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Edgar Nikitin
Edgar Nikitin

Malathi Teacher [Extra Quality] Full Pdf 12

Despite that e-books have been frequently developed for different subjects, such as mathematics (Malathi & Rohani, 2010; Turel & Sanal, 2018), English (Carol et al., 2019; Jongyun et al., 2021), and nursing (Liu et al., 2020), very limited interactive e-books have been developed for teaching AI (Baek & Monaghan, 2013). Although AI is frequently used and mentioned in the media, there is still a significant lack of understanding it (West & Allen, 2018). As children gain exposure to and increase their understanding of AI technologies, their reasoning about these technologies becomes more thoughtful and nuanced (Druga et al., 2017). However, educators lack knowledge on how to teach teenagers AI (Ting-Chia et al., 2021), and there is a tremendous need for this to happen quickly, especially during the COVID-19 pandemic (Yao et al., 2021). In this context, several initiatives worldwide have been launched to help students learn AI, at an early age (Ali et al., 2019; Williams et al., 2019, 2021). For instance, to prepare both students and teachers for the AI era, Williams et al. (2021) developed an AI curriculum for primary and secondary schools and trained teachers before they conduct an AI course. The results showed that the teachers felt prepared after the training and their students were engaged in the course.

malathi teacher full pdf 12

Finally, while several studies investigated the adoption and usage of e-books, most of them focused on higher education (Al-Qatawneh et al., 2019; Biranvand & Khasseh, 2014; Ebied & Rahman, 2015; Hilton, 2016; Jin, 2014; Khalid et al., 2017), without paying too much attention to K-12 education. Therefore, this study investigates the acceptance of a newly developed open and interactive AI e-book within K-12 teachers.

Sixty-five K-12 and college Chinese teachers were recruited through the professional network of the authors, and voluntarily participated in this experiment. These teachers are teaching AI or also other courses that rely on AI, including robotics.

Despite that the open and interactive e-book in this study is mainly for K-12 students, higher education teachers were also invited to further share their long experiences and collect their professional inputs about the open and interactive e-book, hence further contributing to this innovative topic (i.e., open and interactive e-books for teaching K-12 students AI). As shown in Table 1, 76% of the teachers were K-12 teachers, while 24% were college teachers. Additionally, it is seen that 67% of the teachers are teaching Information technology, including algorithms, while 21% and 12% of the teachers are teaching AI and robotics, respectively.

In order to further understand the effectiveness of variables for teachers' continuance intention to use the open and interactive e-book, interviews were also conducted with ten teachers, who voluntarily agreed to take this interview, to collect their perception about the e-book, especially about the interactivity and openness features. Each interviewee was interviewed for thirty minutes on average. Interviews were audio-recorded and transcribed verbatim. Data analysis was also conducted to ensure the validity and reliability of the findings.

It is found that attitude was significantly determined by perceived usefulness and perceived ease of use which resulted in an R2 of 0.83. This means that the above mentioned two variables (perceived usefulness and perceived ease of use) explained 83% of the attitude. Likewise, the dependent variable continuance intention is significantly determined by attitude and perceived usefulness with an R2 of 0.813. In other words, the combined effects of attitude and perceived usefulness explained 81.3% of the variance in continuance intention. Additionally, perceived usefulness was significantly determined by perceived ease of use which explained 77.4% of the variance. In this context, when teachers were asked about what made them satisfied with the open and interactive e-book, one of them mentioned that the interactivity feature brought by the coding platform within the e-book was very helpful to provide a hands-on learning experience for her students which facilitated her teaching experience, as this quote states:

After learning AI using the e-book, students can carry out programming exercises based on the coding platform embedded in this e-book. This saves the time of programming environment configuration and also reduces the difficulty of going through the process. This is very important for beginner students and teachers.

Another teacher mentioned that the e-book was very easy to use since it provided hints about which sections are appropriate for each specific age, as well as some interactive quizzes that students can take to assess their knowledge, as follows:

Since I am a primary school teacher, the embedded coding platform based on Python is too difficult for my primary school students. Visual programming platforms, such as Scratch, are more proper for them. Unfortunately, visual programming platforms are not embedded in this e-book which affects its usefulness.

