and adhered to the PRISMA‐ScR guidelines. It included primary peer‐reviewed papers published in English, which focus on PI education for older adults and/or their carers living in community settings. Data extraction was organised in a table, and findings presented as a narrative summary. One‐hundred and thirty‐six papers were screened and four included in the review. Results indicate that consideration was placed on literacy levels and cognitive status of older adults and their carers when designing PI education materials. Educational materials such as leaflets/brochures, in‐person training sessions or a combination of both were used. However, duration of these interventions varied, lasting for 1–4 weeks while others were completed over 12 months. Some improvements in PI knowledge such as how to treat PI, dietary requirements and importance of mobility were noted. However, information retention and its translation into effective long‐term behaviour change remained unclear. In conclusion, adopting a multifaceted educational approach increases the effectiveness of PI knowledge translation. Continuous education, support and reinforcement on PIs over time are necessary when interacting with older adults and caregivers to ensure long‐term management and prevention success. Conversations on PIs should start at the primary care levels when older adults and carers are visiting their GP clinics and accessing support services for other healthcare needs. Understanding older adults' and carers' literacy levels, cognitive status and cultural background can assist clinicians in designing and delivering fit‐for‐purpose PI educational interventions that are accessible, relatable and effective in promoting knowledge transfer and behaviour change. Carers are vital conduits in the care continuum. These factors will lead to a more informed, collaborative and person‐centred approaches to PI management and prevention. [ABSTRACT FROM AUTHOR]

The article presents the selected papers from the Council for Exceptional Children International Convention in April 1970. These documents are available through the ERIC Document Reproduction Service. The papers can be reproduced hardcopy and pamphlet forms. The documents have been organized by the ten topic areas including "Workshop: The Team Approach to the Use of Educational Media," by Dolph C. Welch, "Evaluation Theory and Caseload Selection: Diagnosis and Disposition," by Lear Ashmore and "Use of Motor and Language Development Schemes," by Joann Fokes.

The Inspiring Teacher of English Award and the President's Award for Teachers are national awards that recognize outstanding Singapore educators. This paper delves into the practices and philosophies of six award-winning teachers, unravelling the intricacies that distinguish their pedagogical approaches. The study is centred around three pivotal themes: Student-centred instructional approach, Optimization of Curriculum Materials, and Heart for students. The teaching philosophy undergirds and informs the other two themes, providing the guiding principles that ensure a consistent, student-centred, and resource-effective approach in the classroom. Highlighting the adaptability of these educators in tailoring their methods to individual student needs, the paper emphasizes the significance of a sound educational philosophy as their guiding principle. Furthermore, it explores the adept integration of curriculum materials in their teaching. This analysis offers valuable insights into the unique qualities and teaching methodologies that contribute to the success of award-winning teachers, providing a nuanced understanding of their contribution to educational excellence. Additionally, this analysis suggests significant implications for teacher education and in-service professional development, highlighting the need for programmes that foster these key attributes and approaches, thereby enhancing teacher effectiveness and student learning outcomes across educational settings. [ABSTRACT FROM AUTHOR]

The dualities of benzene derivatives often make basic organic chemistry challenging for students. This includes the relationship between full structural and line-angle formulas, the distinctions between preferred and systematic IUPAC names for benzene derivatives, and the nuances between ortho-, para-, and meta-directors. To effectively demonstrate these dualities of benzene derivatives, we have designed a range of teaching aids rooted in the folk toy, Jacob's ladder. This paper presents lectures designed for advanced placement high school students and nonchemistry majors, employing this innovative series of Jacob's ladder-based teaching aids. The majority of students found the lecture engaging, and many developed a comprehensive understanding of the dualities of benzene derivatives. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to collect, process and discuss data, literature review and primary information using questionnaires, regarding the reasons for use by the Primary Education teachers in order to make use of digital skills, computers and other technological means in their workplace. The statistical techniques mentioned in this paper are those of descriptive statistical analysis, the display of averages in relevant questions of the questionnaire and the use of inductive methods in order to verify the verification of the research questions or not. The methods of the aforementioned statistical analysis belong to the statistical program of SPSS No.23 and whose results are shown in the results. The 33.8% of the interviewed parents stated that ICT is used in educational teaching for their children as students, for the production of teaching material to a very large extent, 25.6% to a moderate extent, 18% to a small extent, and the remaining 17.3% to a very large extent, the 36.3% of the interviewed parents stated that ICT is used in educational teaching for their children as students, to search for information via the Internet to a very large extent, 34.8% to a very large extent and 20% to a moderate extent degree and the 29% of the parents interviewed stated that they do not use ICT at all for their children as students, to manage e-mail, 26.7% use it to a small extent for this purpose, 19.8% moderately degree and another the same percentage, to a very large extent. The majority of respondents would describe their technological / digital skills as quite satisfactory. Accordingly, the vast majority of interviewed teachers stated that ICT can be used in all subjects of the educational process. The main problems faced by teachers regarding the use of technology in the educational process are the inappropriateness of the infrastructure, connectivity problems, the non-supportive environment from the Director and the lack of resources to upgrade the existing computers. Therefore, a future research could focus on the factors that are set as obstacles for the use of ICT regarding the reasons for use by the Primary Education teachers in order to make use of digital skills, computers and other technological means in their workplace, both by teachers and students. [ABSTRACT FROM AUTHOR]

This study examines the research approaches that underlie research on educational technology. A classification framework was developed and used when examining all articles published in four well-known journals between 2000 and 2004 (n = 660). The aim of the study was to contribute toward an understanding of the research approaches that characterize research on educational technology. It was found that research is increasingly dominated by empirical articles that adopt a pluralistic approach, both regarding research methods but also regarding different types of non-empirical research. The focus has been to apply rather than develop frameworks, concepts, and theory. Published articles in the four journals were more different from each other than what the aims and scopes of the journals led us to believe. Finally, researchers are challenged to reflect on the state of the field and how it may be further developed. [ABSTRACT FROM AUTHOR]

The article presents a classroom activity called "Paper Towers" that is ideal for middle school students. They are instructed to build a paper tower as tall as possible that will resist being blown over by the teacher from one arm's length away. The activity aimed to provide students with several learning goals, both cognitive and affective, such as the ability to identify appropriate problems for technological design, design a solution or product, and evaluate the completed design. Moreover, it helps the students develop a comprehensive understanding of the applications of science and technology.