K-20 Technology Partnerships in a Rural Community

2009 ◽  
pp. 620-632
Author(s):  
Linda R. Lisowski ◽  
Claudia C. Twiford ◽  
Joseph A. Lisowski ◽  
Quintin Q. Davis ◽  
Rebecca F. Kirtley
Keyword(s):  
Public Schools ◽  
Rural Community ◽  
21St Century ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Roles And Responsibilities ◽  
Use Of Technology ◽  
Technology Partnerships ◽  
And Mathematics ◽  
K 12

Public schools need to address issues of 21st century literacy, which go beyond reading and mathematics to include teamwork and technological proficiency. The authors have worked collaboratively to develop K-20 technology partnerships that provide 21st century learning to benefit all stakeholders. In this chapter, the authors discuss three of these partnerships and the benefits and barriers associated with them. Lessons learned included the need for: 1) immediately available technological and pedagogical support; 2) formalized roles and responsibilities between K-12 and university partners; 3) personnel who can take over a role or responsibility in emergencies; and 4) opportunities to plan ahead together. The authors hope that their lessons learned can inform other K-20 collaborations as they develop innovative 21st century partnerships through the use of technology.

Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes

2016 ◽  
pp. 104-122 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Learning Outcomes ◽  
21St Century ◽  
Technology Use ◽  
Teacher Candidates ◽  
Teaching Strategy ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Long Course

One teaching strategy that engages students and teachers in 21st century learning outcomes is project-based learning (PBL). This chapter documents two years of professional development with PBL involving 72 teacher candidates, 19 public schools, and 41 mentoring teachers who jointly created, taught, and evaluated 43 PBL units. An online teacher education course structured the professional development over the last semester for teacher candidates. The semester-long course used the state's professional development materials to structure the design, teaching, and evaluation of the PBL units. The chapter is organized around four main ideas. (1) PBL is an appropriate over-arching teaching approach for classroom teachers to address 21st century learning outcomes. (2) PBL teaching provides teachers a relevant setting for media and technology use. (3) PBL implementation requires ongoing professional development and mentoring. (4) Professional development and PBL teaching can involve both teacher candidates and their mentoring teachers learning from each other.

Preparing 21st Century Teachers

2020 ◽  
pp. 140-162
Author(s):  
Salika A. Lawrence ◽  
Rupam Saran ◽  
Tabora Johnson ◽  
Margareth Lafontant
Keyword(s):  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Professional Standards ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Digital Devices ◽  
Use Of Technology ◽  
K 12

When teachers use technology and digital tools for academic purposes, they are more apt to introduce it to their K-12 students. This chapter describes methods used by teacher educators to incorporate technology into their courses to help candidates meet professional standards, and methods used by teacher candidates to incorporate technology into their teaching to help P6 students meet technology and 21st century standards. Teacher preparation programs should introduce candidates to different technologies and software programs, provide opportunities for candidates to use the tools, and guide candidates as they develop learning resources in the field using the technology. Three factors impacted candidates' use of technology: their perceptions about their capabilities as users of technology in academic contexts, their experiences using technology, and their access to resources such as digital devices and software. Although some pitfalls occurred with program-wide technology integration, the study offers strategies for addressing these obstacles.

Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes

2017 ◽  
pp. 1001-1021
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Learning Outcomes ◽  
21St Century ◽  
Technology Use ◽  
Teacher Candidates ◽  
Teaching Strategy ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Long Course

One teaching strategy that engages students and teachers in 21st century learning outcomes is project-based learning (PBL). This chapter documents two years of professional development with PBL involving 72 teacher candidates, 19 public schools, and 41 mentoring teachers who jointly created, taught, and evaluated 43 PBL units. An online teacher education course structured the professional development over the last semester for teacher candidates. The semester-long course used the state's professional development materials to structure the design, teaching, and evaluation of the PBL units. The chapter is organized around four main ideas. (1) PBL is an appropriate over-arching teaching approach for classroom teachers to address 21st century learning outcomes. (2) PBL teaching provides teachers a relevant setting for media and technology use. (3) PBL implementation requires ongoing professional development and mentoring. (4) Professional development and PBL teaching can involve both teacher candidates and their mentoring teachers learning from each other.

Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes

2016 ◽  
pp. 1893-1913
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Learning Outcomes ◽  
21St Century ◽  
Technology Use ◽  
Teacher Candidates ◽  
Teaching Strategy ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Long Course

One teaching strategy that engages students and teachers in 21st century learning outcomes is project-based learning (PBL). This chapter documents two years of professional development with PBL involving 72 teacher candidates, 19 public schools, and 41 mentoring teachers who jointly created, taught, and evaluated 43 PBL units. An online teacher education course structured the professional development over the last semester for teacher candidates. The semester-long course used the state's professional development materials to structure the design, teaching, and evaluation of the PBL units. The chapter is organized around four main ideas. (1) PBL is an appropriate over-arching teaching approach for classroom teachers to address 21st century learning outcomes. (2) PBL teaching provides teachers a relevant setting for media and technology use. (3) PBL implementation requires ongoing professional development and mentoring. (4) Professional development and PBL teaching can involve both teacher candidates and their mentoring teachers learning from each other.

Globalization, Digital Technology, and Teacher Education in the United States

2018 ◽  
Author(s):  
Jared Keengwe
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Learning Environments ◽  
Cultural Competency ◽  
21St Century ◽  
Digital Technologies ◽  
21St Century Learning ◽  
Teacher Education Programs ◽  
Learning Skills ◽  
21St Century Learning Skills

Generally, as a result of the need for many schools to compete on a global level, the use of digital technologies has increased in teacher education programs as well as in U.S. public schools. The dynamics of globalization and digital technologies also continue to influence teacher preparation programs, with multiple implications for educational policies and practices in U.S. public schools. Rapidly emerging developments in technologies and the digital nature of 21st-century learning environments have shaped and transformed the ways learners access, process, and interpret both the general pedagogical content knowledge and discipline-specific content in teaching and learning. Ultimately, the roles of students and teachers in digital learning environments must change to adapt to the dynamic global marketplace. In practice, these changes reiterate the need for teacher educators to prepare skilled teachers who are able to provide social and academic opportunities for building a bridge from a monocultural pedagogical framework to a globally competent learning framework, which is critical to addressing the realities of 21st-century classroom experiences. Specifically, there is a need to equip teacher candidates with cultural competency and digital skills to effectively prepare learners for a digital and global workplace. The lack of cultural competency skills, knowledge, attitudes, and dispositions implies potential social and academic challenges that include xenophobia, hegemony, and classroom management issues. The development of 21st-century learning skills is also central to the preparation of digital and global citizens. The 21st-century globalization skills include communication skills, technological literacy and fluency, negotiations skills, knowledge on geography, cultural and social competency, and multiculturalism. To be relevant in the era of globalization, teacher education programs should take the lead on providing learners with knowledge that promotes global awareness and the 21st-century learning skills required to become responsible global and digital citizens.

scholarly journals The Roles and Responsibilities of School Administrators during the Emergency Remote Teaching Process in Covid-19 Pandemic

2021 ◽  
Vol 6 (4) ◽  
pp. 870-901
Author(s):  
Sadegül Akbaba Altun ◽  
◽  
Mustafa Bulut ◽  
Keyword(s):  
Social Media ◽  
School Administrators ◽  
Communication Styles ◽  
Online Classes ◽  
Roles And Responsibilities ◽  
Qualitative Research Design ◽  
Use Of Technology ◽  
Management Processes ◽  
Digital Management ◽  
K 12

When Covid 19 pandemic started, schools in Turkey, as in many parts of the World, were closed and then emergency remote teaching started. The purpose of this study is to explain the roles and responsibilities of school administrators related to emergency remote teaching after schools were closed. In order to reveal the purpose above, this research was carried out in qualitative research design. 105 school administrators from different regions of Turkey and different school levels participated the study. The data were collected through a Google Drive form with open-ended questions. The collected data were analyzed with content and descriptive analyses. The findings showed that the roles and responsibilities of the school administrators regarding emergency remote teaching included planning the process, starting online classes, opening different social media accounts, managing the online program, solving the adaptation problems of students and teachers, monitoring the actions taken and motivating teachers, students, parents; communication and finally it has been seen that they are in the act of transition to and maintaining digital management. During the Covid 19 pandemic, school administrators have mostly done “communication”. There were also changes in the communication styles of school administrators and social media tools were used effectively. The intensive use of technology in this period has caused changes in management processes and managers have mostly talked about digital management. The exhausting aspects of digital management are expressed as well as the facilitating ones. Since emergency remote teaching is not a common case in the K-12 Turkish education system, the roles and responsibilities of school administrators during such emergency periods have not been studied in national context yet. Therefore, what school administrators did in relation to remote teaching during this Covid 19 period was explored.

