Emerging Use of Tablets in K-12 Environments

2019 ◽  
pp. 857-876 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Kelli Sue Campbell
Keyword(s):  
21St Century ◽  
Instructional Delivery ◽  
Google Earth ◽  
Self Directed Learning ◽  
Web 2.0 Tools ◽  
Smart Board ◽  
Apple Ipad ◽  
Directed Learning ◽  
Teaching Learning ◽  
K 12

In the 21st century, tablets have become one of the leading instructional technology devices used for instructional delivery in K-12 schools. The emerging use of tablets in K-12 schools include iPads, Android, Google Earth, Diigo, Blogger, GRiDPad, Modbook, iPhone, iPod, Kindle, Nook, Web 2.0 tools, Google Apps, iBook Author, iTunes U, the Apple iPad 2, Kindle Fire, Asus Nexus7, Galaxy, and smart board. Integration of tablets used in K-12 environments has proven to help students navigate their own learning, but its impact is not fully utilized in classrooms. It is common for students to own and use tablets in the teaching learning process because they are empowered to navigate, strategize, and create avenues for self-directed learning. Yet to date, not much is known about the increasing uses of tablets in the classroom setting, instructional implications on students and teachers, and its challenges in K-12 schools. This chapter addresses the emerging trend of tablet usage in K-12 schools, benefits of tablets in K-12 schools, instructional implications of tablet usage on student learning, and challenges facing teachers with regards to the use of tablets in the classroom. Recommendations for future studies and a conclusion are discussed.

Emerging Use of Tablets in K-12 Environments

2015 ◽  
pp. 46-63 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Kelli Sue Campbell
Keyword(s):  
21St Century ◽  
Instructional Delivery ◽  
Google Earth ◽  
Self Directed Learning ◽  
Web 2.0 Tools ◽  
Smart Board ◽  
Apple Ipad ◽  
Directed Learning ◽  
Teaching Learning ◽  
K 12

In the 21st century, tablets have become one of the leading instructional technology devices used for instructional delivery in K-12 schools. The emerging use of tablets in K-12 schools include iPads, Android, Google Earth, Diigo, Blogger, GRiDPad, Modbook, iPhone, iPod, Kindle, Nook, Web 2.0 tools, Google Apps, iBook Author, iTunes U, the Apple iPad 2, Kindle Fire, Asus Nexus7, Galaxy, and smart board. Integration of tablets used in K-12 environments has proven to help students navigate their own learning, but its impact is not fully utilized in classrooms. It is common for students to own and use tablets in the teaching learning process because they are empowered to navigate, strategize, and create avenues for self-directed learning. Yet to date, not much is known about the increasing uses of tablets in the classroom setting, instructional implications on students and teachers, and its challenges in K-12 schools. This chapter addresses the emerging trend of tablet usage in K-12 schools, benefits of tablets in K-12 schools, instructional implications of tablet usage on student learning, and challenges facing teachers with regards to the use of tablets in the classroom. Recommendations for future studies and a conclusion are discussed.

Lifelong Learning in the 21st Century

2009 ◽  
pp. 367-379
Author(s):  
Kathleen P. King ◽  
Sharon R. Sanquist ◽  
Seamus King
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
21St Century ◽  
College Preparation ◽  
Problem Based Learning ◽  
Approaches To Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Literacy Collaborative ◽  
K 12

Learning in the 21st century no longer ends with K-12 and college preparation. Instead, for those adults who will succeed in negotiating the demands of the 21st century, it must continue across their lifetime. More than merely a focus on lifelong learning, however, this chapter illuminates the specific needs and skills of lifelong learning integrated with life and work in the 21st century. The discussion of modern skills includes scope, definitions, issues and trends, current and emerging practices, recommended strategies, and a glimpse of the future. The cornerstones of this discussion include approaches to learning such as lifelong learning, self-directed learning, 21st learning skills, information literacy, collaborative, situated, and problem based learning.

