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Mobile Phone and Short Message Service Appropriation, Usage and Behavioral Issues among University Students

Problem statement: This study aims to explore mobile phone and Short Message Service (SMS) usage among urbanized Malaysian youth. Uses and Gratification theory was used to explore mobile phone purchasing factors, reasons to use mobile phone and SMS, usage pattern and behavioral issues related to mobile phone and SMS. Structured questionnaire surveys and 24 h diaries were distributed to 417 students. Results show respondents consider brand, trend and price to be the three most important purchasing factors while socializing and privacy are the two most important reasons to use mobile phones. SMS is mostly used to organize social appointments and to keep in touch with families and friends. Behavioral issues related to over-dependence and inappropriate use of mobile phones and SMS were also observed among the respondents. Conclusion/Recommendations: The findings of this study could be beneficial to those exploring mobile phone and SMS adoption and usage pattern in a developing country such as Malaysia.

The Impact of the Professional Learning and Psychological Mentoring Support for Teacher Trainees

Problem statement: Mentoring practices have been an important part of the practicum in initial teacher training. The purpose of this study was to investigate the impact of a mentoring program for teacher mentors and mentees. It also explored the factors that influenced the impact of the mentoring program. This study was conducted in two secondary schools in the state of Sabah, Malaysia. Approach: Nine mentees and twelve teacher mentors participated in the study. A qualitative, case study was utilized to investigate the impact of the mentoring program and the factors that influenced the impact. Combined data sources from semi-structured interviews, focus group discussion and document review were used to gather data the in mentoring experiences in the study. Results: The results indicated that the impact of the program was varied but generally positive for both mentees and mentors, professionally and personally. Factors that impacted the mentoring program identified were classroom practices support, peer mentoring, mentoring relationships and interpersonal communications, personal qualities and attitudes, reflective practices and teaching observations. Major constraints identified were availability of mentors, particularly and mentees, time and timing and negative personal qualities and communication skills of both mentors and mentees. Cultural factors also seem to have influenced of the mentoring process. Conclusion: The study overall provides insights and guidelines for modifications to the revised mentoring program and recommendations for SESD, UMS, schools, higher education institutions and education policy makers and for further research.

The Effects of Social Constructivist Approach on the Learners� Problem Solving and Metacognitive Levels

Problem statement: Socio-cultural constructivism; stressing the social context, culture and collaborative side of learning, is another kind of constructivism. The social constructivist approach has positive effects on learners. It can be said that in improving problem solving and met cognitive awareness skills, which are amongst basic skills every individual should possess today. The purpose of this study is to investigate whether there is a significant difference in the learners� problem solving skills and met cognitive levels when the authentic task-based social constructivist approach is used in an experimental group and a traditional approach is used in a control group. Approach: In the research, semi-experimental design with pretest-posttest control groups has been used. The experimental group was applied, based on the constructivist approach, the authentic task-based collaborative learning process more efficient. On the other hand, the control group was put in learning environments based on the meaningful learning approach. In the research, 89 teacher candidates were included in the experimental group and 48 teacher candidates were included in the control group. The �Problem Solving Scale�, developed by Heppner and Peterson and adapted was used for acquiring the data about problem solving skills. �Metacognitive awareness scale�, developed was used for acquiring the data about metacognitive levels. Results: At the end of the research, it was observed that the difference in the experimental group teacher candidates� problem solving skills and metacognitive levels was higher than the control group and statistically significant. Conclusion: According to this finding, it is appropriate to say that the task-based social constructivist approach has positive effects on teacher c candidates� problem solving skills and metacognitive levels.

How does a Culture of Learning Impact on Student Behaviour?

Problem statement: Despite the need for a culture of learning in South African schools, research reveal that it is not generally encountered. Research also indicates the manifestation of student behavior problems constraining effective learning. Approach: This research study was directed at determining if a link existed between behavior problems and a lack of a culture of learning. The research approach adopted constituted a literature study and a qualitative based, narrative inquiry at a school within a traditionally disadvantaged community. The literature study was undertaken to gain an understanding of the concept �culture of learning� and its impact as a behavioral determinant. Caring schools as a means to address the problem formed part of the study. Results: Important research findings relate to the correlation between characteristics that give rise to behavioral problems and those associated with a lack of a culture of learning, the role played by �caring schools� in nurturing a culture of learning and the importance of addressing students� emotional needs for dealing with behavioral problems. Conclusion: The significance of the research is the guidelines proposed for dealing with behavior problems by establishing a culture of learning. Recommended is in-service training of all key stakeholders in the dynamics of establishing a culture of learning and the realization of learner�s unmeet emotional needs.

