ºÝºÝߣshows by User: deivammuniyandi / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: deivammuniyandi / Thu, 18 Jul 2024 09:47:37 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: deivammuniyandi Effect of Flipbooks on Science Learning among Secondary School Students in Dindigul District, Tamil Nadu, India /slideshow/effect-of-flipbooks-on-science-learning-among-secondary-school-students-in-dindigul-district-tamil-nadu-india/270314657 ijes-43-1-3-066-23-1318-deivam-m-tx7-240718094737-8a94e34e
A flipbook, traditionally a sequence of printed images generating a motion illusion when flipped, assumes a more interactive, digitally-simulated format in the contemporary context. This technology, frequently employed for educational purposes and online publishing, fosters engaging and interactive experiences. The present study aimed to investigate the effect of flipbooks in facilitating the learning of science among secondary school students. The research design chosen for this investigation was the single group pre-and-post-test experimental group design. A group of 30 students, selected through purposive sampling techniques, constituted the sample of the study. To assess the achievement, a multiple-choice question was employed. Statistical techniques such as the Shapiro Wilks Test, t-test, mean and standard deviation, were employed. The study revealed an enhanced student understanding of flipbooks following an intervention, compared to the pre-intervention stage. The conclusion drawn was that flipbook media could effectively enhance students’ science learning attainments.]]>
A flipbook, traditionally a sequence of printed images generating a motion illusion when flipped, assumes a more interactive, digitally-simulated format in the contemporary context. This technology, frequently employed for educational purposes and online publishing, fosters engaging and interactive experiences. The present study aimed to investigate the effect of flipbooks in facilitating the learning of science among secondary school students. The research design chosen for this investigation was the single group pre-and-post-test experimental group design. A group of 30 students, selected through purposive sampling techniques, constituted the sample of the study. To assess the achievement, a multiple-choice question was employed. Statistical techniques such as the Shapiro Wilks Test, t-test, mean and standard deviation, were employed. The study revealed an enhanced student understanding of flipbooks following an intervention, compared to the pre-intervention stage. The conclusion drawn was that flipbook media could effectively enhance students’ science learning attainments.]]> Thu, 18 Jul 2024 09:47:37 GMT /slideshow/effect-of-flipbooks-on-science-learning-among-secondary-school-students-in-dindigul-district-tamil-nadu-india/270314657 deivammuniyandi@slideshare.net(deivammuniyandi) Effect of Flipbooks on Science Learning among Secondary School Students in Dindigul District, Tamil Nadu, India deivammuniyandi A flipbook, traditionally a sequence of printed images generating a motion illusion when flipped, assumes a more interactive, digitally-simulated format in the contemporary context. This technology, frequently employed for educational purposes and online publishing, fosters engaging and interactive experiences. The present study aimed to investigate the effect of flipbooks in facilitating the learning of science among secondary school students. The research design chosen for this investigation was the single group pre-and-post-test experimental group design. A group of 30 students, selected through purposive sampling techniques, constituted the sample of the study. To assess the achievement, a multiple-choice question was employed. Statistical techniques such as the Shapiro Wilks Test, t-test, mean and standard deviation, were employed. The study revealed an enhanced student understanding of flipbooks following an intervention, compared to the pre-intervention stage. The conclusion drawn was that flipbook media could effectively enhance students’ science learning attainments. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ijes-43-1-3-066-23-1318-deivam-m-tx7-240718094737-8a94e34e-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A flipbook, traditionally a sequence of printed images generating a motion illusion when flipped, assumes a more interactive, digitally-simulated format in the contemporary context. This technology, frequently employed for educational purposes and online publishing, fosters engaging and interactive experiences. The present study aimed to investigate the effect of flipbooks in facilitating the learning of science among secondary school students. The research design chosen for this investigation was the single group pre-and-post-test experimental group design. A group of 30 students, selected through purposive sampling techniques, constituted the sample of the study. To assess the achievement, a multiple-choice question was employed. Statistical techniques such as the Shapiro Wilks Test, t-test, mean and standard deviation, were employed. The study revealed an enhanced student understanding of flipbooks following an intervention, compared to the pre-intervention stage. The conclusion drawn was that flipbook media could effectively enhance students’ science learning attainments.
