Browsing by Author "Tillekaratne, Aashani"

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Model for Integration of Technology in Authentic Education-An interpretation of a literature Review
(Faculty of Computing and Technology (FCT), University of Kelaniya, Sri Lanka, 2021) Manjaree, Bhagya; Liyanage, Laalitha S.I.; Rupasinghe, Thilini P.; Tillekaratne, Aashani; de Silva, K.M.N.
This literature review is conducted to identify, appraise and synthesize empirical evidence of a filtered list of recent literature regarding methods in which technology could be integrated to facilitate authentic learning pedagogy. A protocol was developed to carry out a search for screening[1]. iDiscover search engine of University of Cambridge library was used for selection and filtering of the articles for their appropriateness. Critical appraisal was performed and data was extracted to map, conceptualize and synthesize the proposed tripod model for integration of technology in authentic education. This model depicts the findings in three zones namely, foundational layer, operational layer and the stage which is the platform for authentic education. Understanding the landscape of the tripod model for integration of technology in authentic education could be quite decisive in selecting the best-fit technological tool. This article argues about how technological interventions could enhance the outcomes of authentic education and the need of an appropriate pedagogical strategy to align such interventions to the elements of authentic education.
Parents' and Students’ Perceptions of the Education System of Sri Lanka
(SLTC Research University, 2022) Manjaree HS, Bhagya; Tillekaratne, Aashani; Rupasinghe, Thilini P.; Liyanage, Laalitha S.I.
Twenty-first-century skills such as critical thinking, communication, collaboration, and creativity, are widely accepted as skills in high demand within modern working environments. National school curricula reforms in Sri Lanka attempt to propose pedagogies that disseminate content and design assessments to promote twentyfirst- century skills. However, whether all stakeholders of the national school education agree to include such skills should be investigated before changes to curricula, policies and practices are implemented. The purpose of this study is to survey the perceptions of the main stakeholders of the national education system in Sri Lanka. The perceptions of parents, and students were investigated in this study. Seventeen (17) participants including nine (09) parents; three (03) school students, and five (05) vocational/degree level students) representing different social and educational backgrounds participated in the study. A standardized, semi-structured, open-ended questionnaire was conducted through virtual meeting mode. The 'Naturalized' transcription method was adopted in this study. Open coding of data revealed that more than 80% of the participants exhibited awareness of global 'good' practices and believed in the vital need for a change of policy and/or practice within the existing system. In addition, the participants expressed the need to improve students' emotional and attitudinal aspects within school setups. Interestingly some highlighted the need to consider external and control factors affecting policy/practice changes in education.