Using Drama to Develop Communication Skills in the 21st Century Classroom

The convergence of computing, communications, and traditional educational technologies enables us to discuss, plan, create, and implement fundamentally unique strategies for providing access to people and information. The scientific process is used as an approach to teaching-learning through discovery. Over the last several years, SUNY Plattsburgh, like many universities across the world, has created a technology environment on campus which provides ubiquitous access to both on- and off-campus information resources for faculty and students. The article describes the development of a teaching-learning module in biology which makes creative use of the Internet and other communications and computing media. This example is placed in the context of strategies which must be employed—both locally and globally—in order to realize the authors' vision of the 21st century classroom-scholarship environment.

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Alternative Assessment: Analytical Rubric in Assessing Multimedia Communication Skills in 21st Century Landscape

MIER Journal of Educational Studies Trends and Practices ◽

10.52634/mier/2014/v4/i1/1484 ◽

2021 ◽

pp. 66-75

Author(s):

Azizi Alias ◽

Kamisah Osman

Keyword(s):

Science Teachers ◽

Communication Skills ◽

21St Century ◽

Student Outcomes ◽

Alternative Assessment ◽

Multimedia Communication ◽

Validity And Reliability ◽

Intra Class Correlation ◽

Absolute Agreement ◽

Science Activities

The purpose of this study is to build an analytical rubric for Alternative Assessment for science activities in order to facilitate teachers in assessing multimedia communication skills by inculcating 21st Century Skills. The study attempts to answer a key question i.e. whether the analytical rubric for Alternative Assessment is appropriate to assess multimedia communication skills in science activities in school? The research was conducted by taking into account the advice of 11 experts in science education and five science teachers as assessors to evaluate the reliability of analytical rubric for multimedia communication skills in school. Three round Delphi technique was used to validate the analytical rubric and inter-rater reliability Intra-Class Correlation-ICC was computed to measure the reliability of the rubric. The study found that the rubric has a high validity of 82.0% and high absolute agreement for multimedia communication rubric (ICC = 0.90). Therefore the multimedia communication skill rubric can be adopted and implemented in schools. The study also found that there are a number of issues and constraints in the implementation of alternative assessment, but the construction of the rubric is a shift in assessing student outcomes that are emerging according to the global environment. However, further research on the validity and reliability of the rubric is necessary.

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The Relationship between Students’ Involvement in 21st Century Classroom Learning Activities and Higher Order Thinking Skills (Hubungan antara Keterlibatan Pelajar dalam Aktiviti Pembelajaran Abad ke-21 dan Kemahiran Berfikir Aras Tinggi)

Jurnal Pendidikan Malaysia ◽

10.17576/jpen-2019-44.01-07 ◽

2019 ◽

Vol 44 (01) ◽

Keyword(s):

21St Century ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Learning Activities ◽

Classroom Learning ◽

Higher Order Thinking Skills ◽

21St Century Classroom ◽

The Relationship

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The evolution of intercultural communicative competence: Conceptualisations, critiques and consequences for 21st century classroom practice

Intercultural Communication Education ◽

10.29140/ice.v3n2.264 ◽

2020 ◽

Vol 3 (2) ◽

pp. 55-74

Author(s):

Hild Elisabeth Hoff

Keyword(s):

21St Century ◽

Classroom Practice ◽

Communicative Competence ◽

Intercultural Communicative Competence ◽

21St Century Classroom

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Student-Driven Learning Strategies for the 21st Century Classroom

The Wabash Center Journal on Teaching ◽

10.31046/wabashcenter.v2i1.2849 ◽

2021 ◽

Vol 2 (1) ◽

Author(s):

S. Brian Stratton

Keyword(s):

Learning Strategies ◽

21St Century ◽

21St Century Classroom

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REFLECTIONS OF CREATIVITY IN THE 21ST CENTURY CLASSROOM

Near East University Online Journal of Education ◽

10.32955/neuje.v4i1.290 ◽

2021 ◽

Vol 4 (1) ◽

pp. 100-108

Author(s):

Mutlu Soykurt

Keyword(s):

