Videoconferencing for Schools in the Digital Age

2011 ◽  
pp. 3970-3974
Author(s):  
Marie Martin
Keyword(s):  
Northern Ireland ◽  
21St Century ◽  
Traditional Classroom ◽  
Net Generation ◽  
Learning Needs ◽  
Traditional Model ◽  
Societal Transformation ◽  
Digital Learners ◽  
Familiar Environment ◽  
Rip Van Winkle

Wallis and Steptoe (2006) tell of a “dark little joke” that is bandied about among certain educators. It recounts the tale of Rip Van Winkle, who on reawakening in 2006 after his hundred years’ sleep, experiences utter bewilderment until at last he finds solace in the familiar environment of a classroom, where teaching is going on as it did back in 1906. The story is amusing. The message is blunt. In the middle of the first decade of the 21st century, despite ongoing technology-driven societal transformation, schools are still functioning largely in the easily recognizable traditional model of the industrial era (Steinkuehler, 2006; Veletsianos, 2007). The rush to computerize the classroom has generally not brought about a corresponding change of mindset on the part of educators (Cuban, 2006; Spector, 2000; Shaffer, Squire, Halverson, & Gee, 2005; Thornburg, 2003). Schools are failing to address the needs of the Net generation of learners (Barnes, Marateo, & Ferris, 2007; van ‘t Hooft, 2007). These digital learners who have grown up in a technology-saturated world that has defined and shaped their way of learning find school irrelevant and boring (Mc- Combs, 2000). By drawing on the literature and on case studies from within the experience of the author and other educators in Northern Ireland (NI), this article seeks to demonstrate that videoconferencing, alone as well as alongside other technologies, and used with appropriate pedagogy, can help transform the traditional classroom and make it a place hospitable to the learning needs of the Net generation.

21st CENTURY IN GERMAN LANGUAGE LEARNING : IMPLEMENTATION OF CYBERGOGY CONCEPT

2021 ◽  
Vol 7 (2) ◽  
pp. 122-135
Author(s):  
Eldaa Crystle Wenno
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Learning Process ◽  
Language Education ◽  
21St Century Learning ◽  
German Language ◽  
Learning Needs ◽  
Study Program ◽  
Descriptive Case Study ◽  
The Times

As a place for learning activities, educational institutions must adapt to the times to not be viewed as a threat in the current era of education 4.0. Along with 21st-century learning needs to foster students' creative, innovative and competitive attitudes by implementing technology as an auxiliary medium in the learning process to produce quality students. This research is a descriptive case study to explore the application of the cybergogy concept about facing the challenges of learning in the 21st-century, especially in lecturing German in the courses offered by students. The sample in this study were students in semesters II, IV, and VI of the German Language Education Study Program, with 35 students. The instruments used in this study were questionnaires, interviews, and document review. Data from questionnaires, discussions and document reviews were analyzed using descriptive statistics referring to the Milles and Huberman stages. The results showed that the concept of cybergogy had been applying 30% synchronously and 70% asynchronously. On average, 93-94% of students and lecturers have used technology-based media in the German language learning process because of the availability of teaching materials and supporting facilities for information and communication technology to face 21st-century learning.

scholarly journals The CRC comes of age: assessing progress in meeting the rights of children in custody in Northern Ireland

2020 ◽  
Vol 62 (2) ◽  
pp. 217-234
Author(s):  
Linda Moore
Keyword(s):  
Northern Ireland ◽  
Juvenile Justice ◽  
21St Century ◽  
Social Economic ◽  
Children's Rights ◽  
Political Context ◽  
The State ◽  
Children’S Rights ◽  
Primary Research ◽  
The Law

This article focuses on the extent to which Convention rights are complied with regarding the treatment of children in conflict with the law in Northern Ireland, and in particular the rights of incarcerated children. Relevant children’s rights instruments and principles are identified to establish the benchmarks for this discussion. There follows discussion of the particular social, economic and political context which impacts upon the lives of children in conflict with the law in Northern Ireland. The legislative context for the detention of children in custody in Northern Ireland is explored, and the regimes in the Juvenile Justice Centre (JJC) for Northern Ireland and Hydebank Wood Young Offenders Centre (YOC) are assessed for compliance with children’s rights standards. Primary research conducted by the author and her colleagues with children in custody in Northern Ireland 2 and recent inspection and research reports form the basis for the analysis of the state of children’s rights in custody in Northern Ireland in the 21st century.