Deeper Self-Directed Learning for the 21st Century and Beyond

2022 ◽  
pp. 50-77
Author(s):  
Sukie van Zyl ◽  
Elsa Mentz
Keyword(s):  
21St Century ◽  
Theoretical Basis ◽  
Social Constructivist ◽  
Constructivist Theory ◽  
Transfer Of Knowledge ◽  
Self Directed Learning ◽  
Knowledge And Skills ◽  
Directed Learning ◽  
Social Constructivist Theory

In this chapter, self-directed learning (SDL) and the competency to transfer knowledge between different contexts are positioned as essential competencies for the 21st century. Being able to transfer knowledge, especially between different contexts, has increasingly been indicated as essential competency for the 21st century. Transfer of knowledge and skills has however been neglected in SDL research. It is therefore argued that students should be deeper self-directed learners, who can take responsibility for their learning to obtain transferable competencies. Learners should be able to apply their knowledge and SDL skills to new and unknown situations in order to succeed in the 21st century and beyond. Social constructivist theory is suggested as theoretical basis for deeper self-directed learning (DSDL). In this chapter, the concept of DSDL will be defined, and various competencies associated with DSDL will be discussed. Finally, suggestions will be made to develop DSDL in education.

scholarly journals Introduction of Group Discussion as a Teaching—Learning Method in Dissection Hall for the First MBBS Students

2019 ◽  
Vol 08 (02) ◽  
pp. 066-070 ◽  
Author(s):  
Mehul Tandel ◽  
Daxa Kanjiya ◽  
Neeraj Vedi ◽  
Deepak Sharma ◽  
Praveen Singh ◽  
...  
Keyword(s):  
Group Discussion ◽  
Active Participation ◽  
Cooperative Interaction ◽  
Learning Method ◽  
Self Directed Learning ◽  
Medical College ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Teaching Learning ◽  
Academic Year

Abstract Background Human cadaveric dissection is considered as a core teaching tool and plays a major role in active learning process of students. However, students’ active participation and self-directed learning in dissection hall has declined over the period of time. Group discussion in dissection hall allows students to participate actively, engage in cooperative interaction, communicate effectively, and utilize self-directed learning. Therefore, group discussion has been introduced and assessed as a teaching-learning method in dissection with the aim of improving participation, learning, and communication skill of students in dissection hall. Methods This study was conducted on 100 students of Pramukhswami Medical College, Karamsad, Anand, Gujarat, India, during the 2018–2019 academic year. Students were divided in 10 groups for dissection. Group discussion was introduced as a teaching-learning method and assessed during dissection. Data were collected through anonymous feedback and then statistically analyzed. Result There was significant increase in active participation of most students during dissection: 79% students rated this method as good or excellent; 51 to 74% students agreed that this method helped them in better understanding of subject, improving dissection skills and communication; and 68% students agreed that working in group is better as compared with traditional method of dissection. The Cronbach's alpha of feedback questionnaire was 0.816. Conclusion Students perceived that the group discussion during dissection not only helped in creating active participation and better understanding of subject but also helped improve learning, communication, and dissection skills.

scholarly journals Crossword puzzles versus Student-Led Objective Tutorials (SLOT) as innovative pedagogies in undergraduate medical education

2021 ◽  
Vol 31 (1) ◽  
pp. e37105
Author(s):  
Dr. Preethi J Shenoy ◽  
Dr. Rashmi R Rao
Keyword(s):  
Undergraduate Students ◽  
Multiple Choice Questions ◽  
Small Group Teaching ◽  
Self Directed Learning ◽  
Tutorial Group ◽  
Crossword Puzzle ◽  
Significant Difference ◽  
Directed Learning ◽  
Teaching Learning ◽  
Crossword Puzzles

