Cultivating Global Competencies for the 21st Century Classroom

2018 ◽  
pp. 658-667
Author(s):  
Melda N. Yildiz ◽  
Deniz Palak
Keyword(s):  
Critical Pedagogy ◽  
21St Century ◽  
Scientific Knowledge ◽  
Global Education ◽  
Teacher Educators ◽  
Participatory Action ◽  
Global Competency ◽  
Content Areas ◽  
Innovative Technologies ◽  
21St Century Classroom

This participatory action research study aims to advance teachers' knowledge of innovative technologies as a means to promote global competency skills. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and developing “transformative educator model” that integrate global education into the 21st century classrooms. It studied over 10 pre-service teachers, 2 in-service teachers and 3 teacher educators, and documented their transformative, inclusive, multilingual, multicultural projects across content areas.

Cultivating Global Competencies for the 21st Century Classroom

2016 ◽  
Vol 8 (1) ◽  
pp. 69-77 ◽  
Author(s):  
Melda N. Yildiz ◽  
Deniz Palak
Keyword(s):  
Critical Pedagogy ◽  
21St Century ◽  
Global Education ◽  
Teacher Educators ◽  
Research Study ◽  
Participatory Action ◽  
Global Competency ◽  
Content Areas ◽  
Innovative Technologies ◽  
21St Century Classroom

This participatory action research study aims to advance teachers' knowledge of innovative technologies as a means to promote global competency skills. This research aims to advance scientific knowledge of Transformative Critical Pedagogy as a means to promote heutagogy through the lens of innovative technologies in global education context while redefining education and developing “transformative educator model” that integrate global education into the 21st century classrooms. It studied over 10 pre-service teachers, 2 in-service teachers and 3 teacher educators, and documented their transformative, inclusive, multilingual, multicultural projects across content areas.

Developing an Understanding of Cyberbullying

2016 ◽  
pp. 236-259
Author(s):  
Carol M. Walker
Keyword(s):  
Social Media ◽  
Young Adults ◽  
School Counselors ◽  
21St Century ◽  
Teacher Educators ◽  
Ethical Practice ◽  
Traditional Bullying ◽  
21St Century Classroom ◽  
Youth And Young Adults ◽  
College Educators

When considering ethical practice for educators in the 21st Century it is imperative that teacher educators, school counselors, and administration are knowledgeable in all aspects of bullying via technology that youth and young adults are experiencing on school campuses throughout the country. The exponential proliferation of technology and social media has brought traditional bullying into cyberspace. The purpose of this chapter is to enhance the reader's understanding of the incidents of cyberbullying, to provide knowledge of the challenges researchers face in operationalizing cyberbullying that will enable all professionals to assist victims, and to proffer techniques that may be implemented in the ethical practice of primary, secondary, or college educators as they work with Millennials and Neo-millennials in the 21st Century classroom.

Coding Across the Curriculum

2020 ◽  
pp. 214-227
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Computer Science ◽  
21St Century ◽  
Teacher Educators ◽  
Computational Thinking ◽  
Boolean Logic ◽  
Content Areas ◽  
Do So ◽  
Computer Programmer

This chapter explores why teacher educators should teach teachers how to integrate coding across content areas and how to do so by applying concepts of computational thinking such as using algorithms, flowcharts, and Boolean logic to all fields. Teaching teachers how to teach coding across the content areas offers opportunities to diversify people in a field where intimidation, discrimination, and lack of opportunities has effectively kept the field of programming largely white or Asian and male. In addition, as our lives become more and more infused with technology, Rushkoff warns that we either learn how to program or become programmed. This means that not everyone needs to become a computer programmer, but everyone needs to understand how programming computers works. In other words, coding across content areas would help prepare all students, not just those pursuing the field of computer science, for the 21st century.

Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects

2014 ◽  
pp. 150-168
Author(s):  
Melda N. Yildiz ◽  
Belinha S. De Abreu
Keyword(s):  
Media Literacy ◽  
21St Century ◽  
Global Education ◽  
Universal Design ◽  
New Technologies ◽  
Literacy Skills ◽  
Multiple Literacies ◽  
Global Competencies ◽  
Content Areas

This chapter investigates the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and 21st century skills1 while designing innovative transdisciplinary curriculum projects with limited resources and equipment in the global education context. The goal is to: a) introduce the role of multiple literacies (e.g., information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Universal Design of Learning (UDL)2 model lessons across content areas (e.g., math, geography, cultural studies, physical education) in P-12 curriculum; and c) demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based global literacy activities integrating new technologies.

