Students as Gamers

2022 ◽  
pp. 868-887
Author(s):  
Polat Şendurur ◽  
Emine Sendurur
Keyword(s):  
Child Development ◽  
21St Century ◽  
21St Century Skills ◽  
Design Thinking ◽  
Game Playing ◽  
The Relationship

Games have been considered as an important part of child development and can roughly be defined as fictional structures with certain rules to be followed to achieve certain goals. Modern games (ex. Minecraft) sometimes require quite sophisticated skills to move on, and these skills mostly match up with 21st century skills. From this perspective, this chapter tries to explain the relationship between 21st century skills and game playing skills, the design thinking approach where students are game designers, coders, and players.

Design Thinking and 21st Century Skills

2015 ◽  
pp. 33-46 ◽  
Author(s):  
Joyce Hwee Ling Koh ◽  
Ching Sing Chai ◽  
Benjamin Wong ◽  
Huang-Yao Hong
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Design Thinking

scholarly journals The Relationship Between Candidates Teachers’ 21st Century Skills and Their Emotional Intelligence Levels

2021 ◽  
Vol 11 (3) ◽  
pp. 527-535
Author(s):  
murat canpolat
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
21St Century ◽  
Teacher Candidates ◽  
21St Century Skills ◽  
Intelligence Scale ◽  
Skill Levels ◽  
Faculty Of Education ◽  
High Level ◽  
The Relationship

The aim of this study is to examine the relationship between 21st century skills and emotional intelligence of teacher candidates. In addition, it was investigated whether teacher candidates’ levels of 21st century skills and emotional intelligence differ significantly according to various variables. This research, which was designed according to the relational screening model, was conducted with 312 teacher candidates studying at Inonu University Faculty of Education. “Multidimensional 21st Century Skills Scale” and “Emotional Intelligence Scale” were used to collect data in the study. Descriptive statistics, difference analysis, Pearson Product Moment Correlation Coefficient and regression analysis were used to analyze the data. As a result of the analysis of the research data, it was found that teacher candidates’ 21st century skills and emotional intelligence are at a high level, that the emotional intelligence and 21st century skill levels of teacher candidates do not differ significantly according to gender, but those who have medium and high overall academic success are 21st. century skills and emotional intelligence levels were found to be high and significantly different. In addition, in the study, it was found that there was a significant, medium, positive relationship between 21st century skills and emotional intelligence of teacher candidates, It was concluded that the level of predicting 21st century skills of emotional intelligence is statistically significant. In the process of preparing students for the future, suggestions were made for the development of 21st century skills and emotional intelligence.

scholarly journals 21ST CENTURY SKILLS IN THE CONTEXT OF LIFE QUALITY

2020 ◽  
Vol 5 ◽  
pp. 322
Author(s):  
Inga Zeide ◽  
Indra Odiņa
Keyword(s):  
Quality Of Life ◽  
European Union ◽  
21St Century ◽  
21St Century Skills ◽  
Qualitative Content Analysis ◽  
Life Quality ◽  
The European Union ◽  
Policy Documents ◽  
The Relationship

The article addresses comparative qualitative content analysis as a part of the grounded theory research to explore the relationship between English language proficiency of economically active adults and their quality of life. Using comparative qualitative content analysis of the policy documents in respect of lifelong learning as main data collection method, the authors of the article aim to identify the relationship between the 21st century skills and indicators of life quality by comparing the sources that define the 21st century skills and analysing them in the context of the “8+1” dimensions of life quality offered by the European Union. The following research questions have been proposed: how 21st century skills are defined in the policy documents and how they relate to the quality of human life. The analysis of European Parliament, Council of the European Union, Word Economic Forum and Eurostat policies, models, strategies and their implementation in respect of lifelong learning reveals existing gaps and points at the urgent need in profiling the development of human skills to enhance human well-being and life quality in Europe. Besides, developing new skills and improving existing ones can be a tool for improving the quality of life in the future, whereas the dimensions of life quality can serve as a prerequisite for skills development.  

