Andere Kunden interessierten sich auch für
![Productive Pedagogies]( "Productive Pedagogies")
Productive Pedagogies60,99 €![Effect of Technology on Learning Achievement]( "Effect of Technology on Learning Achievement")
Effect of Technology on Learning Achievement32,99 €![Effectiveness of Blended learning on Achievement of English Vocabulary]( "Effectiveness of Blended learning on Achievement of English Vocabulary")
Effectiveness of Blended learning on Achievement of English Vocabulary46,99 €![School Climate, Discipline Strategies and Emotional Intelligence]( "School Climate, Discipline Strategies and Emotional Intelligence")
School Climate, Discipline Strategies and Emotional Intelligence36,99 €![Peer and Self Assessment as a Tool for Enhancing Active Learning]( "Peer and Self Assessment as a Tool for Enhancing Active Learning")
Peer and Self Assessment as a Tool for Enhancing Active Learning26,99 €![Universal Basic Education and School Achievement]( "Universal Basic Education and School Achievement")
Universal Basic Education and School Achievement32,99 €![Pedagogies of the Imagination]( "Pedagogies of the Imagination")
Pedagogies of the Imagination74,99 €
How something is taught determines how well it is learnt. Paradigm shift in school education has taken place with the use of technology in education. Technology facilitates the student learning advocated by current educational reform. Since technology enabled learning support higher order thinking in students, thus instructional strategies viz. video assisted instruction and computer based concept mapping should be employed in the classroom teaching learning. Experimental study was conducted on a sample of 300 secondary students employing a three way factorial design. The results reported computer based concept mapping and video assisted instruction as superior instructional strategies over traditional lecture method. Emotional intelligence produced differential achievement, whereas attitude towards technology remained a redundant factor.