Effect of Flipbooks on Science Learning among Secondary School Students in Dindigul District, Tamil Nadu, India from The Gandhigram Rural Institute (Deemed to be University)
]]> 96 0 https://cdn.slidesharecdn.com/ss_thumbnails/ijes-43-1-3-066-23-1318-deivam-m-tx7-240718094737-8a94e34e-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Strategies to Promote Environmental Protection Awareness and Attitude of Secondary School Students in Dindigul District, Tamil Nadu, India /slideshow/strategies-to-promote-environmental-protection-awareness-and-attitude-of-secondary-school-students-in-dindigul-district-tamil-nadu-india/267592585 248-240427172059-533fb73a
Environmental protection awareness refers to the understanding of environmental issues and the importance of preserving the environment. It involves recognizing the impact of our actions on the environment and the need for sustainable practices. The objective of this study is to investigate the impact of environmental protection awareness interventions and strategies, considering locality and media influence, on the environmental attitude of secondary school students. The study adopted a single group pre and post-test experimental design method. In this study, a purposive sampling method was used, selecting a focused group of 50 students from St. Joseph’s Matriculation School in Dindigul. This study utilized various statistical techniques, including mean and standard deviation calculations for dataset analysis. The t-test was used for comparing pre and post intervention scores, and percentage analysis was conducted for understanding attitude changes. The study found that the environmental education intervention positively influenced secondary school students' environmental attitude. After the intervention, there was an overall increase in environmental attitude scores, indicating voluntary participation in environmental activities, sharing of environmental knowledge, and preference for environmentally-friendly products.]]>
Environmental protection awareness refers to the understanding of environmental issues and the importance of preserving the environment. It involves recognizing the impact of our actions on the environment and the need for sustainable practices. The objective of this study is to investigate the impact of environmental protection awareness interventions and strategies, considering locality and media influence, on the environmental attitude of secondary school students. The study adopted a single group pre and post-test experimental design method. In this study, a purposive sampling method was used, selecting a focused group of 50 students from St. Joseph’s Matriculation School in Dindigul. This study utilized various statistical techniques, including mean and standard deviation calculations for dataset analysis. The t-test was used for comparing pre and post intervention scores, and percentage analysis was conducted for understanding attitude changes. The study found that the environmental education intervention positively influenced secondary school students' environmental attitude. After the intervention, there was an overall increase in environmental attitude scores, indicating voluntary participation in environmental activities, sharing of environmental knowledge, and preference for environmentally-friendly products.]]> Sat, 27 Apr 2024 17:20:58 GMT /slideshow/strategies-to-promote-environmental-protection-awareness-and-attitude-of-secondary-school-students-in-dindigul-district-tamil-nadu-india/267592585 deivammuniyandi@slideshare.net(deivammuniyandi) Strategies to Promote Environmental Protection Awareness and Attitude of Secondary School Students in Dindigul District, Tamil Nadu, India deivammuniyandi Environmental protection awareness refers to the understanding of environmental issues and the importance of preserving the environment. It involves recognizing the impact of our actions on the environment and the need for sustainable practices. The objective of this study is to investigate the impact of environmental protection awareness interventions and strategies, considering locality and media influence, on the environmental attitude of secondary school students. The study adopted a single group pre and post-test experimental design method. In this study, a purposive sampling method was used, selecting a focused group of 50 students from St. Joseph’s Matriculation School in Dindigul. This study utilized various statistical techniques, including mean and standard deviation calculations for dataset analysis. The t-test was used for comparing pre and post intervention scores, and percentage analysis was conducted for understanding attitude changes. The study found that the environmental education intervention positively influenced secondary school students' environmental attitude. After the intervention, there was an overall increase in environmental attitude scores, indicating voluntary participation in environmental activities, sharing of environmental knowledge, and preference for environmentally-friendly products. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/248-240427172059-533fb73a-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Environmental protection awareness refers to the understanding of environmental issues and the importance of preserving the environment. It involves recognizing the impact of our actions on the environment and the need for sustainable practices. The objective of this study is to investigate the impact of environmental protection awareness interventions and strategies, considering locality and media influence, on the environmental attitude of secondary school students. The study adopted a single group pre and post-test experimental design method. In this study, a purposive sampling method was used, selecting a focused group of 50 students from St. Joseph’s Matriculation School in Dindigul. This study utilized various statistical techniques, including mean and standard deviation calculations for dataset analysis. The t-test was used for comparing pre and post intervention scores, and percentage analysis was conducted for understanding attitude changes. The study found that the environmental education intervention positively influenced secondary school students&#39; environmental attitude. After the intervention, there was an overall increase in environmental attitude scores, indicating voluntary participation in environmental activities, sharing of environmental knowledge, and preference for environmentally-friendly products.
