Internet in education

Internet in education

Education these days has been the top priority for any family or individual person, and no doubt amongst the latest technologies to promote and maintain the education standards the internet comes first.

Internet is not only an access to websites, these days there is knowledge and information on every aspect of the educational world over the internet. The resources provided on various web pages are indeed very informative and useful for professionals and students related to every field of work. The only pre-requisite is the research over the internet for a specific educational topic, and then this information just needs to be filtered to gain the basic knowledge of what you are looking for. Therefore, these are true internet resources which deal with every individual’s educational needs.

Internet has also provided the opportunity to study online. There are virtual universities set up, in which the students can take classes sitting on the computer seat opening the university’s website video section according the topic, and then study at home.

The most amazing thing about internet education is that the international education is no more a chance for only the wealthy and high profile family students because now via internet no matter if one can afford to study in top most universities, people can easily benefit from the international quality education and gain a respectable university degree sitting at home through the online educational courses provided by the world universities.

Internet education thus also provides the individuals to balance their time according to their own needs, as there is no fixed time to attend the lectures. This also allows the poor class of people to work and study at the same time through internet education.

© Copyrights All rights Reserved 1998 – 2008

Philosophy and education teachers college about the program

Philosophy and Education

About the Program

The Philosophy and Education program at Teachers College, Columbia University, centers around two closely related convictions:

1. that philosophical reflection and inquiry is indispensable for generating sound educational practice, and

2. that educational practice is indispensable for bringing philosophical reflection and inquiry to life.

The program seeks to prepare scholars and practitioners who will bring to the world of education a dynamic grasp of how vital is the conjunction “and” that links the enduring concepts philosophy and education. The program builds on a rich heritage of philosophy and education at Teachers College initiated by John Dewey, William Heard Kilpatrick, and others.

The program provides students a challenging opportunity to deepen and widen their humanistic, philosophical thinking about education. Course work centers around the close reading of primary texts in the history of ideas, with a focus on how these texts illuminate the meanings and significance of educational practice.

In their program work, students engage questions such as these:

What is “teaching”? How does teaching differ from other social practices such as medicine, law, social work, and nursing? How does teaching differ from parenting and friendship? And what, or who, is a “teacher”? Should teachers be certain kinds of persons, with certain kinds of moral and intellectual sensibilities? In light of such questions, how should educators think about teacher education — about the best ways to prepare men and women to become teachers? What criteria should they use to assess whether particular individuals should be allowed to have the responsibility of educating other peoples’ children?

What is worth knowing and studying? Posed differently, what is a “curriculum”? What is a “course of study”? Is the latter a body of facts to be memorized? A set of questions to be posed and contemplated? A conversation about how we perceive and understand the world? What are the grounds, rationales, and philosophies of life educators might appeal to in their response to such questions? And why might it be important to address such questions before teaching students, whether in schools, universities, or other sites?

What is an educational “policy”? Is it a blueprint? A prescription? A suggestion? A hope? A political trade-off? All or none of these? Should educational policy be guided by particular political, social, cultural, or other values, and if so, which ones? And how do we make sense of, and criticize, the ways people conceive what is good, and then translate their conceptions into concrete policy? Cast in other terms, how do educational policy and practice intersect with social, economic, cultural, and political concerns, contexts, and forces? How do policy and practice reflect, or call into question, understandings and conceptions of play and work, technology, democracy, the environment, gender, race, class, ethnicity, peace and war?

What do we mean by “learning” and “human development”? Are these processes and events cumulative, or even progressive? Do human beings typically become better able, or less able, to dwell in the world? Do human beings construct meaning? Make meaning? Discover meaning? Absorb meaning? And what are human beings — what is a self, what is a person? What kind of response should educators have to these questions to guide them in their work?

What is an “educative experience”? Why are people moved, enlightened, enriched, and transformed by some experiences and not by others? How can perspectives on art and artistic endeavor, on the relation between the mind, the body, and the heart, and on religion and the spiritual life, help us in grasping the nature and contours of meaningful experience?

