Preparing Beginning Teachers to Use Instructional Technology Effectively

2013 ◽  
pp. 85-99
Author(s):  
Nanette I. Marcum-Dietrich ◽  
Oliver Dreon
Keyword(s):  
Instructional Technology ◽  
Beginning Teachers ◽  
21St Century ◽  
Future Teachers ◽  
Course Content ◽  
21St Century Classroom ◽  
Technology Course

In this case study, two education professors examine how an instructional technology course founded historically in an industrial model of teaching evolved to reflect and model the pedagogy needed in a 21st century classroom. Critical in this evolution is the development of course content and structure that allowed their students (all future teachers) to identify problems and collaboratively create solutions. With this new focus, the role of the students changed from being passive actors in an instructor-designed space and evolved into one where students were actively engaged in creating their understanding through their participation.

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

scholarly journals Mujeres, sociedad y arte. Proyecto colaborativo

2020 ◽  
Vol 38 (3 Nov-Feb) ◽  
pp. 275-294
Author(s):  
Carmen Franco Vázquez
Keyword(s):  
Mass Media ◽  
21St Century ◽  
Future Teachers ◽  
Collaborative Action ◽  
Women's Identity ◽  
False Image ◽  
Gender Perspectives ◽  
Role Of Women ◽  
Futuros Maestros

Este trabajo narra la realización de un libro colectivo sobre perspectiva de género. En el mundo actual, la imagen de la mujer en los medios resulta muy manipulada, contribuyendo a difundir una imagen interesada y falsa de la mujer. Los futuros maestros deben ser sensibles a esta situación para que no se conviertan en consumidores pasivos. Con el proyecto se les dotó de mecanismos de crítica para contrarrestar una situación inadmisible en el S. XXI. Queremos conseguir que los alumnos reflexionen críticamente sobre el papel de la mujer en la sociedad mediante la acción colaborativa, descrita en el texto. La capacidad del Arte para generar imágenes que provoquen emociones nos permite alcanzar nuestros objetivos. This paper reports the production of a group book about gender perspectives. Nowadays, the image of women in mass-media tends to be manipulated and this contributes to the dissemination of a misleading and false image of women’s identity. Future teachers should be especially conscious of this situation so that they do not become passive consumers of publicity. This project aims to offer students mechanisms for criticism and reflection to counteract a situation which in the 21st century should be simply unacceptable. Our goal is that our students reflect critically about the role of women in society by means of a collaborative action which this article explains in detail. The capacity of Art to provide images that elicit emotions allows us to reach our aims.

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 77
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

The Need for Promoting and Developing Cultural Competency in Future Teachers

2017 ◽  
pp. 148-167
Author(s):  
Jennifer Laffier ◽  
Diana Petrarca ◽  
Janette M. Hughes
Keyword(s):  
Beginning Teachers ◽  
Cultural Competency ◽  
Future Teachers ◽  
Mental Health In Schools ◽  
Teaching Learning ◽  
Changing Demographics ◽  
Different Cultures ◽  
Equity And Inclusion ◽  
Pre Service Teacher

This chapter discusses the importance of promoting and developing cultural competency in future teachers. As many countries face changing demographics and student populations in schools it is essential that future teachers understand and respect different cultures, especially the role of equity and inclusion in supporting student success. The chapter provides a review of cultural competency, why teachers today need to have cultural competency, and ways in which this competency can be developed for beginning teachers. Methods of promoting and developing cultural competency for pre-service teachers are highlighted based on the experiences from a four-semester pre-service teacher program in Ontario, Canada. The ways in which cultural competency is addressed in different courses such as Digital Literacies, Human development, Mental health in Schools, and the “Foundations” series of courses (fundamentals of teaching, learning, planning and assessment) are presented. Recommendations for teacher preparation and professional development are provided.

The Role of Minecraft Build Challenges in Esports

2021 ◽  
pp. 85-102
Author(s):  
Steven R. Isaacs ◽  
Erik Leitner ◽  
Laylah Bulman ◽  
Rick Marlatt ◽  
Miles M. Harvey
Keyword(s):  
School District ◽  
21St Century ◽  
21St Century Skills ◽  
National Council ◽  
Pedagogical Strategy ◽  
The World ◽  
Early Phases

In this case study, a team of educators explored the power of Minecraft Education so that students could advance their learning in core academic subjects. This study examined what happened when students utilized Minecraft Education challenges and scholastic esports in a classroom, across a school district, and around the world. The authors share a variety of challenges that demonstrate the power of Minecraft esports as a powerful pedagogical strategy for engaging students and building an interest in STEM-based initiatives that align with the National Council of Teachers of English and the Partnership for 21st Century Skills. As Steve, Erik, and Laylah worked to create challenges for students to compete in Minecraft, Rick and Miles examined the participation of each event, examined the quotes from students, and analyzed the data for clues into what phenomena or processes occurred as students navigated Minecraft challenges. This study examined the evolution of competitive Minecraft challenges during its early phases of integration.

