Dr. Imran Ansari | Maulana Azad National Urdu University, Hyderabad, INDIA (original) (raw)
Papers by Dr. Imran Ansari
IOSR-JRME, 2020
Science is a piece of knowledge as well as a process. The knowledge of science has been expanded ... more Science is a piece of knowledge as well as a process. The knowledge of science has been expanded day to day; however, the process of doing science in the classroom remained unchanged. Our classroom follows a very conventional way of doing science. Even the used of information and communication technology are popular in teaching-learning of science but how to integrate ICT effectively according to pedagogical demand of teaching-learning of science is remained an issue. Many researchers concluded that ICT tools have great affordances in pedagogical strategies of teaching-learning of science. For example, computer simulation, animation, data logging, and online discussion forum have great affordances in the process of doing science where learners construct their knowledge by themselves. The present study is a pre-experimental, pretest-posttest design of study where the investigator developed 5Es inquiry-based ICT integrated lesson plan activities with the following of the TPACK model framework. The finding revealed that 5Es inquiry-based ICT integrated lesson plan activities effective for the development of preservice science teachers' TPACK construct i.e. TK, PK, TCK, PCK and TPACK, which is useful for effective ICT integration in classroom teaching and learning of Science.
Science is a piece of knowledge as well as a process. The knowledge of science has been expanded ... more Science is a piece of knowledge as well as a process. The knowledge of science has been expanded day-today; however, the process of doing science in the classroom remained unchanged. Our classroom follows a very conventional way of doing science. Even the used of information and communication technology are popular in teaching-learning of science but how to integrate ICT effectively according to pedagogical demand of teaching-learning of science is remained an issue. Many researchers concluded that ICT tools have great affordances in pedagogical strategies of teaching-learning of science. For example, computer simulation, animation, data logging, and online discussion forum have great affordances in the process of doing science where learners construct their knowledge by themselves. The present study is a pre-experimental, pretest-posttest design of study where the investigator developed 5Es inquiry-based ICT integrated lesson plan activities with the following of the TPACK model framework. The finding revealed that 5Es inquiry-based ICT integrated lesson plan activities effective for the development of preservice science teachers' TPACK construct i.e. TK, PK, TCK, PCK and TPACK, which is useful for effective ICT integration in classroom teaching and learning of Science.
TPACK (technological pedagogical content knowledge) has emerged as a clear and useful construct f... more TPACK (technological pedagogical content knowledge) has emerged as a clear and useful construct for researchers working to understand technology integration in learning and teaching. Whereas first generation TPACK work focused upon explaining and interpreting the construct, TPACK has now entered a second generation where the focus is upon using the construct in both research and development projects. This is a theoretical paper based on the review of different studies related to TPACK construct, technological module and effective technology integrated teaching and learning. In this paper, the TPACK construct is defined and several current research and development projects that use the TPACK framework are described. The strength of the TPACK framework in research and ICT integration in Science teaching is discussed, along with future directions for this work.
One of the major chal/enges associated with ours Indian &Chool education has been high dropout ra... more One of the major chal/enges associated with ours Indian &Chool education has been high dropout rate. The reaSOns am many and varied but the major con&trafnts arG non-availability of Infrastructures, adequate number of competent and trained teachers in most ofthe schools. To overcome such problems and incffl3se equitable access to al/, It was com~ldered prudent to usa capabilities of satellite based teaching-Ieaming. The unlversallsation of education has become the top priorIty. e:ipecially for the daveloping countries. But the extension of quality education to remote and rural regions becomes a chal/engG of a large country like India with multi~/ingual population separated by vast geographical distances. The term e-/earning covers a wide set of applications Satellites can establish the connectivity between urban educational institutions with adequate infrastructure imparting quality education and the large number ofrural 3nd semi~urban educational institutions that lack the necessary infrastructure. EduSat, a geostationary satellite was first time launched In 2004. It was designed by ISRO and it is exclusively devoted to the field of education. Many states are implementing EduSat project and imparting education through satellite technology as an essential part ofeducation system. This ,nf;twork was a/so to be used for capacity building of in-service te3chers. In this rese3rch articles we will focus on role of EduSat satellite to achieve the goals of UEE 3nd education for all through e-/earning • .