These questions are a sampling of those that the faculty and students in the program pursue. The program is characterized by a strong commitment to faculty-student and student-student interaction. It seeks to sustain a genuine intellectual agora wherein faculty and students can flourish as scholars of philosophy and education.

Seven simple steps to finding a job abroad forbes

Seven Simple Steps To Finding A Job Abroad

This could be you on the way to your next adventure. Photo Credit: Alexandra Talty.

When I decided to move to Lebanon. I took the millennial approach and Googled every possible piece of advice on the internet about how to find a job abroad. Most of the articles I found gave blanket advice that could be applied to any situation like “Use Social Media to Connect with New People You Don’t Know” or “Make a Video Resume to Get Hired Abroad” or my, personal favorite “Make Sure Your Passport is Valid.” While these articles meant well, they obviously weren’t giving me the lay of the land I needed. Outside of a handful of helpful sites and articles – Nomadic Matt’s website. The US State Department’s website for working abroad and Matador Network – there is not a lot of concrete information available on the internet.

Now that I’ve made it to Beirut and have pieced together gainful employment. I’ve decided to share the wealth and interviewed four millenials who worked or are working abroad in one capacity or another – teaching English, working for NGOs in developing countries or pursuing business opportunities in emerging markets. A follow-up to my first article on “How To Prepare for a Move Overseas”. here are seven simple steps to finding a job abroad.

1. Don’t Stress

If you are interested in living abroad, commit fully to the idea. Don’t worry about opportunities you might be missing at home. Everyone I spoke to who moved abroad after college said that they would do it again in a heartbeat. Even if they did not find their ideal career, they valued the experiences they acquired and insight they gained.

“Eating Korean food every day sounded pretty great,” said Alex Prokop, a greater New York City native who, when he realized he had never lived more 25 miles from where he was born, decided to teach English in South Korea for a year and a half. “I had some success with teaching in the past, so I decided to give it a try.”

From his work teaching English to Korean middle-schoolers, he landed a job writing ESL textbooks for an elementary school in South Korea. He then spent the next 7 months traveling around Asia until he decided to move back to the States to see how “technology impacts educational outcomes.” Now, he is in San Francisco studying web design and engineering, while working on various side projects.

2. Spread the Word

Do your research, both online and ‘in real life.’ When you decide on a place, tell friends, family, co-workers, neighbors – everyone in your network. Chances are they will know someone who knows someone. Take that person out to coffee and find out the nitty-gritty, go beyond the guidebooks. Ask for names of people who are still living in the region who might be accessible when you arrive, using email to connect with them.

When I began building my Lebanese network, I only had one friend who was Lebanese and she was leaving the country shortly after I arrived. By the time I left New York, I had networked my way to a group of twenty people who had either lived in Lebanon, spent significant time there or had close relatives/friends in Lebanon. From those twenty people, a handful gave me important, pertinent advice. You will be surprised by the information you can get from the people you already know.

3. Build Language Skills

Interested in moving to Rio De Janeiro? Start taking Portuguese. Not only will you be building a marketable skill that will give you an advantage when applying for jobs, but you will be meeting other people with a similar interest. They might have family in Brazil or once lived there themselves and can give you insight into what to expect.

If you are interested working for an NGO in the developing world, language proficiency also has the added benefit of helping dictate where you might land. It can also give you a competitive edge.

“If you speak French for example, usually you will spend a lot of time in West Africa,” says Martha Reggiori Wilkes, a British millennial who currently works for an international aid organization in Lebanon. Prior to working in Lebanon, she worked in South Sudan which led her to decide to study Arabic and move to Lebanon.

“Now that I am speaking Arabic, I will find it easier to get jobs in the Middle East because I’ve got that skill,” says Reggiori Wilkes.

Language skills are even more important if you are interested in a business-related field as you will have to conduct meetings in a foreign language.

Jonathan Fein, a Canadian who has worked in investment banking and private equity in Singapore and China, recalls a meeting in Shanghai when he had to meet with a CEO of a company that made a specialized tool for the oil and gas industry. The 25 year old studied Chinese for years but noted “even in advanced Chinese classes, they don’t teach you how to say things like ‘polystyrene’.”