AIMS: Small group teaching in Pharmacology offers an effective platform to encourage interaction amongst peers and self-directed learning. The present study is an attempt to assess and compare the effectiveness and perception of students on two different pedagogical methods: Crossword puzzles and Student Led Objective Tutorials (SLOT).METHODS: Second year undergraduate students who gave their informed consent were divided randomly into two groups: one which received crossword puzzle as a teaching learning method and the other had SLOT during which the students conducted an interactive quiz with multiple choice questions prepared by themselves. The students’ perceptions were recorded using a self-administered questionnaire. One week later, a unit test was conducted for both the groups and the performance of the students was compared. Statistical analysis was done using independent Student’s T test with SPSS version 15.0.RESULTS: Analyses revealed a statistical significant difference (P<0.001) between the mean marks obtained in the SLOT group (n= 74; 6.5±3.8) and the marks obtained in the crossword group (n= 87; 4.2±2.9), with the students in the tutorial group performing better. The students opined that SLOT sessions helped them to understand Pharmacology better whereas crossword sessions enabled them to memorize the names of the drugs.CONCLUSION: The present study revealed that SLOT sessions fared better compared to the crossword puzzles in terms of improving the students’ test scores. It fostered teamwork, self-directed learning skills and critical thinking. Crossword puzzles make the session more student friendly as it is fun and engaging but a careful design is inevitable as it may fail to test in-depth learning in students.

scholarly journals Exam wrapper and metacognition for undergraduate surgery students in exam preparation

2020 ◽  
Vol 7 (12) ◽  
pp. 4083
Author(s):  
Kishore Kumar Kannan ◽  
Ramula Muthammal
Keyword(s):  
Metacognitive Skills ◽  
Self Directed Learning ◽  
Exam Preparation ◽  
Conventional Teaching ◽  
Group Data ◽  
Metacognitive Intervention ◽  
Focus Group Data ◽  
Directed Learning ◽  
Teaching Learning ◽  
The Impact

Background: An exam wrapper is a structured debrief­ing questionnaire tailored to help the students understand their performance in the examination and help them to plan and develop improvement strat­egies. Exam wrappers give students a structured reflection about how they performed in a particular exam and act as a useful tool to perform better in the next exam. This mixed-method study was conducted to assess the impact of exam wrapper on metacognitive skills of surgery students and to assess the perception of students on its application in exam preparation.Methods: Metacognition was assessed using the metacognitive inventory questionnaire for students learning surgery. Nonparametric Friedman test was used to analyze quantitative data and qualitative data which were collected from four identified focus groups students who completed the exam wrapper sessions.Results: Students who used the exam wrapper throughout the se­mester demonstrated appreciable improvement in metacog­nition (p=0.013). Focus group data showed that students found the exam wrapper useful and effective. The analysis revealed the students' trust that, the faculties can make a change, complementary to conventional teaching-learning methods and reflecting the exam paper helps them to perform better.Conclu­sions: Medical students in surgery perceive this tool as use­ful and their application of exam wrapper as an effective tool in metacognition. This type of metacognitive intervention needs to be adopted across different departments for exam wrapper to be more engaging and direct students towards self-directed learning.

Assessing Readiness for Self-Directed Learning among College Students in the Provision of Higher Learning Institution

2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Norshidah Nordin ◽  
Nurhazwani Abd Halim ◽  
Melissa Malik
Keyword(s):  
College Students ◽  
21St Century ◽  
Publishing House ◽  
Survey Method ◽  
Self Directed Learning ◽  
Significant Difference ◽  
Directed Learning ◽  
21St Century Learners ◽  
And Gender ◽  
Malaysian Students

Readiness for self-directed learning (SDRLS) is a necessary skill for 21st-century learners. Learners are expected to be responsible for their own learning. However, to what extend Malaysian students are ready to facilitate their own learning or are they still being spoon-fed?  This study was intended to assess SDLRS among college students. It utilized a survey method research design. There were 136 diploma students participated in this study. The finding revealed that respondents' levels of SDRLS were high. There was significant difference between SDRLS and gender but no significant differences between academic achievement and hometown. The discussion addresses implications to educators in designing instructional strategies© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: innovation, self-directed learning, readiness, 21st-century learners

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