Strategies to Promote Environmental Protection Awareness and Attitude of Secondary School Students in Dindigul District, Tamil Nadu, India from The Gandhigram Rural Institute (Deemed to be University)
]]> 192 0 https://cdn.slidesharecdn.com/ss_thumbnails/248-240427172059-533fb73a-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Awareness and Barriers of SWAYAM Courses /slideshow/awareness-and-barriers-of-swayam-courses/267041051 ijes-44-1-015-23-1305-deivam-m-tx2-240331161209-6890015b
SWAYAM]]>
SWAYAM]]> Sun, 31 Mar 2024 16:12:09 GMT /slideshow/awareness-and-barriers-of-swayam-courses/267041051 deivammuniyandi@slideshare.net(deivammuniyandi) Awareness and Barriers of SWAYAM Courses deivammuniyandi SWAYAM <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ijes-44-1-015-23-1305-deivam-m-tx2-240331161209-6890015b-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> SWAYAM
Awareness and Barriers of SWAYAM Courses from The Gandhigram Rural Institute (Deemed to be University)
]]> 187 0 https://cdn.slidesharecdn.com/ss_thumbnails/ijes-44-1-015-23-1305-deivam-m-tx2-240331161209-6890015b-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Blended Learning Models for Holistic Learning /slideshow/blended-learning-models-for-holistic-learning/267041038 blholisticlearningexperiencefinal-240331161052-f7cebe80
Blended Learning]]>
Blended Learning]]> Sun, 31 Mar 2024 16:10:52 GMT /slideshow/blended-learning-models-for-holistic-learning/267041038 deivammuniyandi@slideshare.net(deivammuniyandi) Blended Learning Models for Holistic Learning deivammuniyandi Blended Learning <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/blholisticlearningexperiencefinal-240331161052-f7cebe80-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Blended Learning
Blended Learning Models for Holistic Learning from The Gandhigram Rural Institute (Deemed to be University)
]]> 63 0 https://cdn.slidesharecdn.com/ss_thumbnails/blholisticlearningexperiencefinal-240331161052-f7cebe80-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Impact of Mobile Phone usage on School Students’ Academic Performance (SSAP): Insights from COVID 19 /slideshow/impact-of-mobile-phone-usage-on-school-students-academic-performance-ssap-insights-from-covid-19/265547599 196-240119054508-bb7617d5
Mobile phones are a dominant form of information and communication technology, with India ranking second in the global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5 boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic performance of secondary schools. The study's results showed significant impacts of mobile phone use on the academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage, such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate usage of cellular device can provide benefits in academic performance.]]>
Mobile phones are a dominant form of information and communication technology, with India ranking second in the global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5 boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic performance of secondary schools. The study's results showed significant impacts of mobile phone use on the academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage, such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate usage of cellular device can provide benefits in academic performance.]]> Fri, 19 Jan 2024 05:45:08 GMT /slideshow/impact-of-mobile-phone-usage-on-school-students-academic-performance-ssap-insights-from-covid-19/265547599 deivammuniyandi@slideshare.net(deivammuniyandi) Impact of Mobile Phone usage on School Students’ Academic Performance (SSAP): Insights from COVID 19 deivammuniyandi Mobile phones are a dominant form of information and communication technology, with India ranking second in the global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5 boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic performance of secondary schools. The study's results showed significant impacts of mobile phone use on the academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage, such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate usage of cellular device can provide benefits in academic performance. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/196-240119054508-bb7617d5-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Mobile phones are a dominant form of information and communication technology, with India ranking second in the global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5 boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to as a Likert-type scale, entitled &quot;Mobile Phone and Students’ Academic Performance of Secondary School questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic performance of secondary schools. The study&#39;s results showed significant impacts of mobile phone use on the academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage, such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate usage of cellular device can provide benefits in academic performance.
Impact of Mobile Phone usage on School Students’ Academic Performance (SSAP): Insights from COVID 19 from The Gandhigram Rural Institute (Deemed to be University)
]]> 463 0 https://cdn.slidesharecdn.com/ss_thumbnails/196-240119054508-bb7617d5-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Flipgrid.pdf /slideshow/flipgridpdf/264012836 flipgrid-231128085019-8fb4ca59
