Zeenath Reza Khan

e-Learning techniques in IT programs

With the boom in technology, it is not surprising to see high-tech tools implemented at most schools and colleges to enhance the total learning experience for the students of the twenty-first century. From up-to-date software, hardware and online tools, electronic learning has becoming somewhat of a ‘fashion’ where most tertiary academic organizations are concerned. World-wide, academic bodies are competing to develop and implement the latest, advanced tools to gain advantage over peers across the globe, to give their students a better learning experience, to improve their resumes and ultimately earn millions.

Stem For Girls From Low Income Families: Making Dreams Come True

ABSTRACT:Sixty two million girls are being denied education worldwide (Yousafzai, 2015). Unfortunately, this is not a new trend. Neither is it a diminishing one. In the UAE, although on an average more girls are enrolled in schools than boys, with approximately 126000 girls to 112000 boys, about 1100 girls dropped out of school when compared to 460 boys between years 2013-2014 (Hanif, 2015). There have been host of initiatives within the country by government and non-government agencies to increase awareness towards female education and particularly towards STEM higher education and employment opportunities. However, these initiatives do not often reach the schools that target low-income families in the country. This paper reports findings from the phase one of a pilot study carried out with 235 female students belonging to low-income expatriate families living in the UAE. Using qualitative and quantitative methods, based on Microsoft Corp. survey on students that commissioned Harris Interactive to carry out two national surveys of K-12 parents and students on STEM education (Microsoft Corp., n.d.), a five-year plan is followed in this study. As a result, it highlights the significant gap in knowledge and understanding of parents in lower income bracket towards STEM education for girls. It also reports on the successful transition of 43% of the girls into STEM school education all the way to STEM higher education through dedicated summer workshops and internships provided through consulate grounds and local universities, as opposed to typical choices between completing high school and getting married, or going into non-STEM field such as social/fashion/business studies/etc. This research result highlights the strength of holistic, non-profit initiatives and approaches that can still bring in the desired results in increasing number of girls from low-income families pursuing STEM education and career, which can definitely be incorporated into educational policies of a country.

Educational Application for Special Needs Is a Learning Tool the Way Forward

As the 21st century brings in a revolutionary change in the way students study at schools and universities, technology continues to play a crucial role in helping students achieve more conceptual and practical knowledge of topics taught in classrooms. Students with special needs too are now able to study in a general classroom setting, access relevant technologies and use them for higher cognitive development, helping them integrate with their surroundings. However, existing literature shows that though multiple learning tools exist that do enhance learning in special needs students, they either cater to specific areas of development such as Mathematics and English, or that are targeted towards a specified category of students with special needs such as autism and cerebral palsy. Furthermore, despite multiple laws and regulations supporting the right to education launched by the UAE (United Arab Emirates) government for special needs students, there seems to exist a need to provide classrooms across the country with educational applications that have a universal approach particularly in the UAE in order to include students with almost any special needs. This paper looks closely at the existing literature and highlights this gap, especially in the UAE and proposes to develop such a tool based on existing learning concepts.

GEA Group – doing business in the Middle East

Subject area Management, Strategy, International business. Study level/applicability Undergraduate or Graduates. Case overview This case is suitable for students of international business and strategy at the advanced undergraduate-level or introductory masters-level courses. It can be used for organizational design, brand management and business-to-business management classes. It may be of interest to practitioners in the Middle East and North African (MENA) markets looking at managing cross-functional teams. Expected learning outcomes On completion of utilizing the case study as an exercise, students should be able to develop the following. Case-specific skills: Critically examine the importance of the international business and strategy in the Middle East and demonstrate this by analyzing real-regional/-examples using complex theoretical frameworks; identify examples of best practice and explain the dynamics toward international business and strategy with reference to a range of theoretical models and apply these in a meaningful way to the MENA region. Discipline-specific skills: Synthesize and critically evaluate a corpus of academic literature and government reports on international business and strategy; link international business and strategy concepts and theories to real-regional/world examples. Personal and key skills: Reflect on the process of learning and undertake independent/self-directed learning (including time management) to achieve consistent, proficient and sustained attainment; work as a participant or leader of a group and contribute effectively to the achievement of objectives in the field of international business and strategy. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

e-Cheating and Calculator-Technology

Across the globe, educational institutions are adopting e-learning tools into their curricula to cater to the ever-growing demand for technology inside the classrooms. Where traditional blackboards have been replaced by virtual whiteboards and library books by online resources, teachers are trying hard to cope with the growing competition from technology outside the classroom that has captured their students’ attention and imagination, with more technology, perhaps increasing student dependency.