Using Design Thinking Practices to Create Technology-Driven Adult Professional Development Programs

2020 ◽  
pp. 78-92
Author(s):  
Farah L. Vallera ◽  
Bashir Sadat
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
21St Century ◽  
21St Century Skills ◽  
Design Thinking ◽  
Development Programs ◽  
Instructional Technologies ◽  
Thinking Process ◽  
Professional Development Programs ◽  
Future Leaders

Instructors are encouraged to train their students to be creative, critical thinkers, and innovative future leaders; unfortunately, most have not been trained in the same way as they are expected to teach. Instructors need to learn how to inspire innovation and 21st century skills by practicing and teaching those skills themselves. One way to do that is by learning the design thinking process, incorporating it into instruction, and using it to develop students' knowledge, skills, and attitudes/beliefs (KSABs) in similar ways. Understanding and employing the design thinking process and combining those tools with relevant and authentic instructional technologies can prepare instructors to develop the skills of tomorrow's workforce, innovators, and future leaders. This chapter discusses the importance of training teachers to use the design thinking process while using the design thinking process to instruct them. Best practices and examples of such professional development are offered.

scholarly journals Science, Technology, Engineering, and Mathematics (STEM) as A Learning Approach to Improve 21st Century Skills: A Review

2020 ◽  
Vol 16 (07) ◽  
pp. 95
Author(s):  
Suci Fajrina ◽  
Lufri Lufri ◽  
Yuni Ahda
Keyword(s):  
21St Century ◽  
Real World ◽  
21St Century Skills ◽  
Interdisciplinary Approach ◽  
Learning Approach ◽  
Comprehensive Review ◽  
Science Technology ◽  
Global Companies ◽  
And Mathematics ◽  
The Relationship

<p class="0abstract">Science, Technology, Engineering, and Mathematics (STEM) is an interdisciplinary approach where academic concept coupled with a lesson or problems that exist in the real world so that students can apply science, technology, engineering, and mathematics in a context that makes the relationship between the school, community, work, and global companies that will emerge the ability to compete in the 21st-century integration of STEM in the classroom Form comprise of three, including integrated content, supporting an integrated content, or integrated context, STEM in its application aims to develop thinking, reasoning, teamwork, investigation, and 21st-century skills that can be used by students in all areas in their life, 21st-century skills to learn and innovate include critical thinking, creativity, communication, and collaboration known as the "Four Cs". This paper provides a comprehensive review of STEM as a learning approach to improve their skills, especially the skills of the 21st century "Four Cs" of the students. Skills "Four Cs" becomes one key to success is to be competitive in entering the era of information and knowledge.</p>

scholarly journals The Relationship of 21st Century Skills on Students’ Attitude and Perception towards Physics

2010 ◽  
Vol 7 ◽  
pp. 546-554 ◽  
Author(s):  
Tuan Mastura Tuan Soh ◽  
Nurazidawati Mohamad Arsad ◽  
Kamisah Osman
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Relationship Of ◽  
The Relationship

scholarly journals THE RELATIONSHIP BETWEEN THE SCHOOL PRINCIPALS' LEVEL OF 21ST CENTURY SKILLS AND THEIR CAPABILITY TO MANAGE CHANGE AT SCHOOLS

2021 ◽  
Vol 8 (8) ◽  
Author(s):  
Mehmet Akif Helvacı ◽  
Şirin Yörük
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Quantitative Research ◽  
School Administrators ◽  
Skill Levels ◽  
Managing Change ◽  
21St Century Skill ◽  
High Level ◽  
The Relationship ◽  
Very High

<p>The purpose of this research is to determine the relationship between school administrators' levels of 21st century skills and their competencies in managing change, according to teachers' views. Moreover, it was investigated to reveal school administrators 21st century skills levels and their proficiency in managing change. In addition, it is aimed to reveal school administrators their 21st century skill levels and their proficiency in managing change. 290 teachers in Uşak participated in this quantitative research conducted in the relational survey model. As a research data collection tool, “The 21st Century Education Manager Skills Scale and the School Managers' Ability to Manage Change Scale were used. Correlation analyzes were also conducted along with descriptive statistics in order to determine the 21st century skills levels of school administrators and their proficiency in managing change. According to the results obtained, it has been seen that the 21st century skill levels of school administrators and their proficiency in managing change are at a very high level. Also, it has been determined that there is a high level of positive correlation between school administrators' proficiency levels of 21st century skills and their proficiency in managing change.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0874/a.php" alt="Hit counter" /></p>

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