scholarly journals Technology-Supported Learning Environment to Improve Higher-Order Thinking Experience of Social Science Teachers TPCK for the 21st Century Learning

2018 ◽  
Author(s):  
Punaji Setyosari ◽  
Taufik Ikhsan Slamet ◽  
Saida Ulfa ◽  
Herlina Ike Oktaviani
Keyword(s):  
Learning Environment ◽  
Social Science ◽  
Science Teachers ◽  
21St Century ◽  
Higher Order Thinking ◽  
21St Century Learning ◽  
Higher Order

scholarly journals VALIDATION AND RELIABILITY OF TEACHER READINESS, TECHNOLOGY AND PEDAGOGY KNOWLEDGE TOWARDS TECHNOLOGY INTEGRATION IN 21ST CENTURY LEARNING

2019 ◽  
Vol 4 (33) ◽  
pp. 41-52
Author(s):  
You Eng Chieng ◽  
Choon Keong Tan
Keyword(s):  
Pilot Study ◽  
Secondary School ◽  
Social Science ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Learning ◽  
Pedagogical Knowledge ◽  
Validity And Reliability ◽  
Integration Of Technology ◽  
Teacher Readiness

The purpose of this study is to validate instruments for assessing the aspects of teacher readiness, technological knowledge, pedagogical knowledge in the integration of technology in 21st Century Learning in secondary school. Three experts in their respective fields were involved in the validity of the content of this instrument. Meanwhile, the construct validity and the reliability of the instrument were reviewed and analysed using the Statistical Package of Social Science (SPSS) Version 25.0 software. About 100 Science teachers were involved in this pilot study. The factor loadings for each items was greater than 0.5 and ranged from 0.55 to 0.84. While the reliability of alpha values are range from 0.91 to 0.95. These validity and reliability results show that the instrument is suitable to be used in the real study in future.

scholarly journals Identifying Higher-Order Thinking Skills on Lesson Plan: How Do Teachers Construct the Lesson Plan?

2021 ◽  
Vol 6 (2) ◽  
pp. 277-285
Author(s):  
Sri Haryati ◽  
Eli Trisnowati ◽  
Siswanto Siswanto ◽  
Moch. Malik Al Firdaus
Keyword(s):  
21St Century ◽  
Lesson Plan ◽  
Teaching Experience ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Higher Order ◽  
Lesson Plans ◽  
Higher Order Thinking Skills ◽  
Years Of Teaching Experience

In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 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.

Teaching Amidst Unexpected Unknowns

2016 ◽  
pp. 75-87
Author(s):  
Sachin Sinha ◽  
Deepti Sinha
Keyword(s):  
Communication Skills ◽  
21St Century ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
The West ◽  
Higher Order Thinking Skills ◽  
Knowledge And Skills ◽  
Complex Thinking ◽  
Technology Migration

Globalisation, technology, migration, competition, changing markets and transnational environmental and political challenges have added a new urgency to develop the skills and knowledge needed in the 21st century. Educators, governments, foundations, employers and researchers refer to these abilities as ‘higher-order thinking skills' ‘deeper learning outcomes' and ‘complex thinking and communication skills'. We need to understand how students today are different from those of yesteryears. Although everyone believes that the knowledge and skills that students need today are different from what they needed yesterday, terminology differs from country to country, as does the composition of knowledge, skills and values. This chapter is broadly divided into four sections. The main objectives of the narrative are to understand the growth and evolution of teaching, to develop an understanding of the differences between the teaching of the East and that of the West, to explore teaching as an art and a skill and finally to prepare ourselves for the burgeoning demands of digital-age teaching.

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