IIE Vol. 12 No. 1 (March 2024)
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Item Emerging Trends in Research in Educational Technology: A Review of Articles Published in Indian Journal of Educational Technology – NCERT(Chitkara University Publications, 2024-03-04) Pritam Rajak; Susmita BarmanBackground: The use of technology in education is significantly increasing. Its primary focus is to improve educational standards and facilitate the learning process. Recent developments in educational technology, which emphasize accessibility, greatly influence the future of education and the learning process. Purpose: This paper analyzes the recent trends in educational technology in India by reviewing the research articles published in the Indian Journal of Educational Technology (IJET) by NCERT from 2019 to 2024 (up to January 2024). Method: The content analysis technique was used in order to achieve the research objective. Results: The result of the study shows that online teaching and learning, as well as the use of ICT-based tools, were the most frequently discussed topics, indicating the need to investigate other aspects of educational technology as well. The study also highlights a strong lack of collaborative research practices among authors. The most commonly used sampling techniques were purposive sampling and random sampling, with most studies considering a sample size of fewer than 100 participants. For the majority of authors, the primary focus areas were teacher education and school education. Questionnaires were the most commonly used to collect data. Conclusion: However, this study’s limitation was its exclusive analysis of research articles published in IJET-NCERT, excluding other journals. The study aims to help researchers, policymakers, and academicians develop a roadmap for promoting and conducting technology-based research.Item Utilizing Chart Moves to Increase Students’ Work Completion and Decrease their Escape Behaviors(Chitkara University Publications, 2024-03-04) John W. MaagBackground: Teachers often provide students with independent practice activities, such as completing worksheets or other written assignments, after receiving content-area instruction. Many students understand independent practice is part of a teacher’s daily routine. However, some students who display challenging behaviors or who are at-risk for developing an emotional or behavioral disorder (E/BD) often do so during independent academic work activities as a way to escape a task they perceive as unpleasant. Method: Teachers often respond to continued misbehavior by removing these students from the classroom as a form of discipline. However, their removal only reinforces them engaging in additional misbehavior as a way to escape a task. Unfortunately, the approach of using exclusionary practices takes away from instructional and independent practice time these students would otherwise receive. Result: Teachers often do not know how to simultaneously positively address increasing work completion while also decreasing inappropriate escape behaviors during these tasks without the use of exclusionary practices. Purpose and Conclusion: The purpose of this article is to provide teachers with a fun, positive way to simultaneously increase students’ accurate work completion while decreasing inappropriate behaviors that otherwise would be performed to escape the task and result in exclusionary discipline practices.Item Empowering Teachers: Exploring Early to Mid-Career Elementary School Teachers’ Relationships Between Wellness and Self-Efficacy(Chitkara University Publications, 2024-03-04) Anna O’DellBackground: A cyclical relationship has been documented among a teacher’s self-efficacy, stress, and segments of their professional wellness (i.e., psychological, financial). Despite the recognized importance of teacher wellness and self-efficacy, research pertaining to public school elementary teachers specifically regarding these constructs is sparse. Purpose: The current exploratory study aimed to discover the relationship between teachers’ self-efficacy and teacher wellness, controlling for factors such as time spent teaching, and potential site-based differences in the relationship. Methods: The sample was comprised of 33 elementary school teachers across two elementary schools (K-5th grades), in two geographically different states, who completed the standardized Teacher Sense of Self-Efficacy Scale Short Form and the Five Factor Wellness Inventory. Results: Results from a Spearman’s rho indicated that, for both schools, there was a moderate, statistically significant, positive correlation between teachers’ self-efficacy and wellness with higher self-efficacy related to higher wellness. Conclusions: Given the results, the new insights into the relationship between teacher wellness and self-efficacy, regardless of location, indicates that preservice higher education training programs must emphasize the critical priority of building, supporting, and creating sustainable practices for teacher wellness and self-efficacy. As these practices begin prior to entering the profession, teachers can implement their coping skills to maintain higher wellness and self-efficacy levels, providing healthy modeling to others and potentially increasing effectiveness of instruction and retention levels.