scholarly journals The 21st Century Learning Environment

2015 ◽  
pp. 14-24
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
21St Century Learning

A case study of the successes and challenges of opening a 21st century learning community for elementary students

2016 ◽  
Author(s):  
◽  
Katherine A. Lawson
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
21St Century ◽  
Support Systems ◽  
21St Century Learning ◽  
Model Description ◽  
University Of Missouri ◽  
Stakeholder Perspectives ◽  
Teachers And Parents ◽  
Successes And Challenges

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative study serves as a model description for school districts to learn from the successes and challenges faced by one Midwest American district's launch of an innovative, project-based elementary school learning community. The researcher gathered stakeholder perspectives on the support systems needed to create a successful 21st century learning environment through interviews, focus groups, and archival data. Stakeholders included administrators, teachers, and parents. The support systems analyzed included the learning environment, curriculum and instruction, and professional development. Results suggest that flexibility, learner centricity, and 21st century skills are critical to all measured aspects of this 21st century learning community.

scholarly journals Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea

2012 ◽  
Vol 28 (6) ◽  
Author(s):  
Hyeonjin Kim ◽  
Hyungshin Choi ◽  
Jeonghye Han ◽  
Hyo-Jeong So
Keyword(s):  
Teacher Education ◽  
Learning Environment ◽  
21St Century ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Knowledge Society ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Adaptive Expertise ◽  
Multiple Sources

<blockquote>Korean teachers are generally considered well trained to integrate ICT into their teaching since the inception of the first IT Master Plan of Korea in 1996. However, the emergence and adoption of cutting-edge technologies create demands for evolving roles and competencies of teachers in the new knowledge society. Given this changing landscape of teacher education, the purpose of this paper is to explore new educational approaches to enhance teachers' ICT capabilities in the 21st century learning environment in Korea. The literature indicates that the new roles of teachers include new media literacy skills and adaptive expertise with efficiency and innovation. From this perspective, we examined three cases: (1) learning Scratch for computational and creative thinking, (2) learning robotics as emerging technology for convergent and divergent thinking, and (3) learning by design with ICT for systems thinking. The new approaches, such as focusing on thinking skills rather than technical skills, and providing various contexts different from ordinary classroom lessons, help teachers to develop adaptive expertise. On the other hand, participants in all three cases indicated difficulties in integrating new ideas, dealing with various course activities, and understanding unfamiliar design contexts in their comprehensive projects. For further studies, it is necessary to investigate learning processes and outcomes of teachers' learning with more depth and a larger number of cases and multiple sources of data to verify the potentials and challenges of these approaches more rigorously.</blockquote><p> </p>

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

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.

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