Transforming K-12 Classrooms with Digital Technology

2014 ◽  
pp. 1-24 ◽  
Author(s):  
Robert J. Leneway
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Emerging Technologies ◽  
New Technology ◽  
Digital Technologies ◽  
Learning Needs ◽  
Data Systems ◽  
Industrial Age ◽  
Evaluative Research ◽  
K 12

Powerful emerging technologies, data systems, and communications have converged to change how we play, work, communicate, learn, and even what we think. It is fundamentally changing our institutions and support systems, especially our schools and their classrooms. Thus, the teachers that use these classrooms need to also change. If schools and classroom designed for a 20th century industrial age are to survive, then how do they need to be transformed to respond to the rapidly changing needs of today’s 21st century students? There is currently much “hype” on what technology can do for students and their classrooms. This chapter explores what the research says works regarding the integration of digital technologies for schools, teachers, and most importantly the 21st century students that today’s classrooms are intended to serve. However, with most emerging technologies, the research has not kept pace with the ever increasing advance, so this chapter also highlights some of the promising new technology devices, programs, and educational practices in need of quality evaluative research. By exploring how today's students and their learning needs are being changed by current and emerging promising digital technologies, a personal vision for the reader should begin to emerge on how schools might transform their 20th century teachers and classrooms into spaces, including virtual spaces, that better serve today's 21st century students.

Transforming K-12 Classrooms With Digital Technology

2017 ◽  
pp. 1506-1530
Author(s):  
Robert J. Leneway
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Emerging Technologies ◽  
New Technology ◽  
Digital Technologies ◽  
Learning Needs ◽  
Data Systems ◽  
Industrial Age ◽  
Evaluative Research ◽  
K 12

Powerful emerging technologies, data systems, and communications have converged to change how we play, work, communicate, learn, and even what we think. It is fundamentally changing our institutions and support systems, especially our schools and their classrooms. Thus, the teachers that use these classrooms need to also change. If schools and classroom designed for a 20th century industrial age are to survive, then how do they need to be transformed to respond to the rapidly changing needs of today's 21st century students? There is currently much “hype” on what technology can do for students and their classrooms. This chapter explores what the research says works regarding the integration of digital technologies for schools, teachers, and most importantly the 21st century students that today's classrooms are intended to serve. However, with most emerging technologies, the research has not kept pace with the ever increasing advance, so this chapter also highlights some of the promising new technology devices, programs, and educational practices in need of quality evaluative research. By exploring how today's students and their learning needs are being changed by current and emerging promising digital technologies, a personal vision for the reader should begin to emerge on how schools might transform their 20th century teachers and classrooms into spaces, including virtual spaces, that better serve today's 21st century students.

Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom

2017 ◽  
pp. 74-92
Author(s):  
Constance Blomgren
Keyword(s):  
Public Education ◽  
Digital Technologies ◽  
Rural Students ◽  
First Century ◽  
Indigenous Populations ◽  
Learning Needs ◽  
Online Classroom ◽  
Current Trends ◽  
K 12 ◽  
Educational Delivery

Canada has a history and geography that has required the use of distance education models and resources, and with its distributed population the potential of blended and online learning to further address K-12 learning needs is presently viewed by government as a means to deliver public education. These commitments have produced numerous responses and concerns regarding technical infrastructure, discussions regarding pedagogy, professional development of teachers, and establishing the means to meet the needs of twenty-first century learners. The following overview provides the Canadian K-12 context and educational trends, issues, and concerns within digital technologies and distance learning. The resulting summary holds significance for jurisdictions that have a vast geography and dispersed rural students, indigenous populations, as well as K-12 urban learners who require flexible access to educational delivery. Additionally, the overview contributes to the emerging understanding and the variety of response to digital technologies as part of the Canadian educational landscape.

Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom

2019 ◽  
pp. 82-100
Author(s):  
Constance Blomgren
Keyword(s):  
Public Education ◽  
Digital Technologies ◽  
Rural Students ◽  
First Century ◽  
Indigenous Populations ◽  
Learning Needs ◽  
Online Classroom ◽  
Current Trends ◽  
K 12 ◽  
Educational Delivery

Canada has a history and geography that has required the use of distance education models and resources, and with its distributed population the potential of blended and online learning to further address K-12 learning needs is presently viewed by government as a means to deliver public education. These commitments have produced numerous responses and concerns regarding technical infrastructure, discussions regarding pedagogy, professional development of teachers, and establishing the means to meet the needs of twenty-first century learners. The following overview provides the Canadian K-12 context and educational trends, issues, and concerns within digital technologies and distance learning. The resulting summary holds significance for jurisdictions that have a vast geography and dispersed rural students, indigenous populations, as well as K-12 urban learners who require flexible access to educational delivery. Additionally, the overview contributes to the emerging understanding and the variety of response to digital technologies as part of the Canadian educational landscape.

Weebly, Wikis, and Digital Storytelling

2013 ◽  
pp. 1104-1114 ◽  
Author(s):  
Brian Kissel
Keyword(s):  
Web 2.0 ◽  
21St Century ◽  
Process Model ◽  
Digital Storytelling ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Portfolios ◽  
Web 2.0 Tools ◽  
Online Technologies ◽  
K 12

In this chapter, the author explores three questions: 1. How is the practice of writing in K-12 classrooms influenced by this era of new technologies? 2. How can online technologies be brought into the classroom so students can understand that they read and write everyday in digital forms? 3. In what ways can teachers create technology-rich experiences to support 21st century writers? To answer these questions the author briefly examines the theoretical foundation of the process model for writing and how online technologies have impacted this model in classrooms. Next, the author describes three Web 2.0 tools that are available to teachers to use in their classrooms during writing: digital portfolios, wikis, and digital storytelling. The author explains how he uses these tools within his own college classroom. Finally, the author provides a rationale for why teachers should consider using these within their own K-12 classrooms so that digital technologies become a natural part of students’ writing experiences.

Creative Disruption in Higher Education

2019 ◽  
pp. 275-293 ◽  
Author(s):  
Pamela A. Lemoine ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Financial Support ◽  
Emerging Technologies ◽  
Digital Technologies ◽  
Economic Uncertainty ◽  
Current Technology ◽  
Knowledge Based ◽  
Technological Obsolescence ◽  
University Leaders

Globalization and the mushrooming of digital technologies accelerated tremendously during the last decade. Current technology clearly provides the means for acquiring greater amounts of information with more efficiency than ever before. Higher education faces its greatest combination of challenges—economic uncertainty, accountability, and globalization—overlaid by emerging technologies. University leaders face the twin trials of dramatic decreases in public financial support and the increasing cost of resources to avoid technological obsolescence. Nothing has affected education as profoundly as the advent and implementation of technology in higher education. The focus of society in the 21st century will be knowledge-based: learning will be critical and information will continually become obsolete.

scholarly journals Acoustic, Electric and Virtual Noise: The Cultural Identity of the Guitar

2006 ◽  
Vol 16 ◽  
pp. 35-39 ◽  
Author(s):  
Gavin Carfoot
Keyword(s):  
Cultural Identity ◽  
20Th Century ◽  
21St Century ◽  
Digital Technologies ◽  
Musical Sound

Guitar technology underwent significant changes in the 20th century in the move from acoustic to electric instruments. In the first part of the 21st century, the guitar continues to develop through its interaction with digital technologies. Such changes in guitar technology are usually grounded in what we might call the “cultural identity” of the instrument: that is, the various ways that the guitar is used to enact, influence and challenge sociocultural and musical discourses. Often, these different uses of the guitar can be seen to reflect a conflict between the changing concepts of “noise” and “musical sound.”

scholarly journals РЕАЛЬНІСТЬ ЯК ВИГАДКА? ПОНЯТТЯ “МЕТАМОДЕРНІЗМ” І “МЕТАМОДЕРН” В СУЧАСНОМУ КУЛЬТУРОЛОГІЧНОМУ І ЛІТЕРАТУРОЗНАВЧОМУ ДИСКУРСІ