Sociocultural Characteristics of Psychological Education in the Context of Systemic-Anthropological Approach

Problem statement: The problem of moving from economic efficiency of the social one in the modern society is actualized. It is pointed out that the methodological basis for the solving questions of psychological education development are considered to be an anthropological psychology as a new scientific branch, which reflects the tendencies of development of psychology now a days. It is shown that there are various points of view on psychological education: self-organization as adaptation, self-organization as self-regulation and self-organization as self-determination. On the basis of these points of view psychology educational opportunities of a human being are considered as an individual life strategy aimed at success. Approach: The possibilities of different sociocultural environments and their contribution to psychological education of a person have been analyzed. The attention has been drawn to the fact, that sociocultural environment is the complex of social conditions of a person�s life, that allow to act in accordance with the structure and functions of the environment, choosing from the variety of possibilities those, which can be realized. The question of free choice of possible alternatives and creating of one�s own life story is discussed. Results: The motivation of achievement has qualitative differences depending on character of socio-cultural identity. If socio-cultural identity is positive, motivation of achieving the successes is a general life line. The revealed connection of components of positive functioning and showing the motivation of achievement has been considered in the context of our research as a full, subjective experience, which is of great importance for the person himself, as it is connected to basic human values and such everyday notions as happiness, happy life. When characterized the experience of psychological well-being by a person, it is necessary to mention that it supposes comparison of one� existence of the norm, sample or ideal. But this norm or sample is in the consciousness of the experiencing person, thus psychological well-being is a kind of self-attitude. Conclusion: The revealed differences allow us to make a conclusion that more opened socio-cultural environment of a large city and personal activity of respondents, define the direction of development, conduce broadening of the axiological and meaningful area. Whereas because of deficiency of forms of socio-cultural environment, students living in a town appear to have different important features of character in comparison with the respondents from a large city. Young people�s life goes on the basis of earlier stereotypes, according to arrangement activities, which limit personal development. Specifics of formation as possibilities of life self-fulfillment in the system-anthropological context set by our acts as creativity in relation to itself which is determined future-the world of its (human being) of the purposes directing activity in the present.

Students� Voices about Learning with Technology

Problem statement: This study argues for the inclusion of student voice as a valid means of identifying 21st century pedagogical approaches to learning. Today�s students are increasingly living and thriving in a digital world and have a new �digital vernacular� which leads to differences in the way students think about learning. Approach: In Australia many students are already immersed in technologies and have preconceived ideas of what technologies they can expect to use in the classroom and how they will learn. Our schools are slowly changing but are struggling to understand what a contemporary learning environment might look like. Current and emerging technologies are forcing teachers to rethink how best to prepare students for the demands and challenges of the 21st century. Results: Technology plays a key role in how students play, learn, gain information and interact with others. Teachers are challenged to find ways of tapping into the natural curiosities of students allowing them to do more learning on their own. This study explores the use of student voice in an Australian primary school as a valid method to inform teachers about what tools can best support students in their learning. Focus groups, questionnaires and drawings are used to identify technologies, strategies and settings that help students to learn. Conclusion: The findings indicate that students expect to use a variety of technologies in their learning as many students use technologies as a natural tool in their everyday life. This research attempts to clarify what a contemporary learning environment might look like and what teaching strategies and technologies can increase motivation and engagement thus improving student learning opportunities. The student data also includes suggestions to teachers on how they may provide rich learning experiences for students.