Fostering Collaboration and Digital Literacy with Mobile Technology

2014 ◽  
pp. 43-57 ◽  
Author(s):  
Michael S. Mills
Keyword(s):  
Mobile Technology ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Multimodal Literacy ◽  
21St Century Classroom ◽  
Cognitive Benefits ◽  
Collaborative Activities

Multimodal literacies are an essential construct of the 21st century classroom, and mobile technology will serve to facilitate the collaborative creation of multimodal digital content. The mission of this chapter is to highlight the potential of mobile technology as a means for enabling collaborative activities and fostering effective communication. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. The proliferation of mobile computing devices to a near-ubiquitous level has amplified this shift and compels educators to seek ways to harness the power of these devices to break down the barriers of the traditional classroom in an effort to make way for a more collaborative, reflective learning experience. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter provides a rationale for and subsequently sketches a practical approach for fostering collaborative, multimodal literacy practices through mobile technology.

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.

Summarizing Teaching Approaches in the Traditional Classroom and in the Virtual Environment

2012 ◽  
pp. 219-235
Author(s):  
Victor X. Wang
Keyword(s):  
Learning Environment ◽  
Virtual Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Traditional Classroom ◽  
Learning Needs ◽  
Teaching Approaches ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment

Teachers in today’s information society are required to rethink their teaching approaches to accommodate the learning needs of children and adults, either in the traditional classroom settings or the virtual environment. Logically speaking, children require instructors to teach them by using the pedagogical methods. Likewise, adults require teachers to help them learn by using andragogical approaches such as facilitation methods. When it comes to teaching children or helping adults learn in the online teaching and learning environment, it is the epistemological positions of the teachers that predetermine their instructional methods. In this chapter, the author compared and contrasted those pedagogical teaching methods with those andragogical approaches.

Paul Muldoon

2019 ◽  
Author(s):  
Anne Karhio
Keyword(s):  
New York ◽  
Northern Ireland ◽  
21St Century ◽  
English Language ◽  
The United States ◽  
Political Commitment ◽  
Late 20Th Century ◽  
Paul Muldoon ◽  
Early 21St Century ◽  
Irish Poetry

Paul Muldoon was born in Portadown, Northern Ireland, in 1951 and spent his childhood in the village of Moy at the border of County Armagh and County Tyrone—a setting for several of his poems. He studied at Queen’s University Belfast and published his first collections of poetry in the early 1970s. At the time of the publication of his first volumes, Muldoon famously enjoyed the mentorship of Seamus Heaney, and this biographical and literary connection has been a constant reference point in criticism, to an extent that other significant literary exchanges and influences initially remained underexplored. After working for the BBC in Belfast until the mid-1980s, Muldoon moved to the United States in 1987. Now a US citizen, he currently lives in New York and works at Princeton University, where he holds the Howard G. B. Clark ’21 chair in the humanities. Muldoon has published twenty-two major collections of poetry, nineteen chapbooks and interim collections, two volumes of critical essays, three opera libretti, song lyrics, translations, and children’s literature. He has been repeatedly characterized as a shapeshifting figure, whose work simultaneously reaffirms and undermines preheld conceptions of what we mean by “Irish poetry.” Thus, to propose that his idiosyncratic style and the remarkable complexity of his verse resists critical categorization is a case of stating the obvious. A reverse claim, however, might be more appropriate: that his writing embraces such a variety of categories that attempts at classification lose their purpose. Muldoon’s densely referential writing and his technical mastery of poetic language are matched by few poets of his generation, and the issue of how successfully his undeniable dexterity translates into poetic efficacy has been a persistent tendency in his critical reception. Muldoon has been, in turns, praised for his unrivaled skill and technical virtuosity or accused of his poetry’s evasiveness, perceived as a lack of social or political commitment. Yet, few would question that his verse has a place in any overview of modern Irish writing, modern English-language poetry, or experimental 20th- and 21st-century poetics. In the early 21st century, Muldoon’s perceived obliquity, or his distaste for direct political engagement with the crises of late-20th-century Northern Ireland, has made way to a more outspoken approach, in poetry as well as in public life. His work has been highly critical of the US invasion of Iraq, for example, and also tackled problematic aspects of Irish culture and history in an increasingly direct manner.