Web 2.0 and Conscientização

2011 ◽  
pp. 94-107 ◽  
Author(s):  
Heidi Skurat Harris
Keyword(s):  
Critical Pedagogy ◽  
Web 2.0 ◽  
Digital Media ◽  
21St Century ◽  
Professional Identities ◽  
Student Reflection ◽  
21St Century Classroom ◽  
Digital Texts ◽  
Crucial Component

This chapter introduces multiliteracy as an extension of traditional notions of critical pedagogy that uphold student reflection in and about their world through dialogue as a crucial component of becoming a truly literate human. Students immersed in digital media should be encouraged to investigate and create multimedia in the 21st century classroom. However, instructors not familiar with digital media can find opening their classrooms to digital texts a risk to their professional identities. Just as true education should help students challenge, resist, and modify their perceptions of reality, educators must constantly disrupt their own classrooms to experience true conscientização, or consciousness of consciousness along with students.

Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects

2014 ◽  
pp. 183-201
Author(s):  
Melda N. Yildiz ◽  
Belinha S. De Abreu
Keyword(s):  
Media Literacy ◽  
21St Century ◽  
Global Education ◽  
Universal Design ◽  
New Technologies ◽  
Literacy Skills ◽  
Multiple Literacies ◽  
Global Competencies ◽  
Content Areas

This chapter investigates the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and 21st century skills1 while designing innovative transdisciplinary curriculum projects with limited resources and equipment in the global education context. The goal is to: a) introduce the role of multiple literacies (e.g., information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Universal Design of Learning (UDL)2 model lessons across content areas (e.g., math, geography, cultural studies, physical education) in P-12 curriculum; and c) demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based global literacy activities integrating new technologies.

Sigurd Ottovich Schmidt — Historian, Community Leader, Political Writer

10.12737/4649 ◽  
2014 ◽  
Vol 3 (2) ◽  
pp. 3-7
Author(s):  
Извеков ◽  
Igor Izvekov
Keyword(s):  
20Th Century ◽  
21St Century ◽  
Scientific Knowledge ◽  
Community Leader ◽  
Innovative Technologies ◽  
Historical Archives

This article tells about the author´s meetings with S.O. Schmidt in the Historical Archives Institute RSUH traditional conferences about discussing the problems and special auxiliary historical disciplines in the modern scientific knowledge the 20th century — beginning of the 21st century. Meetings, communications and interactions with the S.O. Schmidt and his colleagues have allowed the author to develop the innovative technologies of youth’s genealogical culture during the integration of pedagogy and genealogy in education.

Preparing Teachers to Immerse Students in Multimodal Digital Writing Opportunities

2014 ◽  
pp. 499-519
Author(s):  
Rachel Karchmer-Klein ◽  
Valerie Harlow Shinas ◽  
Sohee Park
Keyword(s):  
Teacher Education ◽  
Writing Instruction ◽  
21St Century ◽  
Teacher Educators ◽  
Writing Skills ◽  
Digital Writing ◽  
Graduate Course ◽  
21St Century Classroom ◽  
The World ◽  
Pedagogical Approaches

Writing instruction in the 21st century must attend to ways that the multimodal nature of digital texts transforms consumption and production of text. With that in mind, the purpose of this chapter is to forward a framework for multimodal writing instruction that informs teacher education. In this chapter, the authors provide an overview of multimodality and suggest pedagogical approaches to prepare educators to teach digital writing skills. Second, they discuss a graduate course on multimodality, illustrating a pedagogical framework for teaching educators to recognize and apply multimodality in their teaching. Understanding gleaned from this chapter will illuminate the ways that teachers and teacher educators can approach writing instruction for the 21st century classroom that takes into account the literacy demands of the workplace and the world in which we live.

Developing an Understanding of Cyberbullying

2020 ◽  
pp. 36-67
Author(s):  
Carol M. Walker
Keyword(s):  
Social Media ◽  
Young Adults ◽  
School Counselors ◽  
21St Century ◽  
Teacher Educators ◽  
Ethical Practice ◽  
Traditional Bullying ◽  
21St Century Classroom ◽  
Youth And Young Adults ◽  
College Educators

When considering ethical practice for educators in the 21st Century it is imperative that teacher educators, school counselors, and administration are knowledgeable in all aspects of bullying via technology that youth and young adults are experiencing on school campuses throughout the country. The exponential proliferation of technology and social media has brought traditional bullying into cyberspace. The purpose of this chapter is to enhance the reader's understanding of the incidents of cyberbullying, to provide knowledge of the challenges researchers face in operationalizing cyberbullying that will enable all professionals to assist victims, and to proffer techniques that may be implemented in the ethical practice of primary, secondary, or college educators as they work with Millennials and Neo-millennials in the 21st Century classroom.

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