2021 ◽  
pp. 152-164
Author(s):  
Ольга Бандровська
Keyword(s):  
New Media ◽  
20Th Century ◽  
21St Century ◽  
Cultural Change ◽  
Digital Technologies ◽  
Literary Text ◽  
David Foster Wallace ◽  
The Past ◽  
Literary Trend ◽  
The Impact

At the beginning of the 20th century, postmodernism has depleted its cultural and aesthetic potential, and as most critics agree, it has become a phenomenon of the past. Among the conceptions aimed at comprehending the impact of the new media and digital technologies, together with the trend towards globalization, digimodernism, automoderrnism, altermodernism, performatism, and metamodernism can be listed as the most conspicuous ones. Proceeding from the fact that metamodernism is a theoretically developed and strongly institutionalized conceptualization of both current cultural change and 21st-century fi ction, this paper focuses on its cultural and literary strategies. Primarily, the study aims to analyze the fundamentals of metamodernism elaborated in the works by Timotheus Vermeulen and Robin van den Akker and in metamodernist web manifestoes. To achieve this goal, such notions as a “structure of feeling” and “new sincerity” that refl ect an emerging cultural sensibility, along with the principle of the metamodernist oscillation between modernist and postmodernist modes, are highlighted. The claim that the Metamodern era replaces Postmodernity is also under investigation. In addition, the paper explores the main features of metamodernism in the works by David Foster Wallace, one of the most famous and infl uential US writers of his generation, a talented novelist and essayist. Application of nonlinear, rhizomatic structures at the narrative level, modeling of the reality according to the principle “what if this is true?”, and a combination of the principles of “new sincerity” and post-irony in Wallace’s novel “Infi nite Jest” are considered. The paper concludes that metamodernism as a literary trend of the recent decades suggests new fi ctional patterns of aesthetic innovations, primarily in returning multiple facets of reality into a literary text. Key words: metamodernism, Metamodern, postmodernism, Postmodern, “new sincerity”, “structure of feeling”, Vermeulen and van den Akker, “Notes on Metamodernism”, David Wallace, “Infi nite Jest”.

Weebly, Wikis, and Digital Storytelling

2012 ◽  
pp. 288-298
Author(s):  
Brian Kissel
Keyword(s):  
Web 2.0 ◽  
21St Century ◽  
Process Model ◽  
Digital Storytelling ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Portfolios ◽  
Web 2.0 Tools ◽  
Online Technologies ◽  
K 12

In this chapter, the author explores three questions: 1. How is the practice of writing in K-12 classrooms influenced by this era of new technologies? 2. How can online technologies be brought into the classroom so students can understand that they read and write everyday in digital forms? 3. In what ways can teachers create technology-rich experiences to support 21st century writers? To answer these questions the author briefly examines the theoretical foundation of the process model for writing and how online technologies have impacted this model in classrooms. Next, the author describes three Web 2.0 tools that are available to teachers to use in their classrooms during writing: digital portfolios, wikis, and digital storytelling. The author explains how he uses these tools within his own college classroom. Finally, the author provides a rationale for why teachers should consider using these within their own K-12 classrooms so that digital technologies become a natural part of students’ writing experiences.

“Band Wagon and Gravy Train”: uses and abuses along the Silk Road

Afghanistan ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 171-194
Author(s):  
Warwick Ball
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Silk Road ◽  
Late 20Th Century ◽  
Ancient Trade ◽  
International Image ◽  
Academic Discussion ◽  
The Silk Road

The Silk Road as an image is a relatively new one for Afghanistan. It appeals to both the pre-Islamic and the perceived Islamic past, thus offering an Islamic balance to previous identities linked to Bamiyan or to the Kushans. It also appeals to a broader and more international image, one that has been taken up by many other countries. This paper traces the rise of the image of the Silk Road and its use as a metaphor for ancient trade to encompass all contacts throughout Eurasia, prehistoric, ancient and modern, but also how the image has been adopted and expanded into many other areas: politics, tourism and academia. It is argued here that the origin and popularity of the term lies in late 20th century (and increasingly 21st century) politics rather than any reality of ancient trade. Its consequent validity as a metaphor in academic discussion is questioned

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