How can we utilize teaching strategies based on the 21st Century Learner?
How can we adapt our strategies to fit the advancements in our tools and resources?
What is 21st Century Learning?
"It is generally used to refer to certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today's world"
Education Week, 2010
Education Week, 2010
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Technology is everywhere.
It is apart of our daily lives.
It is embedded in our society.
It is lives in our homes and in the new generation.
It is who we are.
Let's embrace it!
Technology is essential in today's education as it will assist students to acquire the skills needed to adapt in the highly technological society that exists. Technology has change how we live our lives, it has also changes how our students learn and the way we teach. With this change, technology has provided educators effective tools and resources to reach the multiple learners in the classroom. It has enhanced the relationship between students and teachers by engaging the learner in the curriculum content, and has allowed the teacher to reside from the role of lecturer and become a guide in student education. Technology brings relevance to education, allows for meaningful connections to be made and an engaging learning experience for students.
The following articles detail the relevance of technology in the teaching practice:
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What does the research say?
In the article by Rosemary Papa entitled Transitions in Teaching and eLearning, the concept of learning theories throughout the years is addressed, as well as the changes and development in how we teach and learn. Papa begins with how learning theories are justifications on the way we learn and are a guide in our practice. She discusses multiple theorists throughout the years from Skinner to Piaget, Bloom to Vygotsky, as well as Gardner’s multiple intelligences; however, she notes that a theory has yet been developed to explain how we teach and learn in the 21st century. Papa explains that educational technologists have yet to categorize in what way these 21st century tools can be applied effectively to engage, encourage and further develop our learning, but she clarifies that it is evident that learning is can be tailored to our learning needs though activities that present themselves either visually, audibly and/or virtually. Further into the article, Papa discusses how previous theories can be connected to today’s learning practices such as the theory of Situated Cognition, as well as Disruptive Learning Design. Other concepts and strategies based on 21st century teaching described in this article are the following: Game Play, Mobile Apps, B.Y.O.T, Flipped Classrooms, and Participative Learning. All of these concepts are effective practices and raise concerning questions in growth in education.
In the article Online Collaboration and Social Networking, the authors describe what collaborative learning is; types of strategies such as direct instruction, indirect instruction, independent study, experimental learning, and interactive instruction, and when to employ them; how collaborative learning is different from the other strategies; the benefits of collaboration; and how the online learning is beneficial to collaborative activities. The article discusses how we need to change our way of learning and teaching through the discontinuation of disseminating information and skills, and into a way in which we can engage the information that surrounds us through an investigative approach. Thus, the article states that collaborative learning embodies this analytical approach as it promotes the learner to be active in his/her learning, as well as provides opportunities for the learner to engage with others to further develop his/her understanding of the information absorbed. Furthermore, the article describes the positive aspects of collaboration such as the connections that are made, the benefits of grouping, artifact development, and how the theory of collaboration is used online. The collaborative construction of online learning is supported by multiple tools such as Google Drive, Zoho, Microsoft Office, and Adobe; there are also many social media sites that support collaboration through the interaction of users such as Facebook, Blogs, MicroBlogs, Social Bookmarking, and Academica. These sites and tools are described in their purpose and use in collaborative learning. Along with these tools and sites, the article encourages the use of Content Management Systems (CMS) to further encourage the strategy of collaboration. These types of sites allows for students and teachers to address content and utilize tools in the educational environment. An example of a popular CMS is Blackboard. Overall, the article describes collaboration as a strategy that can be applied across the curriculum to aid in the retention of knowledge, as well explains our efforts to find strategies to support our continuing developments in technology, and how the use of collaboration online encompasses tools and resources that supports our advancements.
In the article Online Collaboration and Social Networking, the authors describe what collaborative learning is; types of strategies such as direct instruction, indirect instruction, independent study, experimental learning, and interactive instruction, and when to employ them; how collaborative learning is different from the other strategies; the benefits of collaboration; and how the online learning is beneficial to collaborative activities. The article discusses how we need to change our way of learning and teaching through the discontinuation of disseminating information and skills, and into a way in which we can engage the information that surrounds us through an investigative approach. Thus, the article states that collaborative learning embodies this analytical approach as it promotes the learner to be active in his/her learning, as well as provides opportunities for the learner to engage with others to further develop his/her understanding of the information absorbed. Furthermore, the article describes the positive aspects of collaboration such as the connections that are made, the benefits of grouping, artifact development, and how the theory of collaboration is used online. The collaborative construction of online learning is supported by multiple tools such as Google Drive, Zoho, Microsoft Office, and Adobe; there are also many social media sites that support collaboration through the interaction of users such as Facebook, Blogs, MicroBlogs, Social Bookmarking, and Academica. These sites and tools are described in their purpose and use in collaborative learning. Along with these tools and sites, the article encourages the use of Content Management Systems (CMS) to further encourage the strategy of collaboration. These types of sites allows for students and teachers to address content and utilize tools in the educational environment. An example of a popular CMS is Blackboard. Overall, the article describes collaboration as a strategy that can be applied across the curriculum to aid in the retention of knowledge, as well explains our efforts to find strategies to support our continuing developments in technology, and how the use of collaboration online encompasses tools and resources that supports our advancements.