If you are interested in working in emerging markets, Fein emphasizes the importance of studying language while at university. Then when you are living in the region, you can take the opportunity to learn specialized or local vocabulary and move your language skills to the next level.

“Most of what you learn in the other courses – Intro to Logic, Managerial Accounting, Marketing – will soon be forgotten, but language is an asset that you will use again and again,” says Fein.

4. The Immersion Experience

Provided that you have the financial resources, taking a few months to study a language intensively can help you land a better job down the line.

Richard Kent, a British millennial who spent 16 months working and living in South America, speedily picked up Spanish due to a homestay with a family in Peru and then traveling alone in the Peruvian Amazon. He advises avoiding big cities and “go off to some rural areas, find somewhere you can volunteer, stay for awhile.”

Although he thinks homestays can be a good immersion experience, it is always a gamble that you will get along with the family. Make sure you research the homestay program and if possible, the potential family.

Depending on your financial resources, where you are in your career path and where you want to go, it might make sense to just pick up and try to find a job when you arrive. It is more daring, but some people have found it easier to find jobs once they are physically in the country.

Gen Y Quits Day Job, Moves To Beirut, Writes Home About It Deborah L. Jacobs Forbes Staff

The Best Foreign Retirement Havens Deborah L. Jacobs Forbes Staff

Master of education

Master of Education

The Ed.M. is a year-long intensive program for students who wish to study a particular field in education, acquire a general theoretical background for understanding past and future field experiences, or develop skills for use in professional work in education. The Graduate School of Education offers 13 different programs, including:

Arts in Education

Educating for self-directed individuals who are interested in fashioning their own arts-related courses of study.

Education Policy and Management

Developing effective leaders by providing an atmosphere that promotes the understanding of diverse viewpoints from a wide range of disciplines.

Higher Education

Targeting those interested in higher education administration in a college or university or in policy and planning at a higher education association or agency.

Human Development and Psychology

Educating students interested in the development of children and adults and how knowledge of development can be applied to educational issues.

International Education Policy

Providing an environment for the investigation and discussion of practical approaches for improving the quality of education available to children from all backgrounds.

Language and Literacy

Combining research and practice in reading, writing, and language development.

Learning and Teaching

Sharing interests including: students and adults as learners, the preparation and professional work of teachers, the organization of schools, and the role of communities in learning.

Mind, Brain, and Education

Targeting students interested in connecting cognition, neuroscience, and educational practice, especially involving learning, teaching, and cognitive and emotional development.

Prevention Science and Practice/CAS in Counseling

Training prevention practitioners, school guidance and adjustment counselors, and applied researchers to improve the educational, social and emotional outcomes of children and adolescents.

School Leadership

Educating instructional leaders who will have the capacity, skills, and knowledge to create and sustain K-12 charter, district, and pilot schools that foster the learning and well-being of all children.

Special Studies Program

Allowing students to develop an interdisciplinary program of study that meets their specific academic and professional needs.

Teacher Education Program

Educational systems

Educational systems

Children from age 0 to 6

Very young and pre-school children are taken care of in nurseries (Kinderkrippen ) (for babies and very young children), in kindergartens (from age three to six) and pre-school classes (from age five). Very young children (on average from age two) are also looked after in very small groups by day parents (Tagesmutter), especially in small towns and rural areas.


Schooling is compulsory for nine years in Austria (from age six to 15, first to ninth grade).

The first four years of compulsory education are completed in primary schools (Volksschule or Grundschule); from age ten children can attend either a junior high school or secondary school (Hauptschule, or Kooperative Mittelschule), or in certain provinces, e.g. Vienna, a ‘new middle school’ (Neue Mittelschule) (educational experiment) or the lower grades of a higher general secondary school (allgemeinbildende hohere Schule (AHS) also called Gymnasium). All school types comprise four educational levels.

The ninth school year (age 14-15) can be completed at a polytechnical school (Polytechnische Schule ) (a school emphasising vocational orientation and preparation for an apprenticeship) or in other types of school.