Technology has greatly influenced the educational sector, not only supplemented in-class processes, but also transformed conventional teaching methods. In this context, the Flipgrid application has emerged as a powerful instrument which amplifies students' participation in learning. Particularly in the realm of mobile learning, Flipgrid has gained significant prominence in educational settings. Flipgrid, a versatile and innovative video discussion platform, has been gaining momentum in the realm of education. It delves into the pedagogical foundations of Flipgrid and provides insights into practical applications, demonstrating how it fosters active engagement, fluency, and effective feedback. By combining the benefits of technology and speaking practice, educators can empower students to become confident and proficient communicators in the digital age. Flipgrid is revolutionizing the way we approach oral communication, providing a platform that encourages students to voice their opinions, collaborate with peers, and enhance their speaking abilities. This article explores the role of Flipgrid in enhancing speaking skills among students. Introduction In an era defined by digital transformation, educators are constantly seeking ways to integrate technology into their teaching methods, catering to the needs and expectations of the modern learner. One such technological innovation that has garnered attention is Flipgrid.]]>
Technology has greatly influenced the educational sector, not only supplemented in-class processes, but also transformed conventional teaching methods. In this context, the Flipgrid application has emerged as a powerful instrument which amplifies students' participation in learning. Particularly in the realm of mobile learning, Flipgrid has gained significant prominence in educational settings. Flipgrid, a versatile and innovative video discussion platform, has been gaining momentum in the realm of education. It delves into the pedagogical foundations of Flipgrid and provides insights into practical applications, demonstrating how it fosters active engagement, fluency, and effective feedback. By combining the benefits of technology and speaking practice, educators can empower students to become confident and proficient communicators in the digital age. Flipgrid is revolutionizing the way we approach oral communication, providing a platform that encourages students to voice their opinions, collaborate with peers, and enhance their speaking abilities. This article explores the role of Flipgrid in enhancing speaking skills among students. Introduction In an era defined by digital transformation, educators are constantly seeking ways to integrate technology into their teaching methods, catering to the needs and expectations of the modern learner. One such technological innovation that has garnered attention is Flipgrid.]]> Tue, 28 Nov 2023 08:50:18 GMT /slideshow/flipgridpdf/264012836 deivammuniyandi@slideshare.net(deivammuniyandi) Flipgrid.pdf deivammuniyandi Technology has greatly influenced the educational sector, not only supplemented in-class processes, but also transformed conventional teaching methods. In this context, the Flipgrid application has emerged as a powerful instrument which amplifies students' participation in learning. Particularly in the realm of mobile learning, Flipgrid has gained significant prominence in educational settings. Flipgrid, a versatile and innovative video discussion platform, has been gaining momentum in the realm of education. It delves into the pedagogical foundations of Flipgrid and provides insights into practical applications, demonstrating how it fosters active engagement, fluency, and effective feedback. By combining the benefits of technology and speaking practice, educators can empower students to become confident and proficient communicators in the digital age. Flipgrid is revolutionizing the way we approach oral communication, providing a platform that encourages students to voice their opinions, collaborate with peers, and enhance their speaking abilities. This article explores the role of Flipgrid in enhancing speaking skills among students. Introduction In an era defined by digital transformation, educators are constantly seeking ways to integrate technology into their teaching methods, catering to the needs and expectations of the modern learner. One such technological innovation that has garnered attention is Flipgrid. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/flipgrid-231128085019-8fb4ca59-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Technology has greatly influenced the educational sector, not only supplemented in-class processes, but also transformed conventional teaching methods. In this context, the Flipgrid application has emerged as a powerful instrument which amplifies students&#39; participation in learning. Particularly in the realm of mobile learning, Flipgrid has gained significant prominence in educational settings. Flipgrid, a versatile and innovative video discussion platform, has been gaining momentum in the realm of education. It delves into the pedagogical foundations of Flipgrid and provides insights into practical applications, demonstrating how it fosters active engagement, fluency, and effective feedback. By combining the benefits of technology and speaking practice, educators can empower students to become confident and proficient communicators in the digital age. Flipgrid is revolutionizing the way we approach oral communication, providing a platform that encourages students to voice their opinions, collaborate with peers, and enhance their speaking abilities. This article explores the role of Flipgrid in enhancing speaking skills among students. Introduction In an era defined by digital transformation, educators are constantly seeking ways to integrate technology into their teaching methods, catering to the needs and expectations of the modern learner. One such technological innovation that has garnered attention is Flipgrid.
Flipgrid.pdf from The Gandhigram Rural Institute (Deemed to be University)
]]> 35 0 https://cdn.slidesharecdn.com/ss_thumbnails/flipgrid-231128085019-8fb4ca59-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 ICT Tool for Collaborative Learning.pdf /slideshow/ict-tool-for-collaborative-learningpdf/262285470 icttoolforcollaborativelearning-231016104211-db0db8a6
