scholarly journals A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

2021 ◽  
pp. 0013189X2110579
Author(s):  
Yasmin B. Kafai ◽  
Chris Proctor
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
Creative Expression ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Computing Education ◽  
The Past ◽  
College And Career ◽  
The World ◽  
K 12

Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.

We need a systemic approach to career pathways

2019 ◽  
Vol 101 (4) ◽  
pp. 38-42
Author(s):  
Stephen F. Hamilton
Keyword(s):  
Dual Enrollment ◽  
Career Pathways ◽  
School To Work ◽  
Career Readiness ◽  
College And Career Readiness ◽  
The Past ◽  
College And Career ◽  
The Face ◽  
Energy Dissipated ◽  
Current Movement

Current career pathways initiatives recapitulate in many ways both the issues motivating the school-to-work movement of the 1980s and 1990s and its recommended solutions, notably more work-based learning, especially apprenticeship. But that movement’s energy dissipated in the face of college for all. Nonetheless, some of its achievements and many of its advocates persisted. Stephen Hamilton explains what the current movement can learn from the past while embracing some contemporary developments, including the goal of college and career readiness, the practice of dual enrollment, and reduced reliance on federal leadership.

scholarly journals The Rural RISE (Rural Initiatives Supporting Excellence)

2020 ◽  
Vol 41 (1) ◽  
pp. 27-39
Author(s):  
Matthew A. Ohlson ◽  
Shane C. Shope ◽  
Jerry D. Johnson
Keyword(s):  
Relevant Literature ◽  
School Personnel ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Outreach Programs ◽  
College And Career ◽  
Local Stakeholders ◽  
High School To College ◽  
K 12

Faculty from two universities in Florida and Ohio designed, developed and implemented programs to work with youth from their respective service regions to support college and career readiness initiatives. Both programs were directed by university faculty and utilized university resources to support K-12 students’ career development skills. In this paper, we examine the programs’ design, implementation, and results, including feedback from students, school personnel and local stakeholders. Attentive to results and the relevant literature, we hope to ignite a long-term discussion on how universities can create effective outreach programs that help support transitions from high school to college or directly into a career. 

Fostering Development of 21st Century Competencies and Global Citizenship through Constructivist-Based and Learning-Style Responsive Pedagogy

2016 ◽  
pp. 403-430
Author(s):  
Jennifer Lauria
Keyword(s):  
Learning Style ◽  
21St Century ◽  
Global Citizenship ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Successful Implementation ◽  
Children And Families ◽  
Practical Applications ◽  
College And Career ◽  
Responsive Pedagogy

The purpose of this chapter is to provide practical applications for successful implementation of constructivist-based and learning-style responsive pedagogy that supports the development of 21st century competencies needed for college and career readiness leading toward global citizenship. In alignment with the objectives of this book, the content of this chapter will support the book's mission of helping educators “use what they glean to support children and families toward becoming successful in our global society”.

Morfosis Educational Philosophy

2016 ◽  
pp. 104-114
Author(s):  
Stefanos P. Gialamas ◽  
Peggy Pelonis ◽  
Abour H. Cherif
Keyword(s):  
21St Century ◽  
Educational Philosophy ◽  
Academic Institution ◽  
The Past ◽  
Socially Constructed ◽  
The World ◽  
Creative Problem ◽  
Problem Solvers ◽  
K 12 ◽  
Central Belief

Early in the 21st Century it became obvious that the world has developed in multiple and complex directions which resulted in the pressing demand of a different type of citizen. Many of the previously well-established principles and values are under examination, and oftentimes are explicitly challenged. Any K-12 academic institution that holds as a central belief that knowledge is individually and socially constructed by learners who are active observers of the world, active questioners, agile problem posers and critical and creative problem solvers, must design, implement and promote an educational philosophy that mirrors the needs described above. This chapter discusses a new educational philosophy (Morfosis) that has been adopted by ACS Athens over the past decade. Morfosis is defined within the 21st Century framework, as a holistic, meaningful, and harmonious educational experience, guided by ethos. The chapter also advances the concept of successful vs. significant institutions, and shares recommendations on how to establish a culture that promotes and establishes the latter.

College and Career Readiness: A Literature Synthesis

2021 ◽  
pp. 002205742110022
Author(s):  
Susan Green ◽  
Anna Sanczyk ◽  
Candace Chambers ◽  
Maryann Mraz ◽  
Drew Polly
Keyword(s):  
Educational Leaders ◽  
State Standards ◽  
Career Readiness ◽  
College And Career Readiness ◽  
College And Career ◽  
Perceptions Of Students ◽  
Literature Synthesis ◽  
The Common ◽  
K 12 ◽  
College And Career Ready

A continuing priority in education has focused on preparing students for postacademic success. The adoption of the Common Core State Standards Initiative prompted educational leaders to focus on preparing students to be “college and career ready.” Definitions, perceptions, and efforts to improve college and career readiness vary widely. This article will present an overview of each of these topics, define college and career readiness, discuss various perceptions of students’ college and career readiness, and describe K–12, college, community, and state efforts to improve college and career readiness overcomes for students. Finally, implications for future efforts are provided.

scholarly journals Improving College And Career Readiness Through Challenge-Based Learning

2013 ◽  
Vol 6 (2) ◽  
pp. 181 ◽  
Author(s):  
Carl Shuptrine
Keyword(s):  
High School Students ◽  
21St Century ◽  
21St Century Skills ◽  
Project Based Learning ◽  
Faculty Members ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
College And Career ◽  
Challenge Based Learning

High school students in an Advanced Video class addressed the challenge of increasing community awareness. Students followed a challenge-based learning model developing guiding questions and activities to determine solutions for implementation. Literature supported the use of project-based learning that fostered partnerships outside of the classroom to develop 21st century skills. Students utilized multiple technologies to collaborate, plan, and produce advertising in a variety of mediums. During Phase 2, each team created videos documenting their entire process. Videos were presented to a group of random students and faculty members for critical review. Data were collected through pre and post surveys, observations, and student interviews. Data showed students found the process difficult but beneficial to developing 21st century skills.

Fostering Development of 21st Century Competencies and Global Citizenship through Constructivist-Based and Learning-Style Responsive Pedagogy

2016 ◽  
pp. 1951-1979
Author(s):  
Jennifer Lauria
Keyword(s):  
Learning Style ◽  
21St Century ◽  
Global Citizenship ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Successful Implementation ◽  
Children And Families ◽  
Practical Applications ◽  
College And Career ◽  
Responsive Pedagogy

The purpose of this chapter is to provide practical applications for successful implementation of constructivist-based and learning-style responsive pedagogy that supports the development of 21st century competencies needed for college and career readiness leading toward global citizenship. In alignment with the objectives of this book, the content of this chapter will support the book's mission of helping educators “use what they glean to support children and families toward becoming successful in our global society”.

Tech-Savvy Is the New Street Smart

2019 ◽  
pp. 280-299
Author(s):  
Beatriz Arnillas
Keyword(s):  
Blended Learning ◽  
Low Income ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Digital Citizenship ◽  
Educational Organizations ◽  
Low Income Students ◽  
College And Career ◽  
The Usa ◽  
K 12

In response to technology developments during the first decade of the century, K-12 schools in the USA began to design and develop a variety of blended learning initiatives. The hope was that technology could better address the challenges related to college and career readiness in a rapidly evolving world, and to close the performance gaps between low-income students and their more privileged peers. By 2012, large urban districts began to implement one-to-one device-to-student environments at scale. Districts and educational organizations alike became concerned with the balance between legislation to restrict uses of technology and data to inform learning and the need for digital citizenship competencies for educators and students alike. This chapter reviews recent efforts and resistance against excessive legislation which could create unintended results, including fewer opportunities for underprivileged groups, and to advocate in favor of the systemic inclusion of digital citizenship imbedded in already existing curriculum.

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