Special education

There are also special schools for disabled children or children with special educational needs (e.g. severe learning difficulties, etc.) for the first eight to nine years of their school education (e.g. special needs schools (Sonderschule ) and special pedagogical centres (Sonderpadagogisches Zentrum)).

In many cases, however, these children are also educated alongside others in standard schools in ‘integration classes’.

Other types of school

Intermediate vocational schools (from age 14, 9th-11th or 12th school grades) conclude with a technical examination; higher vocational schools (from age 14, 9th-13th school grade) conclude with a technical examination and the general school-leaving examination (Matura ).

The higher general secondary school and grammar school (from age 14, 9th-12th school grades) also conclude with the general school-leaving examination (Matura).


Training for around 250 professions can be obtained in basic vocational training (apprenticeship) from age 15. Most apprenticeship training courses last between three and four years. The occupation is learned on the job and at the vocational school simultaneously.

After the apprenticeship period, the young person (apprentice) passes a final apprenticeship examination and becomes a skilled technician or craftsman (Geselle/Gesellin ).

University, College

The Matura (school-leaving examination) is the prerequisite for higher education (university, academy, technical university, college).

Qualified school-leavers from intermediate vocational schools or qualified apprentices can prepare for university entrance by way of the vocational qualifying examination (Berufsreifeprufung or Berufsmatura).

Qualified school-leavers from junior secondary schools (Hauptschule) or pupils who have dropped out can do so by way of the study entitlement examination (Studienberechtigungsprufung).

In Austria there is a variety of course options in technical studies, humanities, arts and other fields of study. Technical universities offer practical training, facilitating direct access to a profession. Higher education colleges (padagogische Hochschule ) offer training for teachers at primary schools, secondary schools, special schools and polytechnic schools.

Adult education

In Austria there are also general and vocational colleges and technical universities and university courses for working people which are offered as evening classes.

Private schools

Private schools in Austria account for about 8% of the total number. Most publicly authorised private schools are denominational schools; in addition there are some schools which teach according to a particular system. Private schools are fee-paying establishments. There are no fees to be paid for state schools. The quality of State schools is very high in comparison to other education systems in Europe.

Education franchise and tutoring business opportunities

Become a Kumon franchisee

We are the largest supplementary education provider in the UK with over 70,000 Kumon students around the country. Behind every successful Kumon student is a motivated and inspirational Instructor dedicated to their development.

These Instructors are Kumon franchisees; independent business owners with a desire to develop a thriving study centre.

As the Instructor of your own Kumon maths and English study centre, you will reap the rewards of developing children as you grow your business. You will benefit from a proven and successful business model and will become part of an expanding network in which you are offered support and training to build a successful career.

The work of a Kumon Instructor is varied and incredibly rewarding as you work within your community to really make a difference. We believe success goes hand in hand with strong instruction skills; what is best for each student must be at the heart of your business as a Kumon franchisee.

If you are passionate about developing children and are able to demonstrate the educational skills and business acumen required to succeed, this full-time business opportunity could be what you are looking for.

Higher education consultants association home

President’s Welcome Message

Gael M. Casner

HECA President

I’d like to welcome you to HECA and hope you take this opportunity to explore the wealth of information provided in our website. Once you spend a bit of time with us, you’ll understand how unique we are to the world of educational consulting. We are especially proud of our reputation as a warm, friendly group of professionals willing to share our experiences and insights. We are also proud of the attention we pay to the principles of professional development and ethics, core values that have served us well since our founding in 1997.

We like working with a variety of students: from the gifted to the struggling, from the artists to the athletes, from those who come from enriched environments to those who have great need. In fact, over 90% of us dedicate time and resources to pro bono work. That’s just who we are.

I invite you to read on and explore our website to learn more about all that HECA has to offer. Please contact us if you have any questions.


For our members

HECA is committed to supporting you so that the work you do with students is the very best it can be. That is why the bulk of HECA’s resources are directed to programs and experiences that will enhance your growth and development as an educational consultant. Be sure to take advantage of the many college tours we offer each year or the annual conference that features outstanding guest speakers and seasoned professionals who share their expertise. Get involved locally through your community rep or tap into the wisdom of others by posting a question on our member listserv. Browse the HECA website to find the latest resources or learn about companies willing to give you discounts on products designed to make your job easier. Tap the Join HECA tab to learn more about membership.

