Story Mapping in Primary Education

2018 ◽  
pp. 363-375
Author(s):  
Aikaterini Apostolopoulou
Keyword(s):  
Digital Literacy ◽  
Sixth Grade ◽  
Geography Education ◽  
First Century ◽  
Narrative Texts ◽  
Dynamic Learning ◽  
Network Education ◽  
Web Mapping ◽  
Reading Abilities ◽  
Story Mapping

According to the twenty-first century skills framework and the outcomes of the School on the Cloud European Network, education engages new dynamic learning environments with the use of Web2.0 tools and Cloud Computing. This chapter presents the implementation of a story mapping project in geography classes during the last year of Primary School. Sixth grade pupils worked in groups and created an online map with ArcGIS Online of the major straits and seas of the world. They selected a web mapping application and created a map journal embedding presentations with narrative texts and images. The purpose of the project was the development of map reading abilities and spatial thinking and the creation of content selecting appropriate web tools. The strong engagement of pupils in the project and the produced maps indicate that online story mapping is a useful tool in geography education that combines and promotes spatial and digital literacy.

scholarly journals The extent of inclusion of the skills of the twenty-first century in the Arabic language book for the sixth grade in Jordan The academic year 2018-2019 is a model: مدى تضمين مهارات القرن الحادي والعشرين في كتاب اللغة العربية للصف السادس الأساسي في الأردن العام الدراسي 2018-2019 أنموذجاً

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
SAAD LWYEN ALSIBIEH
Keyword(s):  
21St Century ◽  
Team Leadership ◽  
Sixth Grade ◽  
Arabic Language ◽  
First Century ◽  
Information Culture ◽  
Basic Stage ◽  
Language Courses ◽  
Technology And Communication ◽  
Academic Year

The present study aimed to identify the extent to which the 21st century skills were included in the Arabic language book for the sixth grade in Jordan. To achieve this objective, the researcher used the descriptive analytical method using the modified content analysis form by the researcher. (7) areas: - Critical thinking and problem solving - Innovation and creativity - Collaboration and work in the team - Leadership - Understanding multicultural culture - Communication, information and information - Culture of computing and information technology and communication - Profession and self-reliant learning. Study in the book of the Arabic language for the sixth grade the first two chapters and the second academic year 2018/2019, and data analysis was used) Hambleton repetitions and percentages, averages, and the expense of honesty has been applied Hampelton equation. And Alpha Kronbach. The results of Test-Retest showed that the method of retest was applied In the light of the results, the researcher recommended reviewing the content of the Arabic language courses for the basic stage in terms of dealing with the skills of the 21st century, in view of their importance in preparing the learner Capable of coping with the challenges and addressing the problems that may be faced.

Digital Literacy and the Emergence of Technology-Based Curriculum Theories

2014 ◽  
pp. 15-29 ◽  
Author(s):  
Melissa N. Mallon ◽  
Donald L. Gilstrap
Keyword(s):  
Best Practices ◽  
Digital Literacy ◽  
Theoretical Framework ◽  
First Century ◽  
Learning Theories ◽  
Epistemological Development ◽  
Skill Sets ◽  
Learner Centered ◽  
Educational Environments ◽  
Complexity Theories

A shifting focus in education is resulting in more networked, technology-enhanced classrooms. Contemporary educators need to be aware of the skill sets students require to thrive in twenty-first century educational environments. This developmental and learner-centered approach, known as digital literacy, enables students to use technology to find, evaluate, organize, create, and communicate information. This chapter, therefore, proposes a theoretical framework for teaching digital literacy. The authors examine contemporary learning theories, including connectivism and chaos and complexity theories, in an effort to promote further discussion on the epistemological development of digital literacy. Taking into consideration advantages and barriers to promoting digital literacy in the classroom, the authors propose best practices for educators seeking to incorporate these competencies into their curricula.

scholarly journals Creating a Story Map Using Geographic Information Systems to Explore Geomorphology and History of Methana Peninsula

2018 ◽  
Vol 7 (12) ◽  
pp. 484 ◽  
Author(s):  
Varvara Antoniou ◽  
Lemonia Ragia ◽  
Paraskevi Nomikou ◽  
Pavlina Bardouli ◽  
Danai Lampridou ◽  
...  
Keyword(s):  
Spatial Data ◽  
Information Dissemination ◽  
Geographic Information ◽  
Volcanic Area ◽  
Narrative Texts ◽  
Web Based ◽  
Story Mapping ◽  
Story Map ◽  
Mapping Technology ◽  
History Of

Story maps are used as an interactive tool for communication and information dissemination. A web-based application using story mapping technology is presented to explore the Methana peninsula. This volcanic area is characterized by specific volcanic geoforms, unique flora and rich history. The story map combines maps, narrative texts and multimedia content. The spatial data produce thematic maps created by a Geographic Information System on geological data, historical monuments, biodiversity and hiking paths. The purpose is to highlight the distinguishing characteristics of the Methana peninsula, to enable users to interact with maps, texts and images and to inform professional and non-professional users about the particular aspects of volcanic areas.

