Electronic classroom activities in Elementary schools (reality and challenges)

The aim of the research is to identify the reality of the application of electronic classroom activities in Elementary schools, to identify the challenges that face the application of electronic classroom activities in primary schools, The research sample consisted of (120) male and female teachers from the basic education stage, (50) guardians, (15) school principals, (30) activity supervisors And the descriptive and analytical approach was used and a questionnaire on the application of electronic activities was applied (prepared by the researcher).The research found the following results: Elementary schools do not implement electronic classroom activities sufficiently, and this is due to many challenges, which are weak economic potential in primary schools, lack of infrastructure and adequate high-quality computers to implement electronic activities in schools, weak Internet and lack of Internet networks in many schools, teachers ’lack of experience in preparing and designing electronic classroom activities, poor economic conditions for students, especially in villages and rural areas where there is no infrastructure

Battery-Free Classroom Response System Using Piezo-Electric Buttons

A completely energy autarkic design for a classroom response system is presented. Maloperation by the user is prevented with the chosen design (no unnecessary buttons and switches). Electronic classroom response systems have been around for quite a while and do exist in various forms and flavors. Most commercially available solutions, however, have several disadvantages. The new device is an easy-to-use, robust form of a clicker, which takes its energy from the click itself, due to a very low-power system using only an energy of around 15 μ J per wireless telegram transmitted from each student to the teacher’s computer. The described system serves as both, a method to check students’ progress in any field of lecturing as well as a tool that (by its development) instructs students in the field of “Energy Harvesting for Small Wireless Devices”. The system also contributes to raising awareness of the material and energy balance in today’s electronics.

No strings attached? Challenges and successes in creating a flexible, wire-free active learning classroom

Purpose This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions. Design/methodology/approach This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens. Findings There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room. Practical implications Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom. Originality/value The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

EFFECTIVENESS OF ELECTRONIC CLASSROOM FOR TEACHING GENERAL SCIENCE AT SECONDARY SCHOOL LEVEL

This paper is based on a research to understand the effectiveness of a new teaching methodology i.e. an ‘Electronic Classroom’ adopted by the teachers in a school for teaching General Science. In this study, a Students Questionnaire on Effectiveness of Electronic Classroom (SQEEC) was developed and validated on a selected sample of students from a secondary school where this technology has been introduced and implemented for teaching and learning. The paper provides the background information related to the setup of an electronic classroom and its importance in the teaching of General Science. SQEEC was found to be a reliable and valid tool for assessing the effectiveness of the electronic classroom. Results of the study show that the electronic classroom as a methodology was found to be effective for teaching General Science in terms of improved achievement levels of the students and on the basis of their grade and age levels. However, no significant differences were found to exist between different groups of students on the basis of their gender.