scholarly journals Professional learning for 21st century education

2016 ◽  
Vol 4 (1) ◽  
pp. 1-4 ◽  
Author(s):  
Ching Sing Chai ◽  
Siu-Cheung Kong
Keyword(s):  
Professional Learning ◽  
21St Century ◽  
21St Century Education

Developing Technological Fluency in and through Teacher Education

2016 ◽  
pp. 1-24
Author(s):  
Eva Brown ◽  
Michele Jacobsen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Professional Learning ◽  
21St Century ◽  
Veteran Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
21St Century Education ◽  
Use Of Technology ◽  
Teaching Professional Development

Meaningful and authentic use of technology for quality teaching and meaningful learning is an essential component of a 21st century education. Teacher education programs have been slow to transform and adopt programs that are essential for new teachers to be equipped with skills for 21st century teaching. Professional development of veteran teachers faces challenges in format and delivery and teachers are slow to become enculturated in design inquiry learning infusing technology in meaningful ways that embrace digital citizenship to meet the needs of 21st century education. The project described in this chapter offers an innovative approach to professional learning in a partnership approach with teacher education students and veteran teachers to address the challenges faced by both teacher education programs and professional development models.

scholarly journals Nurturing Creativity and Professional Learning for 21st Century Education: ResponsiveDesign and the Cultural Landscapes Collaboratory

2012 ◽  
Vol 6 (1) ◽  
pp. 155-178 ◽  
Author(s):  
Ralph A. Córdova Jr. ◽  
Kristiina Kumpulainen ◽  
Jeff Hudson
Keyword(s):  
Professional Learning ◽  
21St Century ◽  
Cultural Landscapes ◽  
Shared Understanding ◽  
21St Century Education ◽  
Powerful Approach ◽  
Leadership Institute ◽  
Creativity And Innovation ◽  
Theory Of Inquiry

This study examines events within a CoLab1 3RDSpace: Summer Leadership Institute on Creativity & Innovation. The analyses are organized into two telling cases and reveal how participants develop a shared understanding of ResponsiveDesign, CoLab’s theory of inquiry and innovation. Drawing on an interactional ethnographic perspective, the analyses make visible the ways in which concepts of space, language, creativity, and innovation complement one another to form ResponsiveDesign as a powerful approach for educators in any setting to transform their ordinary places into extraordinary spaces for creatively confident learning.

What Is Social Inclusion? Insights From Interventions With Youth Across Migration Systems

2021 ◽  
Vol 8 (2) ◽  
pp. 143-151
Author(s):  
Colette Daiute ◽  
Bengi Sullu ◽  
Tünde Kovács-Cerović
Keyword(s):  
Young People ◽  
Social Welfare ◽  
21St Century ◽  
Power Relations ◽  
Social Inclusion ◽  
Sense Making ◽  
21St Century Education ◽  
Behavioral Assessments ◽  
Supportive Interventions ◽  
Migration Systems

Social inclusion is a goal of 21st-century education and social welfare, yet research with violently displaced youth leaves gaps in its meaning. Social inclusion, a societal aim, lacks the perspectives of youth at its center. Given the pressures and power relations involved in learning how young people think and feel about social injustices and the support they need, developmental researchers must find innovative ways to study youth experiences and intentions in relation to environments, especially environments that threaten young lives. Emerging research highlights how displaced youth, peers along their journeys, and adults guiding supportive interventions make audible the meaning of social inclusion. Policy paradigms would benefit from research on sense-making in interventions rather than from emphasizing behavioral assessments and assimilation to local norms, as implied by social inclusion.

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