High school internships

All opportunities listed are PAID. unless otherwise indicated

Some links will require the Adobe Acrobat Reader to read pdf format.

If you don’t have a copy on your computer, click here for a free download

Go to Co-op/Internship Postings

To view information for any organization listed below:

a. Point and click with your mouse on the organization’s homepage link to go to its homepage (for a university or college, you might want to go further to the homepage of the sponsoring department or program at that university or college. if it is not already the "homepage" link that is provided here).

b. Point and click with your mouse on program description to get the details for the internship offered by that organization or to the website from which you can then access the co-op/internship/research postings

Arthritis Foundation (California) (2014) Summer Science Internship Program – "Applicants for this program must either live or attend school within the Northern California Chapter’s 16 county territories.(listed under Restrictions at the bottom of this page )

Banner Sun Health Research Institute. Sun City, AZ (2014) Summer Internship Program "offers high school seniors and college undergraduates the chance to expand their learning experiences beyond the traditional classroom."

Baylor University . Waco, TX (2014) High School Summer Science Research Program – does not appear to be paid program (scholarships are available)

Brooklyn Botanic Garden. Brooklyn, NY (2014) Horticulture Internships – Horticulture Internship Duration: 8 months, beginning first week in April

Buck Institute for Research on Aging. Novato, CA (2014) Summer Scholars program for Marin and Sonoma County high school students who are completing 10th and 11th grades – "This year, there is a charge of $2,500 per student for the program. High School Summer Scholarships are available to students completing 10th and 11th grades on the basis of academic merit and financial need."

Cincinnati Children’s Hospital Medical Center . Cincinnati, OH (2014) Biomedical Research Internship for Minority Students – for Cincinnati area graduating high school seniors and college freshmen

Cincinnati Children’s Hospital Medical Center . Cincinnati, OH (2014) High School Senior Summer Internship Program – Cincinnati area graduating high school seniors

Cincinnati Children’s Hospital Medical Center . Cincinnati, OH (2014) Summer Undergraduate Research Fellowship. application – " outstanding high school students in their junior or senior year (with a 3.0 or better GPA) are eligible to apply "

City of Hope Cancer Center . Duarte, CA(2014) Eugene and Ruth Roberts Summer Student Academy – "Applicants must be high school or undergraduate students. "

Dana-Farber/Harvard Cancer Center . Initiative to Eliminate Cancer Disparities. Boston, MA (2014) The Continuing Umbrella of Research Experiences (CURE) – must be be a Massachusetts resident or attend an institution (high school or college) in Massachusetts

George Mason University. Fairfax, Virginia (2014) – Aspiring Scientists Summer Internship Program (some 2013 information) Application is for 2014 – "solve hypothesis driven questions in Proteomics, Genomics, Medicine, Neuroscience. Chemistry, Biochemistry, Biodefense, Environmental Science, Mathematical Modeling, Computer Science, Bioinformatics, Nanotechnology, Physics and Bioengineering"

George Washington University and the Department of Defense. Washington, DC (2014) "The application for 2014 SEAP will be available in the middle of February.Please check back at that time." Science and Engineering Apprentice Program (select Programs (left hand side), then select High School program(s) – "First year participants are awarded an educational stipend of $2000"

Human BioMolecular Research Institute . San Diego, CA (2013) Scientific Summer Internship – "As of March 26, 2014 HBRI has made the difficult decision that it will not be able to offer its Summer Internship Program for 2014.- "open to highly motivated high school juniors and seniors – applicants must reside in San Diego " – not sure if this is a paid opportunity

Indiana University Cancer Center . Indianapolis, IN (2014) Summer Research Program

Max Planck Florida Institute for Neuroscience . Jupiter, FL (2014) Summer Research Internship – "Applicants must be United States citizens or permanent residents who will begin their junior or senior years in a Palm Beach County high school in the Fall of the year they’re applying" – six-week internship at $8/hr for 40-hour workweek

McLaughlin Research Institute. Great Falls, MT (2014) Summer Internships for High School and College Students – 2014 – "Students in their junior or senior year of high school, or freshman through senior year of college from one of the following counties in Montana are eligible: Cascade, Chouteau, Glacier, Lewis & Clark, Pondera, Teton, or Toole ."

