Browsing by Author "Shrouty, Vinita"

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    Enhancing Teaching Skills among Pre-Service Teacher through TPACK Framework
    (2022-09) Deshmukh, Narendra; Shrouty, Vinita
    PCF10 Sub-theme: Inspiring Innovations // Studies have indicated that teachers are not efficiently trained in the use of technology. Though various learning technologies have become available in schools, teachers are not using them for instructional purposes. Hence the researchers developed a programme for improving the knowledge of the Technological Pedagogical Content Knowledge (TPACK) of pre-service teachers in a college of education in Maharashtra, India. The purpose of this study was to conduct an experimental study of the use of TPACK intervention programme in updating TPACK of pre-service teachers. The study employed a single group pre-training and post-training quasi-experimental design methodology for collecting quantitative data from a sample of 42 Pre-service teachers who were the purposive sample for the study. Data was collected using survey questionnaires, interviews and lesson plans. The study found Statistical significant differences between the scores of pre and post tests. The results indicated significant improvement among pre-service teachers’ TPACK. These results suggest that opportunities should be created for pre-service teachers to get acquainted with the TPACK framework during their lesson planning and practice. Further investigation will also help us to understand more about how we can help our future teachers to develop micro-teaching skills using the TPACK framework to plan and implement their lessons effectively. // Paper ID 7171
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    Online Gamified Flipped Classroom as a Strategy for Performance Improvement in Solving Equations in One Variable
    (2022-09) Shrouty, Vinita; Deshmukh, Narendra
    PCF10 Sub-theme: Inspiring Innovations // The current study is a one group pretest-posttest experimental design to examine the effect of the flipped classroom strategy on students’ performance. On the basis of various studies conducted, the researchers found no investigation based on an online Gamified Flipped classroom as a strategy to increase performance in solving Mathematical equations in one variable. Hence, this study was conducted to investigate the effect of online Gamified Flipped classrooms on the students’ performance. The study shows the regular completion of students’ assignments which resulted in extra time for discussing, clearing doubts and solving higher order thinking problems as an in-class activity and students’ improved performance. // Paper ID 6945