scholarly journals Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Lora Lee Smith Canter ◽  
Laura H King ◽  
Jennifer B. Williams ◽  
Debbie Metcalf ◽  
Katheryne Rhys Myrick Potts
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
21St Century ◽  
Best Practice ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Development Program ◽  
Teachers Perceptions ◽  
Design For Learning ◽  
K 12

How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century? One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms.

scholarly journals EXPLORING STUDENTS’ METACOGNITIVE REGULATION SKILLS AND MATHEMATICS ACHIEVEMENT IN IMPLEMENTATION OF 21ST CENTURY LEARNING IN MALAYSIA

2020 ◽  
Vol 78 (3) ◽  
pp. 314-327
Author(s):  
Mohamad Ariffin Abu Bakar ◽  
Norulhuda Ismail
Keyword(s):  
Student Achievement ◽  
Mathematics Achievement ◽  
21St Century ◽  
Mathematics Learning ◽  
21St Century Learning ◽  
Metacognitive Regulation ◽  
Curriculum Transformation ◽  
And Mathematics ◽  
The Impact ◽  
School Standard

21st-century learning is integral to the transformation of the curriculum in Malaysia with the transition from School Integrated Curriculum (SIC) to School Standard Curriculum (SSC) introduced around 2014. During this time, the implementation of 21st-century learning was acceptable and very rewarding. However, the impact of implementation on students' skills, abilities, potentials and achievements should be looked at to ensure that the new curriculum is stable and practical to continue. There is a need to discuss the level of metacognitive regulation skills and students’ achievement in line with the introduction and implementation of 21st-century learning in the context of the Malaysian curriculum. Therefore, this research was conducted to examine whether the implementation of 21st-century learning has an impact on metacognitive regulation skills and student achievement. This quantitative survey was conducted by 201 Form 2 students from four secondary schools in Pasir Gudang District, Johor, Malaysia. The results show that the level of students' metacognitive regulation skills and the level of achievement in mathematics is moderate. Correlation analysis also showed there was a significant correlation between metacognitive regulation skills and student achievement. The implications from this research suggest that stakeholders including ministries, curriculum developers, education departments and teachers need to take initiatives to strengthen and improve the reputation of curriculum transformation in line with the 21st-century learning era in producing quality education. Keywords: curriculum transformation, mathematics learning, metacognitive regulation skills, students’ achievement, 21st-century learning.

Joint Professional Development of Teacher Candidates and Mentoring Teachers in Using Project-Based Learning for 21st Century Learning Outcomes

2016 ◽  
pp. 1255-1274
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Learning Outcomes ◽  
21St Century ◽  
Technology Use ◽  
Teacher Candidates ◽  
Teaching Strategy ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Long Course

One teaching strategy that engages students and teachers in 21st century learning outcomes is project-based learning (PBL). This chapter documents two years of professional development with PBL involving 72 teacher candidates, 19 public schools, and 41 mentoring teachers who jointly created, taught, and evaluated 43 PBL units. An online teacher education course structured the professional development over the last semester for teacher candidates. The semester-long course used the state's professional development materials to structure the design, teaching, and evaluation of the PBL units. The chapter is organized around four main ideas. (1) PBL is an appropriate over-arching teaching approach for classroom teachers to address 21st century learning outcomes. (2) PBL teaching provides teachers a relevant setting for media and technology use. (3) PBL implementation requires ongoing professional development and mentoring. (4) Professional development and PBL teaching can involve both teacher candidates and their mentoring teachers learning from each other.

Learning to Become an Inclusive Teacher

2020 ◽  
Vol 29 (4) ◽  
pp. 484-487
Author(s):  
Andy Van de Ven
Keyword(s):  
Higher Education ◽  
Public Schools ◽  
Learning Environment ◽  
Learning Experiences ◽  
Lessons Learned ◽  
Equal Access ◽  
Inclusive Teaching ◽  
K 12

In this essay I share some personal lessons learned on becoming a more inclusive teacher, with the hope that they stimulate us to be reflexive and share our learning experiences. Inclusive teaching is a movement in K-12 public schools and higher education that aims to cultivate a learning environment where all students are treated equitably, have equal access to learning, and feel valued and supported in their learning.

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