Strategies for the 21st Century Learner
Game Play is...
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B.Y.O.T is...
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Flipped Classrooms are...
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Participative Learning is...
Using the non-static Whiteboard;
integrating simulations into the curriculum of history; Teaching philosophy through the use of blogs; Conducting social media eKnowledge exchanges with other teachers and their students; Doing virtual mathematics tutoring classes using software; Learning writing through wikis, blogs, and podcasts; Developing webcams for online teaching enhancements for science activities; Understanding instant feedback loops in free social media apps. |
The Benefits of Technology in the Classroom
1. The change in student's role: Students are in an active role rather than a passive role of recipient of information that is transmitted.
2. Increased motivation and self-esteem
3. Technical skills
4. Accomplishment of more complex tasks: Students are able to handle more complex assignments and do more higher-order skills because of the supports provided by technology.
5. More collaboration with peers
6. Increased use of outside sources
2. Increased motivation and self-esteem
3. Technical skills
4. Accomplishment of more complex tasks: Students are able to handle more complex assignments and do more higher-order skills because of the supports provided by technology.
5. More collaboration with peers
6. Increased use of outside sources
eLearning Ontario
What is Blended Learning?
The Ontario Ministry of Education defines Blended Learning as...
using the tools of the provincial learning management system (LMS) to teach and support learning in a face-to-face class. Through blended learning, K-12 students can access high-quality course materials, course calendars, and assignments during and outside school hours.Students can also take part in face-to-face lessons and communicate with their teacher and classmates using a suite of secure online tools inside the password-protected LMS. These tools help students learn or review key concepts, stay organized, show what they have learned, submit assignments, track their achievement, and communicate with others.
For more information on Blended Learning and eLearning Ontario, please visit:
http://www.edu.gov.on.ca/elearning/blend.html
using the tools of the provincial learning management system (LMS) to teach and support learning in a face-to-face class. Through blended learning, K-12 students can access high-quality course materials, course calendars, and assignments during and outside school hours.Students can also take part in face-to-face lessons and communicate with their teacher and classmates using a suite of secure online tools inside the password-protected LMS. These tools help students learn or review key concepts, stay organized, show what they have learned, submit assignments, track their achievement, and communicate with others.
For more information on Blended Learning and eLearning Ontario, please visit:
http://www.edu.gov.on.ca/elearning/blend.html
"It is clear to the world that something just isn’t working with institutional education and most people say that we need to CHANGE institutional education. But to the educators of the world, I am here today to say that I disagree. You don’t need to change anything, you simply need to understand that the world is changing, and if you don’t change with it, the world will decide that it doesn’t need you anymore." George Couros
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Page designed by: Stephanie Albanese
References:
Armfield, S., Armfield, D. M., Blocher, J. M., (2015) Online Collaboration and Social Networking, Media Rich Instruction: Connecting Curriculum to All Learners, DOI 10.1007/978-3-319-00152-4_1, Springer Science + Business Media New York.
Couros, George. 2013. The Principal of Change: Stories of Learning and Leading. Retrieved from http://georgecouros.ca/blog/archives/3674
Effects of Technology on Classroom and Students. Retrieved from https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
Khan, Salman. Let's use video to reinvent education. Retrieved from https://www.youtube.com/watch?v=nTFEUsudhfs
MADdraw. The Flipped Classroom Model. Retrieved from https://www.youtube.com/watch?v=ojiebVw8O0g
NBC News. B.Y.O.T in Forsyth County Schools. Retrieved from https://www.youtube.com/watch?v=0RbkDBvRhLc
SimCityEDU: Engaging 21st Century Learners. Retrieved from https://www.youtube.com/watch?v=XLh-vutw4-c
Papa, R. (2015), Transitions in Teaching and eLearning, Media Rich Instruction: Connecting Curriculum to All Learners, DOI 10.1007/978-3-319-00152-4_1, Springer Science + Business Media New York.
The Ontario Ministry of Education. 2012. eLearning and Blended Learning. Retrieved from http://www.edu.gov.on.ca/elearning/
What is 21st Century Education? Retrieved from https://www.youtube.com/watch?v=Ax5cNlutAys