International Journal of Education and Management Studies

Rakesh Sandhu ¹

Affiliations
1 Dr. G.D. DAV College of Education for Women, Kama', Haryana, IN

Abstract

Education is essential for social, economical and political upliftment of the nation. ICT is being used to address various issues including education. Education drives the economic and social development in any country. Rapid emergence of new technologies necessitates that education system must keep pace with advancements in knowledge and skill. The integration of ICT in higher education is "inevitable". Although the use of ICT is not a guarantee against all the problems of education, it does enhance the teaching learning activities and has the potential to positively impact on learning. ICT can be used for providing affordable, accessible and quality education to the masses. Emergence of technology has necessitated adopting innovative methods of teaching. The fmdings of the study reveal that ICT enabled instructions enhance the problem solving ability of the total sample, boys, girls, rural and urban students. This result has been supported by many studies. Bhattacharya and Sharma (2007) found that ICT help in developing higher order skills and collaborative skills. Oliver (2002) concluded that ICT enhances flexibility ofprograms. Cross & Adams (2007) indicated that ICT creates competition among institutions leading to improved quality and Kozma et. al, (2005) showed that ICT encourages life long learning and meets the need of employers. This may be due to the fact that ICT based instructions provides variety in the classroom situation, gives an opportunity for drill and practice, creates interest in the students and motivates them to learn and solve the problems.

Keywords

Technology Enabled Instructions, Problem Solving Ability

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Rakesh Sandhu ¹

Affiliations
1 Dr. GD DAV College of Education for Women, Karnal, Haryana, IN

Abstract

Creative children are assets to the society. They create new ideas, brings about social and cultural transformation. Advancement and development of a nation depends upon the contribution of creative children. Education can bring out internal creative powers from the man and utilize it for the welfare of humanity. According to Gardener and Solovey-Emotional Intelligence is the process of learning to understand our own emotions, learning to understand the emotions of others gaining proficiency in positive emotional responses in one self, and recognising and accepting the emotional responses of others. Emotional intelligence is the most important determinant of the extent of professional and personal success in life. Both creativity and emotional intelligence are important aspects of the personality of a person. Therefore researcher decided to study creativity and emotional intelligence of college students. The present research is based on survey method. A sample of 200 students was taken. Two standardised tests were taken to measure creativity and emotional intelligence. After analysis and interpretation of data, following conclusion were drawn. It was found that there is a high level of emotional intelligence and creativity in science students as compared to commerce students. The emotional intelligence and creativity of girls was found above average while that of boys was below average. There was significant impact of emotional intelligence on creativity. It was also found that there is significant impact of subject group, locality and gender on the creativity of college students.

Keywords

Creativity, Emotional Intelligence, Subject Group, Locality.

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Ramesh Sandhu ¹, Rakesh Sandhu ²

Affiliations
1 Department of Education, C. R. College of Education, Hisar, Haryana, IN
2 Dr. G D DAV College of Education for Women, Karnal, Haryana, IN

Abstract

The main objective of this paper to forward the idea that teaching reflectively is not only an excellent endeavour but it inculcates self directed professional development of teachers. By employing the elements of reflective teaching in lectures and tutorials, a teacher can encourage the participation of students in classroom discussion, differentiated instruction and learning and collaboration with colleagues. It has been established that an attitude of self-directed inquiry combined with elements of reflective teaching enable professional development. In thin paper, three areas have been focused: (i) How to encourage the participation of students in chartroom discussion, (ii) Differentiated instruction and teaching and (iii) Collaboration with colleagues. This paper has also focused on self-directed professional development and its benefits for teachers. The teacher can build practical or work-related knowledge in the three areas of professional practice mentioned above.

Keywords

Reflective Teaching, Professional Development, Teacher.

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