The term "collaborative learning" (CL) refers to a broad range of educational strategies including the combined intellectual efforts of teachers and pupils. Students are typically required to work in groups of two or more, looking together for understanding, answers, or meanings or producing a product. People will be able to collaborate with someone far away just as readily as they would with someone in the same room thanks to the usage of ICT in CL. E-collaboration tool enable users to contribute a variety of abilities to group projects that remove time, distance, and resource limitations. Face-to-face engagement is still important, but ICT can enhance it by enabling communication at any time and from any location. ICT functions for group work coordination, tools for tracking progress and providing feedback, libraries of solutions and best practises, as well as meta data, are all available as collaborative technologies. In order to facilitate collaborative learning in all areas of education, the following technological tools can be used: wiki, online forums, chat, video conferencing, email, blogging, learning management systems, virtual classrooms, Sticky notes, etc.]]>
The term "collaborative learning" (CL) refers to a broad range of educational strategies including the combined intellectual efforts of teachers and pupils. Students are typically required to work in groups of two or more, looking together for understanding, answers, or meanings or producing a product. People will be able to collaborate with someone far away just as readily as they would with someone in the same room thanks to the usage of ICT in CL. E-collaboration tool enable users to contribute a variety of abilities to group projects that remove time, distance, and resource limitations. Face-to-face engagement is still important, but ICT can enhance it by enabling communication at any time and from any location. ICT functions for group work coordination, tools for tracking progress and providing feedback, libraries of solutions and best practises, as well as meta data, are all available as collaborative technologies. In order to facilitate collaborative learning in all areas of education, the following technological tools can be used: wiki, online forums, chat, video conferencing, email, blogging, learning management systems, virtual classrooms, Sticky notes, etc.]]> Mon, 16 Oct 2023 10:42:11 GMT /slideshow/ict-tool-for-collaborative-learningpdf/262285470 deivammuniyandi@slideshare.net(deivammuniyandi) ICT Tool for Collaborative Learning.pdf deivammuniyandi The term "collaborative learning" (CL) refers to a broad range of educational strategies including the combined intellectual efforts of teachers and pupils. Students are typically required to work in groups of two or more, looking together for understanding, answers, or meanings or producing a product. People will be able to collaborate with someone far away just as readily as they would with someone in the same room thanks to the usage of ICT in CL. E-collaboration tool enable users to contribute a variety of abilities to group projects that remove time, distance, and resource limitations. Face-to-face engagement is still important, but ICT can enhance it by enabling communication at any time and from any location. ICT functions for group work coordination, tools for tracking progress and providing feedback, libraries of solutions and best practises, as well as meta data, are all available as collaborative technologies. In order to facilitate collaborative learning in all areas of education, the following technological tools can be used: wiki, online forums, chat, video conferencing, email, blogging, learning management systems, virtual classrooms, Sticky notes, etc. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/icttoolforcollaborativelearning-231016104211-db0db8a6-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The term &quot;collaborative learning&quot; (CL) refers to a broad range of educational strategies including the combined intellectual efforts of teachers and pupils. Students are typically required to work in groups of two or more, looking together for understanding, answers, or meanings or producing a product. People will be able to collaborate with someone far away just as readily as they would with someone in the same room thanks to the usage of ICT in CL. E-collaboration tool enable users to contribute a variety of abilities to group projects that remove time, distance, and resource limitations. Face-to-face engagement is still important, but ICT can enhance it by enabling communication at any time and from any location. ICT functions for group work coordination, tools for tracking progress and providing feedback, libraries of solutions and best practises, as well as meta data, are all available as collaborative technologies. In order to facilitate collaborative learning in all areas of education, the following technological tools can be used: wiki, online forums, chat, video conferencing, email, blogging, learning management systems, virtual classrooms, Sticky notes, etc.
ICT Tool for Collaborative Learning.pdf from The Gandhigram Rural Institute (Deemed to be University)
]]> 95 0 https://cdn.slidesharecdn.com/ss_thumbnails/icttoolforcollaborativelearning-231016104211-db0db8a6-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Science Content Profundity among Pre-Service Teachers at Secondary Level /slideshow/science-content-profundity-among-preservice-teachers-at-secondary-level/259823734 003-230812171317-0c90129a
Science Content Profundity among Pre-Service Teachers at Secondary Level]]>
Science Content Profundity among Pre-Service Teachers at Secondary Level]]> Sat, 12 Aug 2023 17:13:17 GMT /slideshow/science-content-profundity-among-preservice-teachers-at-secondary-level/259823734 deivammuniyandi@slideshare.net(deivammuniyandi) Science Content Profundity among Pre-Service Teachers at Secondary Level deivammuniyandi Science Content Profundity among Pre-Service Teachers at Secondary Level <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/003-230812171317-0c90129a-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Science Content Profundity among Pre-Service Teachers at Secondary Level
