Experiences of Educators in Imparting Digital Education and 21st Century Skills to Modern Students

2021 ◽  
pp. 383-398
Author(s):  
Sriya Chakravarti ◽  
Rosalind Rice Stevenson
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Experience ◽  
Technology In Education ◽  
Digital Education ◽  
Teaching Tools ◽  
Young Learners

As technology influences societies worldwide and invents new opportunities and challenges, its role in education has become increasingly relevant. As the learning environment adapts and incorporates new e-teaching tools, it becomes imperative to find the role, place of technology in education, and examine the voices of educators that work with various technologies in teaching and learning to train young learners. Therefore, this research aims to examine if educators believe that they can inculcate the 21st century skills into the modern student in an online teaching environment. Furthermore, the research attempts to find the obstacles on part of the educators and students that inhibit delivery of a seamless online educational experience and teaching of the 21st century competencies.

scholarly journals The Use of “Scratch and Challenge Board” as an Alternative Assessment Tool to Enhance University Students’ Skills

2021 ◽  
Vol 17 (3) ◽  
pp. 85
Author(s):  
Tajularipin Sulaiman ◽  
Suzieleez Syrene Abdul Rahim ◽  
KaiYan Wong ◽  
Wan Marzuki Wan Jaafar
Keyword(s):  
Focus Group ◽  
Learning Environment ◽  
University Students ◽  
21St Century ◽  
21St Century Skills ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Research Approach

Abstract: In the teaching and learning process, assessment can be applied in various ways.  In order to ensure the quality of education, assessment should be performed as a platform to support student learning. The role of assessment also ensures that students’ learning outcomes meet the needs of the 21st century skills. “Scratch & Challenge Board” (SCB) can be used to support the 21st century teaching and learning environment through focus group discussions. Therefore, the aim of this study was to explore the perspectives of university students on the use of “Scratch & Challenge Board” as an alternative assessment tool in enhancing students’ skills. This study applied the qualitative research approach. Data were collected through focus group interviews and related documents such as students’ assignments. A total of 10 focus group were obtained, with 3-4 students in each group, and each discussion was moderated by an experienced moderator. Collected data were analysed using constant comparative data analysis methods to obtain the themes. Four (4) themes emerged in this study: (i) alternative assessment encourages active participation in learning, (ii) integrating technologies in assessment tools, (iii) relevant with 21st century skills, and (iv) improvement in learning environment. In conclusion, the “Scratch and Challenge Board” is an assessment tool that not only supports face-to-face teaching and learning, but can also be integrated with technological devices and social media platforms. The “Scratch and Challenge Board” also enhances students’ 21st century skills   Keywords: Assessment tool, Alternative assessment, Group discussion, Teaching innovation

The Benefits and Challenges of Mobile and Ubiquitous Technology in Education

2015 ◽  
pp. 1-23 ◽  
Author(s):  
Victoria M. Cardullo ◽  
Vassiliki “Vicky” I. Zygouris-Coe ◽  
Nance S. Wilson
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Mobile Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
Learning Technologies ◽  
Technology In Education ◽  
Ubiquitous Learning ◽  
Ubiquitous Technology

Technology has evolved and continues to evolve at a rapid pace, allowing access to learning wherever and whenever students need, creating a ubiquitous learning environment. This rapid evolution of technology will require preparation of students for the 21st century, including post-secondary students, necessitating a fundamental and systematic change in how schools are organized for ubiquitous learning. For mobile learning technologies to truly facilitate student learning and prepare students for learning beyond the 21st century, a paradigm shift in teaching and learning is needed. Ubiquitous computing environments should be viewed through the lens of the learner and the learning environment in which all students have access to mobile learning devices anytime, anywhere, thus transcending the boundaries of the classroom. Integration of m-learning and ubiquitous technology in the K-20 classroom will require a new pedagogical framework for teaching and learning. At the heart of this framework is the classroom teacher: a teacher who is aware of the benefits and challenges of technology in education. This chapter explores the benefits and challenges of this technology in education.

