Browsing by Author "Perera, K. G. S. K"

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    PublicationOpen Access
    Design of a Framework for Professional Development Programs for Teachers in the Use of Interactive Touch Screen
    (researchgate.net, 2021-12) Perera, K. G. S. K; Wijesundara, M; Siriwardhena, I
    Interactive Touch Screens (ITSs) are distributed in selected schools in Sri Lanka. Although, in these schools, selected teachers are trained on the use of the ITS, comprehensive training on the instructional strategies of ITS is yet to be provided. The objective of the study was to design and develop a framework for professional development programme (PDP) for teachers on the use of ITS. The sample of 31 teachers of an educational zone in the Colombo district was selected to test the methodology. Instruments for quantitative data collection were six scales and to collect qualitative data open-ended questions were used. Design Based Research (DBR) approach was made to evaluate the new methodology. DBR approach is characterized by analysis of the problem domain, design of the solution (intervention), iterative cycles of testing and refining the solution and finally reflecting on the whole process to arrive at design principles and inventing the solution. Intervention of this study was in terms of two professional development programmes on the integration of ITS in instruction. The results of the first intervention are presented in this paper. Analysis of data formed the feedback to design the revised PDP. The results of the study are the feedback to the proposed revisions to the next PDP. The feedback was to increase the time allocation of the PDP, provide more hands-on experience, demonstrate ITS-based instructional strategies related to different subject areas and conduct separate PDPs for non-ICT teachers.
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    PublicationOpen Access
    Modeling the ICT Teachers’ Perspective Towards Teaching of Computer Programming at Secondary School Level Using Interactive Qualitative Analysis (IQA)
    (Faculty of Humanities and Sciences, SLIIT, 2022-10-22) Perera, K. G. S. K
    Computer programming is viewed and experienced as a subject cognitively challenging to students as well as teachers. The aim of this study was to determine the Information and Communication Technology (ICT) teachers’ perspective towards teaching computer programming in order to comprehend how ICT teachers perceive teaching computer programming and factors that influence their work. Forty-seven ICT teachers participated in this qualitative study. The research method used was an analytical framework known as Interactive Qualitative Analysis to model the ICT teachers’ perspective. The perspective was modelled in terms of affinities (factors) such as the programming curriculum, ICT resources, time, programming language, evaluation, students’ performance, teachers’ programming skills, teachers’ pedagogical programming knowledge, student and professional development programs. Further, the interaction among these affinities was also modelled. Programming curriculum was found to be the most influential affinity which should be revised to decrease the cognitive load on students. Teacher’s ICT knowledge was the most influenced(or influential???) affinity which can be improved by ICT resources, professional development programs and evaluation policy on students. Increase in computer: student ratio is also a contributing factor to students’ achievement.