scholarly journals Engaging 21st Century Learners and Differentiating Instruction with Technology

2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Candace Figg ◽  
Kamini Jaipal Jamani
Keyword(s):  
Student Learning ◽  
Differentiated Instruction ◽  
21St Century ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Differentiating Instruction ◽  
Technology Tools ◽  
21St Century Learners ◽  
New Strategies

Engagement is the key to student learning. Using activities that are relevant and differentiated for 21st century students includes using activities that incorporate technology tools that are a part of their everyday digital lives. The integration of digital technologies into teaching practices requires teachers to acquire new strategies and activities for differentiating instruction for 21st century learners. This paper highlights how technology can be used for differentiated instruction, and it describes six specific technologically-enhanced activities that are appropriate authentic uses of technology for differentiating instruction.

Beyond Retreat and Rebellion

2020 ◽  
pp. 227-243
Author(s):  
Stacey D. Loyless ◽  
Erin C. Shaw
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Technology Integration ◽  
Student Engagement ◽  
Student Learning ◽  
21St Century ◽  
Full Understanding ◽  
Educational Transformation ◽  
21St Century Learners ◽  
K 12

This chapter reviews the literature to build a representation of what needs to occur for educational transformation to occur to meet the student engagement needs of 21st century learners. Effective technology integration is one of the focuses of the chapter as is a need to design professional development to provide a framework to meet technological, pedagogical, and content knowledge (TPACK) to truly affect student learning. It represents a full understanding of how to teach with technology- especially how to teach concepts in a way that enhances student learning experiences. The authors of this chapter introduce the rationale for a need to focus on instructional design of technology integration to enhance student engagement. The premise is to use technology to drive K-12 educator professional development which will build a capacity for instructional experiences to improve student dispositions.

Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Teaching And Learning ◽  
Non Governmental Organizations ◽  
Information And Communication ◽  
Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

Empowering professionalism in mission-oriented innovation

2021 ◽  
Author(s):  
Markus M Bugge ◽  
Fazilat Siddiq
Keyword(s):  
Digital Literacy ◽  
Primary Schools ◽  
Teaching Practices ◽  
Digital Technologies ◽  
Successful Implementation ◽  
Supply Side ◽  
Innovative Teaching ◽  
Teaching Tools

Abstract In the literature on mission-oriented innovation supply side and tech-oriented approaches have been complemented by broader and more inclusive societal approaches. Here, it is highlighted that both directionality and broad anchoring of diverse stakeholders across private, public, and civic domains are key to successful implementation. Still, it is unclear how these dimensions relate and unfold in practice. Using digital literacy in education as an example of mission-oriented innovation, this paper investigates what prerequisites and capabilities are needed to envision and govern such processes. Based upon a case study of innovative teaching practices in twenty-five classes at ten primary schools in Norway, the paper finds that the motivation, dedication, and engagement of the teachers is not primarily related to the digital technologies themselves, but to the professional and pedagogical anchoring of the digital teaching tools. The mobilization of the professionalism of the teachers is enabled by a process of balanced empowerment.

TECHNOLOGICAL TRANSFORMATION AND DIGITALIZATION OF HOTEL BUSINESS: OPPORTUNITIES AND PERSPECTIVES

2020 ◽  
Author(s):  
Iliya Ivanov ◽  
Keyword(s):  
21St Century ◽  
Hotel Industry ◽  
Digital Technologies ◽  
Digital Transformation ◽  
Technological Transformation ◽  
The World ◽  
Business Opportunities ◽  
Digital Generation ◽  
Scientific Report ◽  
The Way

At the advent of the 21st century, digital technologies have changed the way that hotel industry brings value to tourists around the world. The aim of this scientific report is to present the opportunities and perspectives for hotel business for digital transformation, as a crucial instrument for the growth of the industry and for meeting the needs of the new digital generation of consumers. With its potential, digital transformation is reshaping the industry, giving strategic advantages to companies focused on digital transformation of the business.

scholarly journals Supplemental Instruction. Volume 2: Student Learning Processes

2021 ◽  
Keyword(s):  
Student Learning ◽  
Supplemental Instruction ◽  
Digital Technologies ◽  
Learning Processes ◽  
Learning Activities ◽  
Study Quality ◽  
Advanced Students ◽  
New Students ◽  
Quality In Higher Education ◽  
Support Students

Supplemental Instruction is a program designed to support students in their learning process. The program consists of advanced students supervising new students, where the purpose is to improve students’ performance and reduce the risk of interruption of studies. Supplemental Instruction was established almost 50 years ago and is used today in universities around the world. This book is about student learning processes and Supplemental Instruction, which includes everything from learning activities in SI to developing guidance skills of leaders and more. The book also deals with a comparison of Supplemental Instruction with other group-oriented learning activities, and practical aspects of the programme. The book is aimed at anyone who is concerned about study quality in higher education. The contributors are researchers and lecturers at various universities from several countries. The book is part of a trilogy on Supplemental Instruction, where the themes for the other books are “Digital Technologies” and “Organisation and Leadership”. The editors of the trilogy are Abbas Strømmen-Bakhtiar, Roger Helde and Elisabeth Suzen, all three Associate Professors at Nord University, Norway.

scholarly journals Positive Youth Development in the 21st Century: Exploring Online Environments

2013 ◽  
Vol 8 (1) ◽  
pp. 16-26
Author(s):  
Mark Light ◽  
Jessica Falkenthal
Keyword(s):  
Young People ◽  
Youth Development ◽  
Positive Youth Development ◽  
21St Century ◽  
Target Audience ◽  
Youth Organizations ◽  
Mobile Media ◽  
Target Populations ◽  
Online Environments ◽  
New Strategies

The manner that young people and adults are communicating with each other is rapidly changing in society that is, in part, driven by the latest technology. As a youth-driven program, we must engage in new strategies and methods by which we communicate with youth members, volunteers, families, and the community at large. Social and mobile media are a growing and popular venue for much of our target audience and youth development practitioners must learn how to leverage these networks to create positive youth development in online environments. If we ignore and don’t engage in the opportunity to be connected to youth online, then youth are left to make their own paths online and set the online norms. As youth organizations, we also must seize the opportunity to be online mentors and use the resources that are available and being used by our target populations.

scholarly journals Teachers beliefs and technology use in kindergarten and elementary classrooms

2015 ◽  
Vol 7 (3) ◽  
pp. 149 ◽  
Author(s):  
Majedah Fawzi Abu Al Rub
Keyword(s):  
Educational Technology ◽  
Elementary Teachers ◽  
Elementary Students ◽  
Student Learning ◽  
Technology Use ◽  
Elementary Classrooms ◽  
Distinct Difference ◽  
Advance Student ◽  
Technology Tools ◽  
Teachers Beliefs

With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms.Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants. Keywords: teachers’ beliefs, technology use, kindergarten and elementary students

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