The Benefits and Challenges of Mobile and Ubiquitous Technology in Education

2015 ◽  
pp. 1877-1899
Author(s):  
Victoria M. Cardullo ◽  
Vassiliki (Vicky) I. Zygouris-Coe ◽  
Nance S. Wilson
Keyword(s):  
Learning Environment ◽  
Secondary Students ◽  
Mobile Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
Learning Technologies ◽  
Technology In Education ◽  
Ubiquitous Learning ◽  
Ubiquitous Technology

Technology has evolved and continues to evolve at a rapid pace, allowing access to learning wherever and whenever students need, creating a ubiquitous learning environment. This rapid evolution of technology will require preparation of students for the 21st century, including post-secondary students, necessitating a fundamental and systematic change in how schools are organized for ubiquitous learning. For mobile learning technologies to truly facilitate student learning and prepare students for learning beyond the 21st century, a paradigm shift in teaching and learning is needed. Ubiquitous computing environments should be viewed through the lens of the learner and the learning environment in which all students have access to mobile learning devices anytime, anywhere, thus transcending the boundaries of the classroom. Integration of m-learning and ubiquitous technology in the K-20 classroom will require a new pedagogical framework for teaching and learning. At the heart of this framework is the classroom teacher: a teacher who is aware of the benefits and challenges of technology in education. This chapter explores the benefits and challenges of this technology in education.

Infusing 21st Century Skills in a Smart Learning Environment for Secondary Mathematics Classrooms

2019 ◽  
pp. 99-116
Author(s):  
Steve Carlisle Warner
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Learning Process ◽  
Real World ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Smart Learning Environment ◽  
Smart Learning ◽  
Real World Problems

The main objective of this chapter is to demonstrate how an instructional model, 2T2C, was used to infuse 21st century skills in the teaching of secondary school mathematics using a smart learning environment (SLE). It was imperative that cooperative and collaborating learning methodologies were included in the teaching model to ensure peer/teacher interaction to enhance student communication, the infusion of high-order thinking skills to guarantee that students can solve real-world problems and think at higher cognitive levels, the introduction of self-efficacy sessions to ensure that all students have the confidence and self-esteem to believe and have the self-assurance to solve mathematical real-world problems and take responsibility for their own learning, and the infusion of technology as a resource in the teaching and learning process: hence, 2T2C (thinking, technology, communication, and confidence). The scenarios presented highlighted the need for communication, high-level cognitive objectives, multiple evaluation practices, and thinking as key to the learning process.

scholarly journals Digital Storytelling for 21st Century Learning: A Study on Pre-Service Teachers’ Perception

2019 ◽  
Vol 15 (3) ◽  
pp. 226
Author(s):  
Siti Fairuz Dalim ◽  
Nurul Zakiah Muhamad Azliza ◽  
Norezah Ibrahim ◽  
Zulinda Ayu Zulkipli ◽  
Mohammad Mubarrak Mohd Yusof
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
21St Century Learning ◽  
Pedagogical Tools ◽  
Student Centered ◽  
The Many ◽  
The Impact

Digital Storytelling is one of the new pedagogical tools that call upon students’ creativity and helps them to “learn by doing”. It is one of the important steps towards creating the 21st-century learning environment as it promotes the integration of student-centred and technology-enriched learning environment for learners. Despite the many benefits that this learning tool has to offer, many educators are still reluctant to integrate this kind of technology in their classes which resulted in low implementation of this technology among the educators.  Therefore, this study is intended to determine pre-service teachers’ experience and perceptions of digital storytelling for 21st-century skills in a learning environment. A set of questionnaire was distributed to 150 trainee teachers from the Faculty of Education in one of the public universities in Malaysia. The result of this study reveals that pre-service teachers’ have moderately experienced the use of digital storytelling in their learning (M=2.98; SD=1.332). The finding also showed that the pre-service teachers responded positively towards the use of digital storytelling in the classroom (M=3.94; SD=0.713). The correlation analysis further showed that the pre-service teachers’ experience with digital storytelling has significantly given the impact on their perception towards the implementation of this tool in the teaching and learning process. Considering the many advantages of the digital storytelling towards the enhancement of 21st-century skills among the younger generations, therefore more aggressive steps need to be done to strengthen the teaching preparation programme in higher educational institutions. This is very important to ensure that the future teachers produced are well-equipped with all the teaching skills and technologies to educate the next millennial generations. KEYWORDS: 21st-century learning, Millennial,  Digital storytelling, Pre-service teachers, Student-centered