scholarly journals Beyond the net generation debate: A comparison between digital learners in face-to-face and virtual universities

2012 ◽  
Vol 13 (4) ◽  
pp. 190 ◽  
Author(s):  
Begoña Gros ◽  
Iolanda Garcia ◽  
Anna Escofet
Keyword(s):  
Online Education ◽  
University Students ◽  
Empirical Studies ◽  
Net Generation ◽  
Teaching Methodology ◽  
Digital Native ◽  
Face To Face ◽  
Use Of Technology ◽  
Frequent Use ◽  
Digital Learners

<p>In the last decade, an important debate about the characteristics of today’s students has arisen due to their intensive experience as users of ICT. The main belief is that frequent use of technologies in everyday life implies competent users able to transfer their digital skills to learning activities. However, empirical studies developed in different countries reveal similar results suggesting that the ‘digital native’ label does not provide evidence of a better use of technology to support learning. The debate has to beyond and focus on the implications of being a learner in a digitalised world. This research is based on the hypothesis that the use of technology to support learning is not related to the fact of belonging or not to the net generation, is mainly influenced by the teaching model.</p><p>The study compares the behaviour and preferences towards ICT use in two groups of university students: face-to-face students and online students. A questionnaire was applied to a sample of university students from five universities with different characteristics (one of them offers online education and four offer face-to-face with LMS teaching-support).</p><p>Findings suggest although access to and use of ICT is widespread, the influence of teaching methodology is very decisive. For academic purposes, students seem to respond to the requirements of their courses, programmes and universities. There is a clear relationship between the students’ perception of usefulness regarding certain ICT resources and the teachers’ suggested uses of technologies. The most highly rated technologies correspond with those proposed by teachers. The study shows how the educational model (face-to-face or online) has a stronger influence on the students’ perception of usefulness regarding ICT support for learning than the fact of being a digital native.</p>

scholarly journals Students’ evaluation of using Google Classroom in project-based learning in faculty of English, Hanoi National University of Education

2019 ◽  
Vol 3 (2) ◽  
pp. 40-44
Author(s):  
Giang Thi Kieu Nguyen ◽  
Huong Thi Dinh
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Traditional Classroom ◽  
Academic Environment ◽  
Advantages And Disadvantages ◽  
The Past ◽  
School Subjects ◽  
National University ◽  
Almost All

Traditional classroom has so far been a common place for learning almost all school subjects and courses of different fields. In language teaching and learning within the 21st century context, the use of Google Classroom is not new, so is the research on the benefits and barriers of this virtual academic place. Being used as a supportive device for teaching and learning in several subjects over the past semesters, “Google Classroom” has become a familiar term among English majors in the Faculty of English, Hanoi National University of Education. This proposed study will explore the applications of this virtual academic environment in project-based learning, focusing on investigating students’ perspectives on its advantages and disadvantages, as well as their expectations and suggestions for an optimal use.

scholarly journals An Acceptable Level of Violence: Assessing the Development of the British Government’s Security Approach to ‘The Troubles’ From 1969-79

2018 ◽  
Vol 1 (2) ◽  
pp. 16
Author(s):  
Jack McDonnell ◽  
Rory David McDonald Butcher
Keyword(s):  
Northern Ireland ◽  
20Th Century ◽  
21St Century ◽  
Acceptable Level ◽  
Guerrilla Warfare ◽  
Careful Examination ◽  
British Army ◽  
The Troubles ◽  
Security Issues ◽  
Asymmetric Warfare

Those seeking to engage in warfare against organised governments in the 21st century are increasingly relying on such governments being unable to respond in an appropriate manner. The latter half of the 20th century in Northern Ireland is a perfect example of a ruling authority modifying its approach to the security issues it was confronted by throughout the conflict. “The Troubles”, as the three decades of guerrilla warfare has now become known, was dealt with by the British establishment through three specific policies – all of which saw changes implemented during the first ten years of the landmark conflict. These were: the implementation of Direct Rule, the so-called “Normalisation” of asymmetric warfare, and the reliance on the local paramilitaries over the British Army. All of these policies can be seen to have failed in particular ways, although careful examination shall explain the logic behind these shifts in British reactionary policy and their effects in the regions of the province of Ulster affected by the conflict. Being a very brief survey of this conflict, this paper does not address other policies enacted – nor does it encompass every aspect of the evidence available. It merely aims to act as an overview.

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