IOSR-JRME, 2020
Science is a piece of knowledge as well as a process. The knowledge of science has been expanded ... more Science is a piece of knowledge as well as a process. The knowledge of science has been expanded day to day; however, the process of doing science in the classroom remained unchanged. Our classroom follows a very conventional way of doing science. Even the used of information and communication technology are popular in teaching-learning of science but how to integrate ICT effectively according to pedagogical demand of teaching-learning of science is remained an issue. Many researchers concluded that ICT tools have great affordances in pedagogical strategies of teaching-learning of science. For example, computer simulation, animation, data logging, and online discussion forum have great affordances in the process of doing science where learners construct their knowledge by themselves. The present study is a pre-experimental, pretest-posttest design of study where the investigator developed 5Es inquiry-based ICT integrated lesson plan activities with the following of the TPACK model framework. The finding revealed that 5Es inquiry-based ICT integrated lesson plan activities effective for the development of preservice science teachers' TPACK construct i.e. TK, PK, TCK, PCK and TPACK, which is useful for effective ICT integration in classroom teaching and learning of Science.
Science is a piece of knowledge as well as a process. The knowledge of science has been expanded ... more Science is a piece of knowledge as well as a process. The knowledge of science has been expanded day-today; however, the process of doing science in the classroom remained unchanged. Our classroom follows a very conventional way of doing science. Even the used of information and communication technology are popular in teaching-learning of science but how to integrate ICT effectively according to pedagogical demand of teaching-learning of science is remained an issue. Many researchers concluded that ICT tools have great affordances in pedagogical strategies of teaching-learning of science. For example, computer simulation, animation, data logging, and online discussion forum have great affordances in the process of doing science where learners construct their knowledge by themselves. The present study is a pre-experimental, pretest-posttest design of study where the investigator developed 5Es inquiry-based ICT integrated lesson plan activities with the following of the TPACK model framework. The finding revealed that 5Es inquiry-based ICT integrated lesson plan activities effective for the development of preservice science teachers' TPACK construct i.e. TK, PK, TCK, PCK and TPACK, which is useful for effective ICT integration in classroom teaching and learning of Science.
TPACK (technological pedagogical content knowledge) has emerged as a clear and useful construct f... more TPACK (technological pedagogical content knowledge) has emerged as a clear and useful construct for researchers working to understand technology integration in learning and teaching. Whereas first generation TPACK work focused upon explaining and interpreting the construct, TPACK has now entered a second generation where the focus is upon using the construct in both research and development projects. This is a theoretical paper based on the review of different studies related to TPACK construct, technological module and effective technology integrated teaching and learning. In this paper, the TPACK construct is defined and several current research and development projects that use the TPACK framework are described. The strength of the TPACK framework in research and ICT integration in Science teaching is discussed, along with future directions for this work.
One of the major chal/enges associated with ours Indian &Chool education has been high dropout ra... more One of the major chal/enges associated with ours Indian &Chool education has been high dropout rate. The reaSOns am many and varied but the major con&trafnts arG non-availability of Infrastructures, adequate number of competent and trained teachers in most ofthe schools. To overcome such problems and incffl3se equitable access to al/, It was com~ldered prudent to usa capabilities of satellite based teaching-Ieaming. The unlversallsation of education has become the top priorIty. e:ipecially for the daveloping countries. But the extension of quality education to remote and rural regions becomes a chal/engG of a large country like India with multi~/ingual population separated by vast geographical distances. The term e-/earning covers a wide set of applications Satellites can establish the connectivity between urban educational institutions with adequate infrastructure imparting quality education and the large number ofrural 3nd semi~urban educational institutions that lack the necessary infrastructure. EduSat, a geostationary satellite was first time launched In 2004. It was designed by ISRO and it is exclusively devoted to the field of education. Many states are implementing EduSat project and imparting education through satellite technology as an essential part ofeducation system. This ,nf;twork was a/so to be used for capacity building of in-service te3chers. In this rese3rch articles we will focus on role of EduSat satellite to achieve the goals of UEE 3nd education for all through e-/earning • .