Teaching and Learning 21st Century Skills for Life

2019 ◽  
pp. 365-378
Author(s):  
Joseph Ezale Cobbinah ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Global Economy ◽  
Teaching And Learning ◽  
Current Knowledge ◽  
Educational Institutions ◽  
Job Market ◽  
Education Delivery ◽  
The Way

The acquisition of 21st century skills through teaching and learning has become one of the greatest challenges facing education delivery in recent times. In the light of that, this chapter examines 21st century skills and how students could acquire these skills to become well integrated in the current knowledge and global economy. Further, this chapter examines the need to prepare students to acquire 21st century skills and competencies, so that they become relevant and well equipped for the current job market. Digital literacy and its importance to students are also explored as part of the relevant 21st century skills. This could be done through comprehensive restructuring of many schools' curriculum and modification of the way teachers teach and how students are assessed in educational institutions.

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.

Teaching Through a Pandemic

2021 ◽  
pp. 46-60
Author(s):  
Katrina Kirby
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New World ◽  
Effective Practices ◽  
Full Time ◽  
Online Teaching And Learning ◽  
Parent Communication ◽  
The Times

During the times of COVID-19, teachers quickly had to address the barrier of virtual learning and adapt to a new world of online teaching. This chapter will look into effective practices for online teaching and learning. Additionally, it investigates parent communication in the classroom and how that has changed and developed during this season of COVID-19. This chapter will explore how the learning environment rapidly changed, developed, and improved. It also looks at useful resources that allow for online learning to continue to evolve and grow. In addition, this shift into an online world and how it can be transferred over when learning returns full time to classrooms to grant continued, uninterrupted learning are explored. Looking at how students from low socio-economic backgrounds were affected with the immediate shut down of schools and services, we must examine how to better set our students up for success for the future. Reflecting how schools can better prepare families will create an environment that is proactive, not reactive.

scholarly journals The Effect of a Stimulating Learning Environment on Pre-Service Teachers’ Motivation and 21st Century Skills

2016 ◽  
Vol 5 (3) ◽  
pp. 29 ◽  
Author(s):  
Yonit Nissim ◽  
Eyal Weissblueth ◽  
Lennie Scott-Webber ◽  
Shimon Amar
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Student Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Innovative Technology ◽  
Traditional Classrooms ◽  
High Increase ◽  
Post Occupancy Evaluation ◽  
New Learning

<p>We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers’ motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre- and post- occupation of the new classes.<strong> </strong>Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills.<strong> </strong>Therefore, learning environment plays an important role in preparing pre-service teachers.</p>

Successful Online Teaching and Learning Strategies

2009 ◽  
pp. 110-123
Author(s):  
Mary D. Oriol ◽  
Gail Tumulty
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Learning Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Nursing Program ◽  
Clear Understanding ◽  
Positive Learning Environment ◽  
E Learning ◽  
Teaching Learning

This chapter presents a theoretical framework and research base for the successful transition of an established Master of Science in Nursing program from that of traditional classroom delivery to one that is Web-based with no geographic limitations to students. The application of socio-technical systems theory to facilitate creation of a positive learning environment for future nurse leaders is described. Use of social processes and application of technology to optimize learning is explained and the latest research on content presentation and student engagement in an e-learning environment are presented. The authors hope that through examination of successful online teaching/learning strategies, readers will have a clear understanding of the competencies necessary for students and faculty to be successful in online education.

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