Contact with Nature and Children�s Wellbeing in Educational Settings

Problem statement: The study explores the role of the spatial-physical features of the environment for the functioning of educational institutions. Previous research in the field of environmental psychology showed how physical characteristics of learning environments might be linked to positive or negative outcomes in terms of learning attitudes and behaviors. In particular, there is consistent empirical evidence showing that contact with natural settings promotes psychological restoration, leading to the recovery of direct attention and stress reduction. The present study aims at investigating the impact of the experience of contact with external green spaces during school time upon children�s capacity of focusing direct attention on a specific task during structured activity with educators and upon the quality of children�s social interaction with peers and adult educators. Approach: A total of 16 children (age range 18-36 months) attending a recently opened childcare center in Rome, Italy participated in the study. The physical features of the internal and external spaces of the educational institutions were assessed via on-site observations. Systematic observations of the children were performed, in different spaces of the educational setting and in different moments of the school day. In particular, children�s performance in a visual-spatial task requiring direct attention and children social behavior (using a checklist of social interaction and emotional behavior) were assessed by a paper-and-pencil observation grid on a six-step scale. Results: The research suggests that contact with external green open spaces during school time is significantly associated with better performances in structured tasks requiring direct attention and to positive social behaviors. The frequency of educators� direct interventions is smaller after the children�s contact with external green open spaces. Conclusion/Recommendations: These findings can contribute to gaining a better understanding of the restoration processes occurring in different typologies of educational settings and suggest the importance of providing these environments, such as childcare centers, with adequate external green spaces, in order to allow children to have opportunities for systematic psychological restoration during school time.

The Implications of Teacher Effectiveness Requirements for Initial Teacher Education Reform

Problem statement: School effectiveness research shows that teacher effectiveness is the single most important school-based factor in student success. The effects of poor teaching linger and can be measured for at least three years after students have left the classroom. It is too late to wait until secondary school level for backlogs to be eradicated. Education systems, such as the South African system, which grapple with large numbers of dysfunctional schools, should look anew at teacher effectiveness in all school phases. The urgent need for highly effective teachers in every classroom requires that education systems develop a comprehensive definition of teacher effectiveness and create training programmes to develop it. Thus, the problem investigated is: What are the characteristics, skills, attitudes and behaviors associated with effective teachers and what is the best way in which schools of education can adapt initial teacher education to meet the challenges of today�s classrooms? Approach: A mixed method approach was adopted. In addition to an in-depth literature review, open-ended questionnaires, probing perceptions of teacher effectiveness issues were distributed to teachers, school principals, policy officials and teacher educators. Interviews were conducted with a variety of educational experts. Classroom observations of experienced and novice teachers were conducted in a variety of contexts using open-ended classroom observation checklists. Results: Based on the findings of the research a synthesis of the characteristics, knowledge, skills, attitudes and behaviors associated with effective teachers was developed. Conclusion: If teachers are to be effective their initial training will have to be effective. This study has identified the characteristics and behaviours associated with effective teachers. These indicators are broad guidelines for schools of education to stimulate teacher education reform. Covering the curriculum, structuring of content, appropriate pacing and alignment, clear goal setting, clarity of content and presentation, are a few requirements for effective teachers which have direct implications for teacher education.

Towards Constructivist Teacher Professional Development

Problem statement: In recent years, much has been written about constructivist learning theories and their applications to outcomes-based teaching and learning environments in South Africa. Approach: Little, if any, has been said about the implications of these ideas and practices for teacher professional development and teacher education. The introduction of the National Curriculum Statement (NCS) Policy requires teachers to acquire new skills, knowledge, attitudes and values and to employ a wide variety of teaching strategies, in order to enable students to construct their own knowledge. Results: The purpose of this desktop review is to rethink teacher professional development within a constructivist framework. Conclusion: In this article, we argue that teacher professional development can fit the context and, more specifically, in outcomes-based settings, as well as proposed a move away from a mechanistic world-view (modernist and behaviorist approach) to a holistic world-view (constructivist and situational or contextual approach) of teacher professional development.

Comparative Analysis of Postmodern Design for Information Technology in Education in Relation to Modernism

Problem statement: The purpose of present study is a comparative analysis of the philosophical bases of postmodernism in relation to modernism and suggesting the necessities of each base in the designing information technology in education. Approach: The research method for the present study was comparative analysis. Results: The first base was rejection of objective view toward the universe and accepting the �pre-objective universe�. In this regard, it was suggested that information technology should be considered in relation to and as a component of life. The second base was doing away with totality. The necessity of this base was in the rejection of universal approaches and designing for specific situations. The third base was uncertainty. Regarding this base, it was suggested that the educational software provide a text in which the learner confront subjects for questioning and interpreting. The forth base was focusing on the complexities of the phenomena. In this ground, it was especially necessary for the design to be integrational. Conclusion/Recommendations: It seems that postmodernism view has been able to provide the possibility of recreating information technology in education through going beyond the basic assumptions of modernism. At last and in order to escape the metanarrative view toward postmodern ideas, we cannot regard the recommended solutions by postmodernists as the definite, final and general solution for educational issues of present and past times. But, we can look at them for further illumination of technological education condition of the present time.