Science Content Profundity among Pre-Service Teachers at Secondary Level from The Gandhigram Rural Institute (Deemed to be University)
]]> 27 0 https://cdn.slidesharecdn.com/ss_thumbnails/003-230812171317-0c90129a-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Constructivism.pptx /slideshow/constructivismpptx-259773914/259773914 constructivism-230810114350-df769e74
Constructivism Approach in Learning]]>
Constructivism Approach in Learning]]> Thu, 10 Aug 2023 11:43:50 GMT /slideshow/constructivismpptx-259773914/259773914 deivammuniyandi@slideshare.net(deivammuniyandi) Constructivism.pptx deivammuniyandi Constructivism Approach in Learning <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/constructivism-230810114350-df769e74-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Constructivism Approach in Learning
Constructivism.pptx from The Gandhigram Rural Institute (Deemed to be University)
]]> 184 0 https://cdn.slidesharecdn.com/ss_thumbnails/constructivism-230810114350-df769e74-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Cognitive approach in learning.pptx /slideshow/cognitive-approach-in-learningpptx/259745557 cognitiveapproachinlearning-230809072757-81ebbf37
Cognitive approach in learning]]>
Cognitive approach in learning]]> Wed, 09 Aug 2023 07:27:57 GMT /slideshow/cognitive-approach-in-learningpptx/259745557 deivammuniyandi@slideshare.net(deivammuniyandi) Cognitive approach in learning.pptx deivammuniyandi Cognitive approach in learning <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/cognitiveapproachinlearning-230809072757-81ebbf37-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Cognitive approach in learning
Cognitive approach in learning.pptx from The Gandhigram Rural Institute (Deemed to be University)
]]> 526 0 https://cdn.slidesharecdn.com/ss_thumbnails/cognitiveapproachinlearning-230809072757-81ebbf37-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Behavioristic Approach to Learning.pptx /slideshow/behavioristic-approach-to-learningpptx/259724663 behavioristicapproachtolearning-230808102428-6b0d73bf
Behavioristic Approach to learning]]>
Behavioristic Approach to learning]]> Tue, 08 Aug 2023 10:24:28 GMT /slideshow/behavioristic-approach-to-learningpptx/259724663 deivammuniyandi@slideshare.net(deivammuniyandi) Behavioristic Approach to Learning.pptx deivammuniyandi Behavioristic Approach to learning <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/behavioristicapproachtolearning-230808102428-6b0d73bf-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Behavioristic Approach to learning
Behavioristic Approach to Learning.pptx from The Gandhigram Rural Institute (Deemed to be University)
]]> 127 0 https://cdn.slidesharecdn.com/ss_thumbnails/behavioristicapproachtolearning-230808102428-6b0d73bf-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Internet.pptx /slideshow/internetpptx-257573563/257573563 internet-230426100455-6a6224f2
Internet History of Internet]]>
Internet History of Internet]]> Wed, 26 Apr 2023 10:04:55 GMT /slideshow/internetpptx-257573563/257573563 deivammuniyandi@slideshare.net(deivammuniyandi) Internet.pptx deivammuniyandi Internet History of Internet <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/internet-230426100455-6a6224f2-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Internet History of Internet
Internet.pptx from The Gandhigram Rural Institute (Deemed to be University)
]]> 55 0 https://cdn.slidesharecdn.com/ss_thumbnails/internet-230426100455-6a6224f2-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Effect of Prezi Based Presentations on Achievements of Pre-Service Teachers in Teacher Education Curriculum Contents /slideshow/effect-of-prezi-based-presentations-on-achievements-of-preservice-teachers-in-teacher-education-curriculum-contents/257573476 ijst-2022-2114-230426100142-69c2d5db
Effect of Prezi Based Presentations on Achievements of Pre-Service Teachers in Teacher Education Curriculum Contents]]>
Effect of Prezi Based Presentations on Achievements of Pre-Service Teachers in Teacher Education Curriculum Contents]]> Wed, 26 Apr 2023 10:01:42 GMT /slideshow/effect-of-prezi-based-presentations-on-achievements-of-preservice-teachers-in-teacher-education-curriculum-contents/257573476 deivammuniyandi@slideshare.net(deivammuniyandi) Effect of Prezi Based Presentations on Achievements of Pre-Service Teachers in Teacher Education Curriculum Contents deivammuniyandi Effect of Prezi Based Presentations on Achievements of Pre-Service Teachers in Teacher Education Curriculum Contents <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ijst-2022-2114-230426100142-69c2d5db-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Effect of Prezi Based Presentations on Achievements of Pre-Service Teachers in Teacher Education Curriculum Contents
Effect of Prezi Based Presentations on Achievements of Pre-Service Teachers in Teacher Education Curriculum Contents from The Gandhigram Rural Institute (Deemed to be University)
]]> 40 0 https://cdn.slidesharecdn.com/ss_thumbnails/ijst-2022-2114-230426100142-69c2d5db-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 E-mail & Search Engines /slideshow/email-search-engines/257573447 email-230426095936-2d5d1552
E-mail & Search Engines]]>
E-mail & Search Engines]]> Wed, 26 Apr 2023 09:59:36 GMT /slideshow/email-search-engines/257573447 deivammuniyandi@slideshare.net(deivammuniyandi) E-mail & Search Engines deivammuniyandi E-mail & Search Engines <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/email-230426095936-2d5d1552-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> E-mail &amp; Search Engines
E-mail & Search Engines from The Gandhigram Rural Institute (Deemed to be University)
]]> 410 0 https://cdn.slidesharecdn.com/ss_thumbnails/email-230426095936-2d5d1552-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Jerk Technology.pdf /slideshow/jerk-technologypdf/257155868 jerktechnology-230404081751-d119a04b