Effective Teaching ◽

21St Century ◽

Teaching Strategies ◽

21St Century Skills ◽

Thinking Skills ◽

Innovative Teaching ◽

Effective Learning ◽

21St Century Classroom ◽

The Way

Creativity has long been on the agenda of those innovative and inspirational teachers who have devoted themselves to doing their jobs more effectively. 21st century teachers are required to fit their skills, abilities and thinking skills into the latest improvements and changes in effective learning pedagogies and look for ways not only to make necessary adaptations in their curriculum, but also go beyond to stimulate learners to develop certain thinking skills to learn. This study mainly puts emphasis on innovative teaching strategies and some out-of-the-box ideas about the way teachers should convert their ideas to be effective in class to shed a new light on effective teaching. Keywords: creativity, EFL classes, creative activities, 21st century skills

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8Competence-Based Knowledge Space Theory: Options for the 21st Century Classroom

Measuring and Visualizing Learning in the Information-Rich Classroom ◽

10.4324/9781315777979-15 ◽

2015 ◽

pp. 125-136

Keyword(s):

21St Century ◽

Space Theory ◽

Knowledge Space ◽

Knowledge Space Theory ◽

21St Century Classroom

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Linguistic and Cultural Skills for Communication in Global Workplaces of the 21st Century

Cross-Cultural Interaction ◽

10.4018/978-1-4666-4979-8.ch047 ◽

2014 ◽

pp. 832-848 ◽

Cited By ~ 1

Author(s):

Carmela Briguglio

Keyword(s):

Intercultural Communication ◽

Communication Skills ◽

21St Century ◽

Multinational Companies ◽

It Professionals ◽

Dimensional Model ◽

Global Language ◽

Cultural Skills ◽

Undergraduate Class

This chapter examines issues in intercultural communication in regard to the use of English as a global language in the workplace of the 21st century. The findings that emerged from data gathered in two multinational companies inform discussion about the sort of communication skills that workers will require in the global workplace. A case study with an Australian undergraduate class served to examine whether the skills identified in multinational workplaces are, in fact, being developed in graduates. Based on all the above, the author has developed a four dimensional model comprising the intercultural communication skills that future graduates, including engineers and IT professionals, will require for global workplaces. Some strategies that will facilitate the development of such skills are also discussed.

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Fostering Collaboration and Digital Literacy with Mobile Technology

Transforming K-12 Classrooms with Digital Technology - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-4666-4538-7.ch003 ◽

2014 ◽

pp. 43-57 ◽

Cited By ~ 3

Author(s):

Michael S. Mills

Keyword(s):

Mobile Technology ◽

21St Century ◽

Digital Literacy ◽

Literacy Practices ◽

Learning Experience ◽

Traditional Classroom ◽

Multimodal Literacy ◽

21St Century Classroom ◽

Cognitive Benefits ◽

Collaborative Activities

Multimodal literacies are an essential construct of the 21st century classroom, and mobile technology will serve to facilitate the collaborative creation of multimodal digital content. The mission of this chapter is to highlight the potential of mobile technology as a means for enabling collaborative activities and fostering effective communication. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. The proliferation of mobile computing devices to a near-ubiquitous level has amplified this shift and compels educators to seek ways to harness the power of these devices to break down the barriers of the traditional classroom in an effort to make way for a more collaborative, reflective learning experience. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter provides a rationale for and subsequently sketches a practical approach for fostering collaborative, multimodal literacy practices through mobile technology.

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Multicultural Orientations for 21st Century Global Leadership

Multicultural Instructional Design ◽

10.4018/978-1-5225-9279-2.ch001 ◽

2020 ◽

pp. 1-24

Author(s):

Sulaiman Olusegun Atiku ◽

Ziska Fields

Keyword(s):

Literature Review ◽

Multiple Intelligences ◽

Communication Skills ◽

21St Century ◽

Global Economy ◽

Strategic Thinking ◽

Global Leadership ◽

Self Awareness ◽

International Assignments ◽

Vertical Development

Multicultural orientation is an important focus area in developing managers for international assignments. This chapter extends the frontier of knowledge on the benefits of developing multicultural orientations in line with business and stakeholders' needs in the global economy. A brief literature review was conducted on multicultural orientations and global leadership effectiveness in the 21st century. It was found that multicultural learning experiences and communication skills, deep self-awareness, multiple intelligences and sensitivity to cultural diversity, humility, cautious honesty, global strategic thinking and good negotiating skills are necessary in the 21st century. The managerial relevance of this chapter centres on further research and development of global psychological capital, vertical development of bigger minds and multiple intelligences to navigate in the midst of volatilities, uncertainties, complexities and ambiguities in the 21st century.

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