Documentaries: Motivating the tech generation to research and write

2012 ◽  
Vol 28 (1) ◽  
pp. 107-111 ◽  
Author(s):  
Dallas Price
Keyword(s):  
Middle School ◽  
Critical Thinking ◽  
Gifted Students ◽  
Sixth Grade ◽  
First Century ◽  
School Age ◽  
School Program ◽  
Project Outcomes ◽  
Grade Teacher ◽  
Sixth Grade Teacher

This article describes the process, tools, and benefits of engaging highly gifted middle-school age students in producing historical documentaries. Dallas Price, a sixth-grade teacher in a self-contained public school program for highly gifted students, highlights the project components that help students develop twenty-first-century skills within a content- and inquiry-driven historical documentary project. Collaboration, communication, critical thinking, and craftsmanship are project outcomes.

scholarly journals Technological Learning, Industrial Policy, and Catch-up

2019 ◽  
pp. 1-12
Author(s):  
Arkebe Oqubay ◽  
Kenichi Ohno
Keyword(s):  
Industrial Policy ◽  
First Century ◽  
Dynamic Learning ◽  
Middle Income ◽  
Technological Learning ◽  
Middle Income Countries ◽  
Early Stages ◽  
Country Level ◽  
The Future ◽  
Catch Up

Why is catch-up rare? And why have some nations succeeded while others failed? What are the prospects for successful learning and catch-up in the twenty-first century? This chapter introduces the aims, themes, and analytical perspectives of How Nations Learn, outlining the focus of each chapter, and considering pathways to the future. The volume examines how nations learn by reviewing key structural and contingent factors that contribute to dynamic learning and catch-up. It uses historical as well as firm-, industry-, and country-level evidence and experiences to identify sources and drivers of successful learning and catch-up and the lessons for late-latecomer countries. It aims to generate interest and debate among policymakers, practitioners, and researchers on the complexity of learning and catch-up, not only for late late developers but also for middle-income countries in the early stages of industrialization.

scholarly journals Research Roundup: Digital Literacy

2021 ◽  
Vol 19 (2) ◽  
pp. 23
Author(s):  
Elissa Hozore ◽  
Betsy Diamant-Cohen
Keyword(s):  
Digital Literacy ◽  
Technological Literacy ◽  
First Century ◽  
Reading And Math ◽  
Math Literacy ◽  
Twenty First Century

Computers are a fact of life in the twenty-first century. Reading and math literacy have long been considered essential, and technological literacy is emerging as equally important to children’s (and adults’) ability to understand and engage with their world. However, just as it is crucial to learn to write as well as to read, it is crucial that children engage as programmers, as creators, and not only as consumers, of technology.

scholarly journals Implementing Google Earth to Enhance Student’s Engagement and Learning Outcome in Geography Learning

2020 ◽  
Vol 5 (1) ◽  
pp. 147
Author(s):  
Ebid Rocky Alfatikh ◽  
Elizabeth Titiek Winanti ◽  
Sukma Perdana Prasetya ◽  
Eko Budiyanto
Keyword(s):  
Learning Outcomes ◽  
Learning Outcome ◽  
Google Earth ◽  
Geography Education ◽  
Dynamic Learning ◽  
Learning Methods ◽  
Creative Commons ◽  
Innovative Learning ◽  
The One

This study aims to examine the effects of Google Earth on students’ engagement in learning and their learning outcome. This study employed pre-experimental design with the One-Shot Case Study design. From the exploration directed crosswise over various areas of evaluation of 12 students in the school, it is demonstrated that dynamic learning of students in was high since it was above 75% and learning outcomes reached an average of 80. This is good considering that the passing grades set in the school was 70. The application of experiential learning methods can produce satisfactory output when viewed from student participation. By looking at the characteristics of schools where students number was less than 20, the teacher is required to develop innovative learning methods. If implemented, this may yield in the improving circumstance of the currently marginalised Geography. Keywords: Google Earth; Student`s activities; Geography learning. Copyright (c) 2020 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

Transmedia Superheroes, Multimodal Composition, and Digital Literacy

2020 ◽  
pp. 117-134
Author(s):  
Ben Bolling
Keyword(s):  
Digital Literacy ◽  
Textual Analysis ◽  
Brand Management ◽  
Film Music ◽  
Multimodal Communication ◽  
First Century ◽  
Professional Communication ◽  
Multimodal Composition ◽  
Television Film ◽  
Twenty First Century

This article describes an approach to “Networked and Multimodal Communication: The Transmedia Batman,” a class in which students engage the Batman mythos in print, radio, television, film, music, and other media. Coupled with textual analysis of Batman narratives, students simultaneously learn to compose in the forms they study. While analyzing the expressive potential of various media, students may build proficiency in multimedia composition using applications like the Adobe Creative Cloud suite, and in the process develop critical twenty-first century skills from brand management to professional communication.

Introduction

2017 ◽  
Author(s):  
Christo Sims
Keyword(s):  
New York ◽  
Sixth Grade ◽  
First Century ◽  
Media Technology ◽  
Job Market ◽  
The Status ◽  
Expert Team ◽  
Twenty First Century ◽  
Media And Technology

This book examines how a technologically cutting-edge philanthropic intervention—in this case, the attempt to redesign the American school for the twenty-first century—ended up mostly remaking the status quo. It presents a case study of the Downtown School for Design, Media, and Technology in Manhattan, New York City. The Downtown School was launched in 2009 by an expert team of media technology designers, academic specialists, and educational reformers with a single sixth grade class. The school was envisioned as a “school for digital kids,” and it would equitably and engagingly prepare young people for the increasingly interconnected and competitive world and job market of the twenty-first century. The book considers the problems encountered by the Downtown School and what perennial cycles of techno-philanthropism—what it calls disruptive fixations—manage to accomplish—politically and for whom—even as actual interventions often fall far short of their stated objectives.

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