The term ÄJerk Technology (JT) is widely used to get the attention of the learners and provides the active, lively, interactive classroom atmosphere. Jerk Technology breaks out the boredom way of traditional teaching by implementing the active learners. Each learner is unique and the way of learning is divergent because of an Individual difference (Shobana.S, 2014). In teaching – learning process, attention plays a vital role which the source for transferring the knowledge. The overall outcomes of the study show that the effect of Jerk can use easily without any strain for teaching grammar.The main purpose of the study is to find out the ÄEffect of Jerk Technology in Teaching of Grammar among Higher Secondary School StudentsÇ. The researchers adopted a single group pre and post - test design. The sample for the present study is of 32 pupils selected from the Government Model Higher Secondary School, Allinagaram, Theni District. The pre – test is conducted using the traditional fact to face instruction, but the post test is conducted using effect of Jerk Technology (JT). The statistical procedures were employed descriptive analysis, mean S.D and t – test. The findings of the study reveals that implementation of Jerk Technology is very effective for teaching Grammar. Hence, the Jerk Technology (JT) is potentially the most powerful tool for extending platform in Educational process.]]>
The term ÄJerk Technology (JT) is widely used to get the attention of the learners and provides the active, lively, interactive classroom atmosphere. Jerk Technology breaks out the boredom way of traditional teaching by implementing the active learners. Each learner is unique and the way of learning is divergent because of an Individual difference (Shobana.S, 2014). In teaching – learning process, attention plays a vital role which the source for transferring the knowledge. The overall outcomes of the study show that the effect of Jerk can use easily without any strain for teaching grammar.The main purpose of the study is to find out the ÄEffect of Jerk Technology in Teaching of Grammar among Higher Secondary School StudentsÇ. The researchers adopted a single group pre and post - test design. The sample for the present study is of 32 pupils selected from the Government Model Higher Secondary School, Allinagaram, Theni District. The pre – test is conducted using the traditional fact to face instruction, but the post test is conducted using effect of Jerk Technology (JT). The statistical procedures were employed descriptive analysis, mean S.D and t – test. The findings of the study reveals that implementation of Jerk Technology is very effective for teaching Grammar. Hence, the Jerk Technology (JT) is potentially the most powerful tool for extending platform in Educational process.]]> Tue, 04 Apr 2023 08:17:50 GMT /slideshow/jerk-technologypdf/257155868 deivammuniyandi@slideshare.net(deivammuniyandi) Jerk Technology.pdf deivammuniyandi The term ÄJerk Technology (JT) is widely used to get the attention of the learners and provides the active, lively, interactive classroom atmosphere. Jerk Technology breaks out the boredom way of traditional teaching by implementing the active learners. Each learner is unique and the way of learning is divergent because of an Individual difference (Shobana.S, 2014). In teaching – learning process, attention plays a vital role which the source for transferring the knowledge. The overall outcomes of the study show that the effect of Jerk can use easily without any strain for teaching grammar.The main purpose of the study is to find out the ÄEffect of Jerk Technology in Teaching of Grammar among Higher Secondary School StudentsÇ. The researchers adopted a single group pre and post - test design. The sample for the present study is of 32 pupils selected from the Government Model Higher Secondary School, Allinagaram, Theni District. The pre – test is conducted using the traditional fact to face instruction, but the post test is conducted using effect of Jerk Technology (JT). The statistical procedures were employed descriptive analysis, mean S.D and t – test. The findings of the study reveals that implementation of Jerk Technology is very effective for teaching Grammar. Hence, the Jerk Technology (JT) is potentially the most powerful tool for extending platform in Educational process. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/jerktechnology-230404081751-d119a04b-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The term ÄJerk Technology (JT) is widely used to get the attention of the learners and provides the active, lively, interactive classroom atmosphere. Jerk Technology breaks out the boredom way of traditional teaching by implementing the active learners. Each learner is unique and the way of learning is divergent because of an Individual difference (Shobana.S, 2014). In teaching – learning process, attention plays a vital role which the source for transferring the knowledge. The overall outcomes of the study show that the effect of Jerk can use easily without any strain for teaching grammar.The main purpose of the study is to find out the ÄEffect of Jerk Technology in Teaching of Grammar among Higher Secondary School StudentsÇ. The researchers adopted a single group pre and post - test design. The sample for the present study is of 32 pupils selected from the Government Model Higher Secondary School, Allinagaram, Theni District. The pre – test is conducted using the traditional fact to face instruction, but the post test is conducted using effect of Jerk Technology (JT). The statistical procedures were employed descriptive analysis, mean S.D and t – test. The findings of the study reveals that implementation of Jerk Technology is very effective for teaching Grammar. Hence, the Jerk Technology (JT) is potentially the most powerful tool for extending platform in Educational process.