The obtained results further revealed that perceived usefulness, perceived ease of use, and attitude as mediating variables were positively associated with the continuance intention of using the developed e-book. Specifically, the teachers mentioned that the storytelling format of the content was very useful in engaging students in learning AI which made them motivated to continue using the e-book. Mohd (2008) stated that storytelling is a very useful feature to engage students in learning a given course. The teachers also stated that the different interactive functionalities within the e-book like the possibilities of students to assess their knowledge related to AI using quizzes, as well as interacting with their peers made the learning process more engaging and facilitated their teaching task.

Learning conflict resolution skills can help to manage hard situations and improve communication skills. Without them, our lives would be more challenging. In the technologically advanced world, conflict resolution techniques are extremely important. The strongest resource of the twenty-first century is the inclusion of technology into every individual's life. Life skill education is strongly intertwined with information and communication technology (ICT). This study emphasizes the aspect of conflict resolution skills that have been alienated by the digital world and investigates the impact of conflict resolution skills on the behavior of teachers. 300 student teachers from the Thiruvananthapuram district of Kerala, India were selected to investigate the role of conflict resolution skills. The skills assessment tool developed by Fisher and Urys in 1994 was used for the study. The collected data were analyzed using percentage analysis, Mean, Standard deviation and Test of significance of mean. The findings revealed that there were significant differences in student teachers' conflict resolution skills depending on the institution and residential locality.

Talk-aloud modeling involves verbalizing the thought process or problem-solving strategy while demonstrating the task. An example would be a teacher verbally describing her thought processes as she demonstrates the correct way to subtract two-digit numbers on the board. Lastly, there is performance modeling. Performance modeling requires no verbal instruction. For example, a baseball coach might show one of his players how to get under a ball to catch it (Lange, 2002).

Lange (2002) next addresses inviting student participation, especially in the early stages of scaffolding. This technique will heighten student engagement and ownership in the learning process. It will also provide the instructor with an opportunity to emphasize or correct understandings of the task. This leads us to verifying and clarifying student understandings. As students become familiar with new material, it is key for the teacher to evaluate student understanding and provide positive and corrective feedback.

That said, the two approaches are distinct in several ways. When teachers scaffold instruction, they typically break up a learning experience, concept, or skill into discrete parts, and then give students the assistance they need to learn each part. For example, teachers may give students an excerpt of a longer text to read, engage them in a discussion of the excerpt to improve their understanding of its purpose, and teach them the vocabulary they need to comprehend the text before assigning them the full reading.

is the illustrator of Krishnaswami's Monsoon, for which he won the Marion Vannett Ridgway Award for Illustration, as well as Tan to Tamarind. His award-winning work has also appeared in numerous museum and gallery shows in England, including several Best of British Illustration exhibitions. A full-time illustrator of English and Malaysian ancestry, Akib now lives with his family on Leigh-on-Sea, Essex, England.

Participants randomized to the yoga group will complete a gentle Iyengar yoga program based on that developed and successfully implemented in our pilot studies [15, 66]. The yoga program was finalized following detailed review and input from an Iyengar Master Trainer.

Course content for this standardized film education program will include information on: RLS symptoms, epidemiology, and management, including sleep hygiene practices; other sleep disorders and associated comorbidities, and on mind-body and other complementary therapies likely to be of interest to those taking part in a yoga and sleep education study. As in our previous RCT [87], educational films comprise the mainstay of the instructional program, allowing participants to be informed by nationally-recognized subject experts on a variety of topics in a professional and entertaining way. This 12-week program is designed to be easily replicable and to ensure reasonable comparability of staff attention and social interaction. The film selection procedure was similar to that successfully employed in our earlier studies; 41 commercially available documentary and educational films were screened for content relevance, accuracy, and likely appeal to the target study population. Each film was reviewed by three or more members of the study team, and films for inclusion in the program were selected by consensus. The program includes 11 films, including three regarding sleep, and one specific to RLS (see Table 2).


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