A study of a Metaphor: The Opinions of Classroom Teachers Toward the Design of Future Learning Environments by using their 21st Century Means

2016 ◽  
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Classroom Teachers ◽  
Future Learning

Developing 21st-Century Musicianship: Tablet-based Music Production in the General Music Classroom

2021 ◽  
pp. 104837132110344
Author(s):  
Jason Fick ◽  
Chris Bulgren
Keyword(s):  
Music Education ◽  
Learning Environments ◽  
21St Century ◽  
Contemporary Music ◽  
Music Instruction ◽  
Technology Skills ◽  
General Music ◽  
Music Classroom ◽  
Music Production ◽  
Essential Skills

Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.

1995 Presidential Address: What Sociologists are Learning about the Next Generation of Students: Are We Prepared to Teach in the 21st Century?

1996 ◽  
Vol 39 (4) ◽  
pp. 437-446 ◽  
Author(s):  
Jane E. Prather
Keyword(s):  
Learning Environments ◽  
21St Century ◽  
Collective Behavior ◽  
Presidential Address ◽  
Value Added ◽  
School Age Children ◽  
School Age ◽  
Educational Crisis ◽  
Educational Challenges ◽  
University Level

Predicting that by the 21st century the majority of students will not be prepared for university level curricula, this address raises a major challenge to sociologists: what action are we willing to take now to improve the preparation of future students? Smelser's value-added theory of collective behavior provides the framework for examining this educational crisis. Analyses of the learning environments of the very young and school-age children and of the school difficulties of teenagers provide evidence that an educational crisis is imminent. In closing, I suggest actions sociologists can advocate to meet the educational challenges of the next century.

Connecting STEM Rich Learning Environments With Environmental Education

2020 ◽  
pp. 213-232
Author(s):  
Ellen Hamilton-Ford ◽  
Jeffrey D. Herron
Keyword(s):  
Environmental Education ◽  
Young Children ◽  
Learning Environments ◽  
Stem Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Stem Programs ◽  
Science Technology ◽  
Large Complex ◽  
And Mathematics

The objective of this chapter is to provide an overview of research in the convergence of environmental education and science, technology, engineering, and mathematics (E-STEM) education models through a values-based framework for nature. An argument for the interconnectedness of environmental education and STEM programs is presented. A further argument presented that nature-based learning environments engage children in E-STEM. Lastly, an exploration of research suggests how various pedagogical practices incorporate and facilitate the E-STEM paradigm to prepare young children for 21st century workforce that can solve large, complex problems in an information and service-based economy.

Managing Diversity in Schools

2020 ◽  
pp. 195-210
Author(s):  
Ntasiobi Chikezie Nwankwo Igu ◽  
Francisca Ngozi Ogba ◽  
Emeka Nwinyinya
Keyword(s):  
21St Century ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
School Leaders ◽  
Human Mobility ◽  
Educational Institutions ◽  
Individual Student ◽  
Classroom Teachers ◽  
Managing Diversity ◽  
Diverse Culture

The multi-ethnic content of the 21st century population is made most manifest in the classroom settings of educational institutions as the composition of an average classroom is changing due to globalization and human mobility that have brought people of diverse culture together. The diversity content of the classrooms somewhat places enormous responsibilities on the school leaders and classroom teachers to evolve teaching practices and learning experiences that are culturally responsive to the needs of each individual student. This chapter contributes by analyzing the pedagogical principles of recognition and respect as imperative in managing the cultural individuality of learners in the classrooms.

Popular Media and Grade 6-12 Literacy

2021 ◽  
pp. 1-23
Author(s):  
Kelli Bippert
Keyword(s):  
Social Media ◽  
Literature Review ◽  
21St Century ◽  
Popular Media ◽  
National Standards ◽  
Classroom Teachers ◽  
Reading And Writing ◽  
Adolescent Students ◽  
Secondary Classroom ◽  
Adolescent Participation

Adolescents in the 21st century engage with popular media in a variety of ways. Adolescent students' interactions with video games, videos, social media, and other forms of popular media have become a growing topic of study among academics interested in popular media's role in in-school literacies. To complicate matters, secondary classroom teachers continue to grapple with state and national standards that address traditional reading and writing skills. This systematic literature review focuses on what articles from practitioner journals reveal about adolescent participation in popular media, and how media skills are addressed. The analysis provided here is based on a random sample of 35 articles focusing on popular media and in-school literacies.

Using Online Learning Environments With Kindergarten Children During the COVID-19 Emergency

2021 ◽  
pp. 125-143
Author(s):  
Martina Benvenuti ◽  
Augusto Chioccariello ◽  
Sabrina Panesi
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Relationships ◽  
School Children ◽  
Kindergarten Children ◽  
Classroom Teachers ◽  
Trial And Error ◽  
Teacher Interviews ◽  
Teachers And Parents ◽  
Children’S Work

This chapter explores kindergarten children's use of specific online applications such as WhatsApp and YouTube to maintain social relationships between each other and with their classroom teachers during the COVID-19 pandemic lockdown. Using Vygotskian theorisation of learning through interaction with more expert people (teachers and parents) and Leontev's theory of functional organ, this study verifies that children often learned without an expert's presence, using strategies such as trial and error and discussion, and through maintaining social relationships among themselves and with their teachers. Specifically, the study involved two Italian kindergartens (42 children) and six teachers. Analysis of the children's work and of teacher interviews shows that, during the Italian lockdown, the pre-school children used applications as learning environments in the form of functional organs, and this proved useful for carrying on kindergarten activities and for maintaining social relationships.

iPad Usage and Appropriate Applications

2017 ◽  
pp. 185-212
Author(s):  
Julia Bennett ◽  
Fan-Yu Lin
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Mobile Learning ◽  
21St Century ◽  
Mobile Device ◽  
Educational Systems ◽  
Access To Information ◽  
Ubiquitous Access ◽  
K 12 ◽  
Ipad Applications

Mobile learning, learning delivered or accompanied by any handheld or individual device that contributes to increasing knowledge or skills, has continuously become popular in educational systems in the 21st century. Apple's iPad has been a popular mobile device that has been chosen for us in 1-to-1 learning environments. Research suggests that utilizing iPads in educational settings is beneficial due to its affordance, portability, ubiquitous access to information, ability to communicate with other iPad users, and the opportunity it offers to showcase creativity and individuality through various applications. Studies have found value in providing students with their own iPads. This chapter overviews both the benefits and concerns of iPad usage in K-12 classrooms. Furthermore, specific web and iPad applications are discussed. When educators take appropriate steps to create a controlled learning environment, concerns and limitations regarding mobile learning with an iPad can be diminished.

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