Jerk Technology.pdf from The Gandhigram Rural Institute (Deemed to be University)
]]> 367 0 https://cdn.slidesharecdn.com/ss_thumbnails/jerktechnology-230404081751-d119a04b-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Theories of Motivation.pptx /slideshow/theories-of-motivationpptx-254068471/254068471 theoriesofmotivation-221108094541-baa07ed5
Theories of Motivation]]>
Theories of Motivation]]> Tue, 08 Nov 2022 09:45:41 GMT /slideshow/theories-of-motivationpptx-254068471/254068471 deivammuniyandi@slideshare.net(deivammuniyandi) Theories of Motivation.pptx deivammuniyandi Theories of Motivation <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofmotivation-221108094541-baa07ed5-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Theories of Motivation
Theories of Motivation.pptx from The Gandhigram Rural Institute (Deemed to be University)
]]> 158 0 https://cdn.slidesharecdn.com/ss_thumbnails/theoriesofmotivation-221108094541-baa07ed5-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Attention.pptx /slideshow/attentionpptx-254068408/254068408 attention-221108094051-4d667601
Attention]]>
Attention]]> Tue, 08 Nov 2022 09:40:51 GMT /slideshow/attentionpptx-254068408/254068408 deivammuniyandi@slideshare.net(deivammuniyandi) Attention.pptx deivammuniyandi Attention <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/attention-221108094051-4d667601-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Attention
Attention.pptx from The Gandhigram Rural Institute (Deemed to be University)
]]> 2917 0 https://cdn.slidesharecdn.com/ss_thumbnails/attention-221108094051-4d667601-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 National Education Policy 2020 /slideshow/national-education-policy-2020-252250428/252250428 nationaleducationpolicy2020-220720104540-9a91dbe9
National Education Policy 2020.]]>
National Education Policy 2020.]]> Wed, 20 Jul 2022 10:45:40 GMT /slideshow/national-education-policy-2020-252250428/252250428 deivammuniyandi@slideshare.net(deivammuniyandi) National Education Policy 2020 deivammuniyandi National Education Policy 2020. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nationaleducationpolicy2020-220720104540-9a91dbe9-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> National Education Policy 2020.
National Education Policy 2020 from The Gandhigram Rural Institute (Deemed to be University)
]]> 205 0 https://cdn.slidesharecdn.com/ss_thumbnails/nationaleducationpolicy2020-220720104540-9a91dbe9-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Higher secondary school student’s perception towards scribblar for learning mathematics /slideshow/higher-secondary-school-students-perception-towards-scribblar-for-learning-mathematics/252191204 2-8-35-545-220715074804-40725eea
Higher secondary school student’s perception towards scribblar for learning mathematics]]>
Higher secondary school student’s perception towards scribblar for learning mathematics]]> Fri, 15 Jul 2022 07:48:04 GMT /slideshow/higher-secondary-school-students-perception-towards-scribblar-for-learning-mathematics/252191204 deivammuniyandi@slideshare.net(deivammuniyandi) Higher secondary school student’s perception towards scribblar for learning mathematics deivammuniyandi Higher secondary school student’s perception towards scribblar for learning mathematics <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2-8-35-545-220715074804-40725eea-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Higher secondary school student’s perception towards scribblar for learning mathematics
Higher secondary school student’s perception towards scribblar for learning mathematics from The Gandhigram Rural Institute (Deemed to be University)
]]> 165 0 https://cdn.slidesharecdn.com/ss_thumbnails/2-8-35-545-220715074804-40725eea-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Computer literacy among B.Ed teacher trainees’ – An exploratory study /slideshow/computer-literacy-among-bed-teacher-trainees-an-exploratory-study/252191186 1-4-16-220715074648-3e8b569a
Computer literacy among B.Ed teacher trainees’ – An exploratory study]]>
Computer literacy among B.Ed teacher trainees’ – An exploratory study]]> Fri, 15 Jul 2022 07:46:48 GMT /slideshow/computer-literacy-among-bed-teacher-trainees-an-exploratory-study/252191186 deivammuniyandi@slideshare.net(deivammuniyandi) Computer literacy among B.Ed teacher trainees’ – An exploratory study deivammuniyandi Computer literacy among B.Ed teacher trainees’ – An exploratory study <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/1-4-16-220715074648-3e8b569a-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Computer literacy among B.Ed teacher trainees’ – An exploratory study
Computer literacy among B.Ed teacher trainees’ – An exploratory study from The Gandhigram Rural Institute (Deemed to be University)
]]> 222 0 https://cdn.slidesharecdn.com/ss_thumbnails/1-4-16-220715074648-3e8b569a-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-deivammuniyandi-48x48.jpg?cb=1721296018 Department of Education The Gandhigram Rural Institute (Deemed to be University) Dindigul District, Tamil Nadu - 624 302 https://cdn.slidesharecdn.com/ss_thumbnails/ijes-43-1-3-066-23-1318-deivam-m-tx7-240718094737-8a94e34e-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/effect-of-flipbooks-on-science-learning-among-secondary-school-students-in-dindigul-district-tamil-nadu-india/270314657 Effect of Flipbooks on... https://cdn.slidesharecdn.com/ss_thumbnails/248-240427172059-533fb73a-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/strategies-to-promote-environmental-protection-awareness-and-attitude-of-secondary-school-students-in-dindigul-district-tamil-nadu-india/267592585 Strategies to Promote ... https://cdn.slidesharecdn.com/ss_thumbnails/ijes-44-1-015-23-1305-deivam-m-tx2-240331161209-6890015b-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/awareness-and-barriers-of-swayam-courses/267041051 Awareness and Barriers...