scholarly journals PERAN DAN TANTANGAN PROFESI PENGEMBANG TEKNOLOGI PEMBELAJARAN PADA PEMBELAJARAN ABAD 21

2017 ◽  
Vol 5 (2) ◽  
pp. 14
Author(s):  
Bambang Warsita
Keyword(s):  
Instructional Technology ◽  
21St Century ◽  
Turn Of The Millennium ◽  
Instructional Technologies ◽  
Literature Study ◽  
New Learning ◽  
The Future ◽  
E Learning ◽  
Appropriate Education

Objects in the science of instructional technology are instructional and learning. Instructional and learning are experiencing change and tremendous transformation lately, especially at the turn of the millennium leading to the 21st century. Therefore, this condition is a challenge and demand professional role of instructional technology developers (PTP) to provide solutions. This study aims to describe what are the roles and challenges of the profession instructional technology developer in the learning of the 21st century, as well as what products should be produced by PTP in the future. This study uses a descriptive method. Data collection techniques and information through a literature study. The results of this literature review indicate that the future development of instructional technologies should be able to produce products such as; innovative ICT-based learning models, instructional media, and the application of e-learning. Therefore, the role and challenges facing the current PTP, namely: PTP must be creative and innovative to develop cutting-edge learning model appropriate learning paradigm of the 21st century; PTP must work collaboratively with other professionals in a team to produce a product; PTP needs to improve their competencies, they are competency in the area of learning and competency in the area of technology, especially regarding the new learning media; PTP needs to show real work and o er solutions to problems of learning with e-learning applications. Finally PTP products will be awaited and necessary to support the implementation of the learning process in different types, levels and appropriate education pathway applicable curriculum. AbstrakObjek keilmuan teknologi pembelajaran adalah belajar dan pembelajaran. Belajar dan pembelajaran mengalami perubahan dan transformasi yang luar biasa akhir-akhir ini, terutama pada pergantian millennium mengawali abad ke 21. Kondisi ini menjadi tantangan dan menuntut peran profesi Pengembang Teknologi Pembelajaran (PTP) untuk memberikan solusinya. Kajian ini bertujuan untuk mendeskripsikan apa peran dan tantangan profesi pengembang teknologi pembelajaran dalam pembelajaran abad 21, serta produk-produk apa yang harus dihasilkan oleh PTP di masa depan. Kajian ini menggunakan metode deskriptif. Teknik pengumpulan data dan informasinya melalui studi literatur. Hasil kajian literatur ini menunjukkan bahwa ke depan pengembang teknologi pembelajaran harus mampu menghasilkan produk-produk berupa; model pembelajaran inovatif berbasis TIK, media pembelajaran, dan aplikasi e-pembelajaran. Oleh karena itu, peran dan tantangan yang dihadapi PTP saat ini yaitu: PTP harus kreatif dan inovatif mengembangkan model pembelajaran mutakhir yang sesuai paradigma belajar abad 21; PTP harus bekerja sama secara kolaboratif dengan profesi lain dalam suatu tim untuk menghasilkan produk; PTP perlu meningkatkan kompetensinya, yaitu kompetensi bidang pembelajaran dan kompetensi bidang teknologi khususnya mengenai media pembelajaran terbaru; dan PTP perlu menunjukkan karya nyata dan menawarkan solusi-solusi masalah pembelajaran dengan aplikasi e-pembelajaran yang tepat guna. Akhirnya, peran dan produk-produk PTP tersebut ditunggu dan dibutuhkan untuk menunjang terselenggaranya proses pembelajaran di berbagai jenis, jenjang dan jalur pendidikan sesuai kurikulum yang berlaku.

scholarly journals Building a Mission-Oriented Church in Ghana in the 21st Century: The Role of Theological Education

2020 ◽  
pp. 190-199
Author(s):  
Seth Asare-Danso
Keyword(s):  
21St Century ◽  
Theological Education ◽  
Equal Opportunity ◽  
Presbyterian Church ◽  
Qualitative Research Methodology ◽  
Education In Ghana ◽  
To Receive ◽  
The Church

This study examined the role of theological education in building a mission-oriented church in Ghana in the 21st century. The study sought to find answers to the goal of theological education in Ghana; the motives for the church in embarking on missions; the models of theological education in Ghana; the structure and content of theological education in Ghana; how theological education in Ghana could be mission-oriented. The qualitative research methodology was employed with a focus on a case study of the Presbyterian Church of Ghana and the Anglican Church of Ghana. Observation, Interview and Content Analysis of documents were used for data collection. The findings were that the goal of missions was to alleviate poverty, ignorance and hardships. The motives for missions were cross-cultural, international, co-operative and holistic. Different models of theological education were used. The study recommends theological education be provided for pastors and lay leaders in fulfilment of UN SDG 4, which seeks to provide equitable quality education; and equal opportunity be given to females to receive theological education, in fulfilment of UN SDG 5, which seeks to achieve gender equality.

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