College students' attrition in engineering programs is a major problem in developed and developing countries. Outreach activities in science, technology, engineering, and mathematics are a powerful resource to ignite K-12 students' interest to pursue scientific and engineering careers. Here, a program on mechatronics for Malaysian high-schoolers developed at the New York University Tandon School of Engineering and implemented at the National University of Malaysia is presented. The program follows a dual model where instructors and students work together on a project-based learning curriculum inspired by real-world problems. A group of Malaysian graduate students and highschool teachers was trained to serve as instructors by the New York University team. After training, the New York University team aided the instructors to administer the curriculum to 100 high-schoolers and organize a one-day exhibit for families at the
Clinical supervision that contains the elements of Knowledge Technology and Content Pedagogy is not emphasized by the administration especially for technical and vocational teachers who teach new Designs and Technology subjects in schools throughout Malaysia. The purpose of this study is to identify needs PTPK element in clinical supervision among Design and Technology teachers (RBT) during the teaching process in the classroom. The sample of the study consisted of Senior Technical and Vocational Subject Teachers (GKMP TV) of 4 84 people in the state of Melaka. The study was carried out using quantitative methods through random sampling with the use of a questionnaire. Overall, the data shows that the element of knowledge of the content of the subject, giving the lowest mean of the pedagogical technology knowledge element. While the elements of technological knowledge, pedagogical knowledge, content pedagogy knowledge, content technology knowledge and content pedagogy technology are indispensable in the guidance process in the supervision of RBT teachers. The teacher's challenge enhances the latest technology competence, knowledge and teaching skills to become a necessity to meet the wave of a transformation of RBT subjects and achieve a high level of professionalism. Schools become a platform where teachers learn and teach students to enjoy.
Technical and vocational education and training (TVET) assessments give precise feedback on whether students have successfully attained learning outcomes. It can improve teaching quality and empower students, educators, and stakeholders to take action. Only a few studies have attempted to review the literature on this topic systematically. The PRISMA (preferred reporting items for systematic reviews and meta-analysis) criteria are used to guide this systematic review, which uses the following three key databases: Web of Science (WoS), Scopus, and Google Scholar. A thorough search of the electronic database utilising keywords and search strings yielded 78 publications published between 2015 and 2021, with 29 studies related to the topic highlighted. The Mixed Methods Appraisal Tool is used to evaluate all of the chosen articles (MMAT). The findings reveal that students’ learning outcomes are frequently examined utilising a competency-based assessment technique in TVET. Competence is used to assess students’ learning results, and it is advised that student competency development be prioritised.
The roles of teachers in the classroom include ensuring that learning objectives are met when teaching and learning activities are implemented. Technology allows teachers to achieve their teaching goals, as well as support and enable students to engage in any teacher-planned activity actively. Many studies have identified factors that influence teachers to integrate technology into the classroom. Therefore, this study reviewed the literature on factors that influence the formation of teacher professional identity in integrating technology into teaching and learning. Several databases were searched to find relevant, accessible literature published between 2016 and 2019. The study found that internal and external factors, specifically, individual, technology and environmental factors, do influence the formation of teacher professional identity. This study also discusses the challenges faced by teachers in using technology in the classroom. It is hoped that this study will help researchers understand the factors that influence the formation of professional identity and the challenges encountered by teachers. These factors must be identified to ensure that technology integration can be effectively implemented for students in pursuing education in the 21st century.
Social support is very important and it affects the discipline of a student so as to cause the occurrence of negative behavior problems and cause criminal cases in society. This article aims to give an overview on the importance of social support to the discipline of vocational college students and the objective to be achieved through this study is to identify the disciplinary problems of vocational college students and identify the social support involved in affecting the discipline of vocational college students. This article is a review paper in approaches information seeking on social support in disciplines including government report data, proceedings, journals and electronic references. The results of this study have found that one of the main factor that cause disciplinary problems is due to lack of social support. The highest case of discipline among vocational college students is the problem of skipping classes. The effect of lack of social supports among students lead to negative behavior which eventually leading to various disciplinary problem. Social supports is crucial for student as it helps to shape personal characteristic especially at this age, students often in the process of discovering their self-identity.
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