Medical College of Wisconsin . Office of Student Affairs/Diversity. Milwaukee, WI (2014) Enrichment Program – High School Program Application "Open to students who attend a high school in the Milwaukee Public system or surrounding suburban school district "

Monmouth University. School of Science. West Long Branch, NJ (2014) Summer Research Program "A limited number of openings are available for selected high school students"

Mount Desert Island Biological Laborator y, Salisbury Cove, ME (2014) High School Students scroll down to Summer Research Fellowships – application – for Maine High School students – "..fellowships cover all expenses (room, board, travel) and pay a weekly stipend"

National Cancer Institute . Frederick, MD (2014) Werner H. Kirsten Student Intern Program – "Students must attend a school within the Frederick, Carroll or Washington County Public School Systems; Saint John’s Catholic Prep (Frederick, MD); Frederick Christian Academy (Frederick, MD); Poolesville High School (Montgomery County, MD); Fairfield High School (Fairfield, PA) or Jefferson County Public School System (West Virginia). Students home schooled in the schools or counties participating in the WHK SIP are eligible also "

National Institute of Arthritis and Musculoskeletal Diseases . Bethesda, MD (2014) Summer Student Program ". for students sixteen years of age or older who are currently enrolled at least half-time in high school or an accredited U.S. college or university. Students who have been accepted into a college or university program may also apply"

National Institute of Diabetes and Digestive and Kidney Diseases . Bethesda, MD (2014) NIDDK Short-term Education Program for Underrepresented Persons (STEP-UP) – High School Program – "Students will conduct their research in their home town, either nearby or within commuting distance of their residence. Students are not required to relocate in order to pursue their research internship"

National Institute of Environmental Health Sciences . Research Triangle Park, NC (2014) Summer Internship Program – "..given to outstanding high school. students interested in pursuing careers in the biomedical/ biological sciences"

National Institutes of Health . Bethesda, MD (2014) Summer Internship Program in Biomedical Research – "..currently enrolled at least half-time in high school.."

National Institute on Drug Abuse. Bethesda, MD (2014) Summer Research with NIDA for Underrepresented Students – "upports summer research internships for high school and undergraduate students who are from racial/ethnic groups that are nationally underrepresented in the biomedical, behavioral, and clinical sciences (African Americans, Hispanic Americans, American Indians/Alaska Natives, Hawaiian Natives, and natives of the U.S. Paciic Islands), although all racial/ethnic groups can apply"

Ohio Agreicultural Research and Development Center. Wooster, OH (2014) OARDC Research Internships in Wooster (ORIP) – "..targeted to provide research experiences for incoming junior and senior high school students and undergraduates.."

Oregon Health & Science University . Environmental & Biomolecular Systems. Portland, OR (2014) scroll down to Undergraduate and High School Internships – "Applications being accepted for 2014 "

Pittsburgh Tissue Engineering Initiative . Pittsburgh, PA(2013) "PTEI will not be accepting applications for 2013 Summer High School Internships " – 5-week program; not sure if this is a paid opportunity

Salk Institute for Biological Sciences . San Diego, CA (2013) High School Summer Enrichment Program for students from the San Diego area

Scripps Research Institute. La Jolla, CA (2014) High School Student Research Education Program for enrolled in their junior or senior years in a high school in San Diego County

Stanford University School of Medicine . Stanford, CA (2014) Stanford Institutes of Medicine Summer Research Program = "Students are given a $500 minimum stipend (higher stipends are given on a needs-based system from special grants). There is a $30 application fee to apply. Please contact us if you need an application fee waiver"

The Forsyth Institute . Boston, MA (2014) Educational Outreach Program – "..eight-week paid internship for Boston Public High School Students. "

