scholarly journals Integrating Blended Learning in Middle School ELA Classrooms to Support Diverse Learners

2020 ◽  
Vol 5 (1) ◽  
pp. 44-51
Author(s):  
Joseph John Morgan ◽  
Tracy Spies
Keyword(s):  
Middle School ◽  
Blended Learning ◽  
21St Century ◽  
English Learners ◽  
School Leaders ◽  
Diverse Learners ◽  
21St Century Learning ◽  
Lessons Learned ◽  
Learning Skills ◽  
21St Century Learning Skills

The current focus of education is on preparing diverse student populations for college and career readiness. One critical aspect of this preparation is the development of 21st-century learning skills that integrate technology to support students in becoming active members of a globalized society. According to theNational Assessment of Educational Progress, however, English learners (ELs) and students with disabilities(SWDs) are underprepared to use technology to enhance their learning. Therefore, it is important for schools to find ways to integrate critical technology skills with academic instruction in the education of cognitively and linguistically diverse learners. School leaders are essential to the establishment of this instruction. This paper provides lessons learned from a professional development project focused on training middle school English language arts teachers in the integration of blended learning activities to support these diverse learners. These lessons, with supporting data, are discussed along with implications and recommendations for school leaders focused on providing access to critical 21st-century learning skills.

scholarly journals Development of Blended Learning Management to Improve 21st Century Learning Skills of Students in Computer and Educational Technology Program at Nakhon Sawan Rajabhat University

2019 ◽  
Vol 9 (1) ◽  
pp. 551-553
Keyword(s):  
Blended Learning ◽  
21St Century ◽  
Management Plan ◽  
21St Century Learning ◽  
Computer Education ◽  
Learning Skills ◽  
Teaching Management ◽  
Learning Skill ◽  
Computer Course ◽  
21St Century Learning Skills

The objectives of this research are to enhance the capability of blended learning model used in Methodology in Teaching Computer course to develop 21st century learning skills, to compare students’ 21st Century learning skill score before and after attending the course, which was for third-year students in Computer Education Department, and to study the students’ level of satisfaction in the blended learning course. The Addie Model was used in this research. In this study, 30 third-year Computer Education students in the first semester of the academic year 2019 were selected as samples using the purposive sampling method. The tools used in this research were teaching management plan stating models and methods for managing science learning areas, 21st Century learning skill assessment for students and satisfaction survey for students attending the blended learning course. The statistical tools used were average, standard deviation and t-Test. The research of this result revealed that blended learning process consist of three stages, which were 1) introduction 2) teaching and 3) conclusion. The result of expert evaluation showed that the teaching management plan which employed blended learning approach was highly suitable (𝒙̅= 4.70). After attending the Methodology in Teaching Computer course which employed blended learning, the students’ 21st Century learning skills improved significantly at the 0.05 level. The students’ satisfaction in the blended learning activities was high.

scholarly journals Early Childhood Degree Students as Digital Software Designers Based on 21st-Century Learning Skills

2020 ◽  
Vol 1529 ◽  
pp. 042047
Author(s):  
Rosmah Abd Ghani ◽  
Hazlina Awang Lah ◽  
Roshidah Mat ◽  
Mohd Nazri Abdul Rahman ◽  
Ismail Sulaiman ◽  
...  
Keyword(s):  
Early Childhood ◽  
21St Century ◽  
21St Century Learning ◽  
Learning Skills ◽  
Software Designers ◽  
21St Century Learning Skills

scholarly journals Comparing project-based learning and problem-based learning to foster 21st-century learning skills in agricultural seaweed product

2021 ◽  
Vol 16 (3) ◽  
pp. 1217-1230
Author(s):  
Muhammad Rais ◽  
Muhammad Yahya ◽  
Jamaluddin Jamaluddin ◽  
Purnamawati Purnamawati
Keyword(s):  
Learning Strategies ◽  
21St Century ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
21St Century Learning ◽  
Project Based Learning ◽  
Product Diversification ◽  
Research Subjects ◽  
Learning Skills ◽  
21St Century Learning Skills

This study examined the effect of 1) learning strategy [project-based learning (PjBL) and problem-based learning (PBL)] on the ability of seaweed product diversification; 2) 21st-century learning skills [critical thinking, communication, collaboration and creativity (4Cs)] on the ability of seaweed product diversification; and 3) the interaction between PjBL, PBL and 4Cs on the ability of seaweed product diversification. This study was a quasi-experiment with a 2 × 4 factorial design, namely two learning strategies (PjBL and PBL) × four types of 21st-century learning skills. The research subjects were college students of a public university (n = 70). Data were analysed using the two-way analysis of variance. The results indicated that (1) there were significant differences in students’ ability to diversify seaweed between groups which were taught with PjBL and the one with PBL, (2) there were differences in the ability of students’ to diversify seaweed between the ones in the groups with different 21st-century learning skills and (3) there was an interaction between learning strategies and 21st-century learning skills towards the ability to diversify seaweed products. This study indicates that the implementation of PjBL brings a better effect compared to the implementation of PBL in fostering 21st-century learning skill.   Keywords: Project-based learning; problem-based learning; 21st-century learning skills.

scholarly journals The Hypothetic Model of Integrated Production-Based Learning with the 21st Century Learning Skills in Mechanical Engineering

2019 ◽  
Vol 25 (1) ◽  
pp. 97-102
Author(s):  
Heri Yudiono ◽  
Pramono Pramono ◽  
Basyirun Basyirun
Keyword(s):  
Vocational Education ◽  
21St Century ◽  
Mechanical Engineering ◽  
Learning Experience ◽  
Group Discussion ◽  
Learning Model ◽  
21St Century Learning ◽  
Learning Skills ◽  
21St Century Learning Skills ◽  
Curriculum Specialists

Vocational education building and development must consider the needs of the industry and the demands of 21st-century skills graduates. For these two requirements, it is necessary to innovate the learning model to improve the students’ learning experience and graduates’ performance. This study aims to develop a production-based learning model that is integrated with 21st-century learning skills to improve skills in mechanical engineering. The study employed focus group discussion and experts’ judgment. This study involved the mechanical engineering lecturers, the head of laboratory at the mechanical engineering department, the head of the department of mechanical engineering, the head of mechanical engineering vocational education, the head of the mechanical laboratory at the vocational schools, mechanical engineering teachers, vocational technology education experts, and curriculum specialists. The results show that the utility, feasibility, propriety, and accuracy of the production-based learning model integrated with 21st-century learning skills met the expected criteria and could be used to improve mechanical engineering skills.

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