scholarly journals Teaching and Learning of 21st Century Learners in Anambra State Secondary Schools: Exploring teacher’s preparation and learning environment

2020 ◽  
Author(s):  
Anekwe, Josephine Uzoamaka
Keyword(s):  
Secondary Schools ◽  
Learning Environment ◽  
21St Century ◽  
Teaching And Learning ◽  
Anambra State ◽  
21St Century Learners

scholarly journals A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

Creativity in Education

2018 ◽  
Author(s):  
Anne Harris ◽  
Leon De Bruin
Keyword(s):  
Preservice Teachers ◽  
21St Century ◽  
Teaching And Learning ◽  
Organizational Structures ◽  
Pedagogical Practices ◽  
Policy Makers ◽  
Global Trends ◽  
Creativity Research ◽  
21St Century Learners

Creativity is an essential aspect of teaching and learning that is influencing worldwide educational policy and teacher practice, and is shaping the possibilities of 21st-century learners. The way creativity is understood, nurtured, and linked with real-world problems for emerging workforces is significantly changing the ways contemporary scholars and educators are now approaching creativity in schools. Creativity discourses commonly attend to creative ability, influence, and assessment along three broad themes: the physical environment, pedagogical practices and learner traits, and the role of partnerships in and beyond the school. This overview of research on creativity education explores recent scholarship examining environments, practices, and organizational structures that both facilitate and impede creativity. Reviewing global trends pertaining to creativity research in this second decade of the 21st century, this article stresses for practicing and preservice teachers, schools, and policy makers the need to educationally innovate within experiential dimensions, priorities, possibilities, and new kinds of partnerships in creativity education.

A Futurist Approach for Open and Distance 21st Century Learners

2018 ◽  
pp. 281-291
Author(s):  
Aysun Güneş ◽  
Harun Bozna
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
21St Century ◽  
Face To Face ◽  
Wearable Technologies ◽  
Meaningful Information ◽  
Open And Distance Learning ◽  
21St Century Learners ◽  
Future Of Education

The future of education is being shaped today. The learners of 21st Century have many options to reach information. Accessing information is not that difficult as that of the past. Today's individuals can readily access meaningful information even from their wearable technologies like smart watches or glasses. A redefinition for education is inevitable in this age of technology and at this point open and distance education is one spearhead compared to face-to-face education. Open and distance learning gives the learners of 21st Century the chance to make use of the technologies of today as well. This chapter aims to draw an outline about the learners of the 21st century, their innate skills, the learning environment they are in and how to benefit from open and distance education in 21st Century.

The Impact of Technology on the Teaching and Learning Process

2018 ◽  
pp. 235-257 ◽  
Author(s):  
Lisa A. Finnegan
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Universal Design For Learning ◽  
Thinking Skills ◽  
Learning Needs ◽  
Use Of Technology ◽  
Design For Learning ◽  
21St Century Learners ◽  
Education Act

The teaching and learning process of traditionally run classrooms will need to change to meet up with the requirements under the reauthorization of the Elementary and Secondary Education Act as the Every Student Succeeds Act (ESSA). Under the ESSA, the infusion of the Universal Design for Learning (UDL) framework into the teaching and learning environment sets the stage so that instruction and assessment support all levels of learners. Along with UDL, ESSA supports the inclusion of technology-rich learning environments to prepare students for 21st century problem-solving and critical thinking skills. Critical to preparing students comes an understanding of who the 21st century learners are. The current teaching and learning process involving the use of technology continues to hold students back as passive observers of content. Merging technology and the UDL framework in the classroom will be an avenue to meeting the learning needs and wants of 21st century students.

scholarly journals Team-Based Ingenuity Supporting 21st Century Learners

2012 ◽  
Vol 4 (4) ◽  
pp. 149-164
Author(s):  
Sarah Hutton ◽  
Robert Davis ◽  
Carol Will
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Holistic Approach ◽  
Learning Goals ◽  
Learning Commons ◽  
21St Century Learners ◽  
University Climate ◽  
University Of Massachusetts ◽  
The University

Supporting the active learning process of the 21st century student is one of the main goals of the Learning Commons at the University of Massachusetts Amherst. Building and maintaining effective student learning spaces and academic services requires proactive assessment of University climate, pedagogical direction, and curriculum development. Increasingly instructors are using active, group, and participatory teaching methods and are offering students opportunities to opt in to more creative assignments requiring the use of advanced technologies in support of multimedia projects. The UMass Libraries aim to anticipate the needs of instructors and students by tailoring student spaces to support teaching and learning goals. Collaboration with campus partners is essential in providing a holistic approach to meeting student need; the Office of Information Technologies (OIT) is one of the strongest partners in this collaboration, helping to form the teams that work to research, implement, and assess new academic projects.

scholarly journals Conceptualisation of Ubuntugogy as a Decolonial Pedagogy in Africa

2021 ◽  
Vol 4 (2) ◽  
pp. 95-104
Author(s):  
Bunmi Isaiah Omodan ◽  
Nolutho Diko
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Teaching And Learning ◽  
School Systems ◽  
The World ◽  
Conceptual Paper ◽  
Decolonial Pedagogy

The concept of ubuntugogy appears as an ordinary grammatical prowess to some, while it also remains unknown to many. This conceptual paper attempts to conceptualise ubuntugogy, not only as indigenous teaching and learning but also as a decolonial pedagogy with liberating potentials. An assumption exists that today’s pedagogical process in Africa is still laced with subjectivism, and it fails to challenge the Eurocentric hegemony that lies within school systems.  The failure to address Eurocentrism explicitly leads to the need for ubuntugogy. Ubuntugogy, therefore, needs to be unpacked for better understanding. That is, this study is not to challenge the hegemony of westernised classrooms and their pedagogical process in Africa but to conceptualise the hidden potential of ubuntugogy to fill out the limited literature of the concept in the world of academics. Hence, the study provides answers to questions such as; what is ubuntugogy? What is the epistemology of ubuntugogy? What are the transformative tendencies of ubuntugogy, and how does ubuntugogy relevant in 21st Century classrooms? The study concluded that the idea of ubuntugogy is to create a learning environment where everyone feels empowered, encouraged and free from the burdens of Eurocentric and Americentric imposition with an open tendency of knowing and being human. 

scholarly journals Gamification and Game-Based Learning: Two Strategies for the 21st Century Learner

2016 ◽  
Vol 3 (2) ◽  
pp. 507 ◽  
Author(s):  
Jorge F. Figueroa-Flores
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Game Design ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Game Based Learning ◽  
Student Profile ◽  
Emergent Technologies ◽  
21St Century Learners ◽  
Clear Description

<p>The use of emergent technologies in education has evolved tremendously since the 21st century. For<br />plenty of educators this has become a challenging task, most of all when 21st century learners fill the<br />classrooms. But these digital natives differ tremendously from those who started the millennium. These<br />students want to be challenged, engaged and motivated through a learning process, which connects<br />them to a different learning experience. This has become a challenging task for educators due to the<br />student profile and characteristics. Although to achieve the learning outcomes necessary for the 21st<br />century, educators are adapting approaches suited for these learners, involving game theory, video<br />games, and gamifying instruction. Two of these approaches are Gamification and Game-Based<br />Learning (GBL). These two approaches have been widely used based on the theoretical approach<br />towards game design and the opportunity they bring for the learner to be engaged and motivated<br />throughout instruction. The following article provides a clear overview of both strategies, and how<br />motivation is integrated with both. In addition it provides a clear description on planning effective<br />instruction using aligned learning objectives, research and educational implications, and resources for<br />the teaching and learning process using these approaches and strategies.</p>

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