The Jackson Laboratory . Bar Harbor, ME (2014) High School Internship Program (during school year, September-May) – "open to local high school students" not sure if this is a paid opportunity

Translational Genomics Research Institute . Phoenix, AZ (2014) Helios Scholars Program – paid, eight-week summer internship in biomedical research open to Arizona high school students. "

University of Connecticut Health Center . Farmington, CT – (2014) Pre-College Academic Enrichment Program -"For college pre-freshmen who will be matriculating at the University of Connecticut " – "Structured to provide room and board" – not sure if this is a paid opportunity

University of Minnesota Medical School . Lillehei Heart Institute. Minneapolis/St. Paul, MN – (2014) Summer Research Scholars Program – "Scholarships are open to high school students (ages 16 years or older). "

US Department of Defense. Washington, DC – co-op (2014) Army Educational Outreach Programs – various programs at many different locations

Whitney Laboratory . St. Augustine, FL (2014) Pre-collegiate Program. For information, contact Barbara Battelle ( ) at the Laboratory – "Because of the lack of housing, this program is limited to students who live close enough to commute to the Lab each day "

Journal of computers in education


  • The official journal of the Global Chinese Society for Computers in Education
  • Focuses on research in technology-enhanced education and ways of transforming learning
  • Communicates Chinese perspectives on theory and applications in technology enhanced learning

JCE is an interdisciplinary forum for communication of perspectives among researchers, practitioner, and policy makers on theories and practices in technology enhanced learning. The journal aims at making an impact on educational practices and thus to transform learning.  The journal publishes up-to-date research and experiences in information communication technologies (ICT) in learning and education.

Aims and Scope

JCE is an interdisciplinary forum for communication of perspectives among researchers, practitioner, and policy makers on theories and practices in technology enhanced learning. The journal aims at making an impact on educational practices and thus to transform learning.  The journal publishes up-to-date research and experiences in information communication technologies (ICT) in learning and education.  Authors are encouraged to submit papers related, but not limited, to the following topics of interest:

1. Hotspots and Frontiers – reporting on current research and policy initiatives as well as national or international key research projects in the field ICT in education.

2. Instruction and Design – theoretical and methodological issues related to instructional design, curriculum development, and the role of technology in instructional transformation, particularly issues from social, cultural, psychological, cognitive, and pedagogical perspectives.

3. Learning and Technology – issues of learning technologies from theoretical and pedagogical perspectives. Specifically, it covers ubiquitous learning, human intelligence as well as other emerging technologies in education.

4. Media and Tools – patterns of educational communications and state-of-the-art educational media as well as instructional tools, which encompass learning management systems, interactive learning systems, knowledge visual tools, thinking training tools, as well as educational virtual reality systems and educational games.

5. Academic Reviews – reviews on important works and publications in the field of ICT in education.

Create 2 educate educational and fundraising products based on bible content

Our mission is simple: to provide the best products and service to our customers at the lowest prices possible. We take great pride in our company, our commitment to customer service and in the products we sell.

We design and produce the highest quality educational tools to teach all children about the love of God found by having a relationship with Christ.

We are a favorite among homeschooling moms, vacation Bible school directors, Sunday school teachers, youth leaders, and after-school programs. Wherever there are kids to teach and entertain; we are an appreciated companion. You’ll find us in youth groups across the country.

Our current and future products are exclusive and can be found nowhere else. Our research and develop team has spent almost 2 decades studying and designing timeless material that is simple for adults to use and guides the hearts and minds of today’s youth and teenagers. For teachers, our content is an automatic lesson plan. We have thought very long and very hard about your needs!

Our mission is simple: to provide the best products and service to our customers at the lowest prices possible. We take great pride in our company, our commitment to customer service and in the products we sell. Our online store is designed to provide you with a safe and secure environment to browse our product catalog. All our products are based on Bible content. We do not include subject matter related to doctrines or denominations. We leave that up to you! We are a favorite among homeschooling moms, vacation Bible school programs, Sunday school teachers and after-school programs. Wherever there are kids to teach and entertain; we are a great companion. Contact us with any questions and concerns: