The title of this article is : Building Student Data Literacy: An Essential Critical-Thinking Skill for the 21st Century. Authored By: Gunter, Glenda A.
Critical-Thingking skills are essential in 21st century, how can teachers do to ensure our students are information-literate.
"Innovative Methodologies for 21st Century Learning, Teaching and Assessment: A Convenience Sampling Investigation into the Use of Social Media Technologies in Higher Education"
The title of this article is : Building Student Data Literacy: An Essential Critical-Thinking Skill for the 21st Century. Authored By: Gunter, Glenda A.
Critical-Thingking skills are essential in 21st century, how can teachers do to ensure our students are information-literate.
Liz Kolb converted, from being one of those teachers who “didn't see value of cell phones on campus” to devising ways to use cell phones as learning tools
I think the key in using cell phones in the classroom is to teach the students that their phones can be used as educational tools to benefit the learning process.
this type of technology integration will better prepare students for the 21st century workforce, where jobs are performed on mobile devices, such as cell phones
Truly, cell phones are rampant in the workplace, so we need to dedicate the time and effort to show our students the proper way to use this amazing tool.
we can teach kids to use their cell phones as a way to learn about, document, and organize their world in preparation for life in the 21st century.
Short, highly entertaining videos on a lot of relevant ed tech /21st century learning topics. Videos are short and loaded with information and ideas to help teachers learn new ideas for their classes.
Examining specific ways in which teachers are bringing new technologies and related practices into the classroom reveals how the writing curriculum of the early 21st century is both an extension of what has come before and an expansion of it.
Examining specific ways in which teachers are bringing new technologies and related practices into the classroom reveals how the writing curriculum of the early 21st century is both an extension of what has come before and an expansion of it.
Although a lens to view the future is clouded, and must be filtered through the past and present, the ability to stand back and think about the impact of technologies on student learning will undergird research in technology for the education of children, youth, and adults with disabilities in the 21st century. We must view the coming changes, and they will be massive, from the perspective that technology provides access to learning but does not control it; that technologies are not the content of education鉹ather, they provide a cornucopia of tools for learning.
Help your students develop 21st century skills while exploring global themes. The Innovative Teacher Toolkit provides whitepapers, customizable lesson plans, and technology tools to reinforce skills such as collaboration, creativity, critical thinking, assessment, and organization.
A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling.
This brief article is an early work by Dr. Ian Bogost related to what he would later refer to as "procedural rhetoric." In this piece Dr. Bogost draws parallels between various processes essential to being "literate" at different points in history.
With what "processes" do we need to become literate as educators in the 21st century? How can we help others become literate?
Through technology, if we can get our kids,and students to engage in a educational video game like they do with the wii, game cube and all the others we will have a better chance at reaching our kids. Most of these children can show you how to get to the highest level in games, why can't we learn how to teach our children to have the same drive in education. I think we can through technology, creating these educational games that get the kids into wanting to play them. First we ourselves need to know how to do it through technology.
This sounds a lot like learning by doing. If students can't experience battle re-enactments, or visit musuems and historical sites, or travel to parks, or act out a story, technology might afford those luxuries. Computers, iPads, even smart phones can provide virtual field trips and experiences. Students can further share these experiences through social networking. As an older generation, I feel it necessary to keep learning how today's youth are communicating so I will be able to connect with them and bridge that gap in their education.
Not a fan of Diamond, but I did like Guns, Germs, and Steel. As it relates to learning, I do agree that there is great benefit in constructing your learning. I imagine a day when we will be able to choose from a vast assortment of resources that will allow us to illustrate specific terms or concepts and from those resources we can build knowledge, sort of like a Lego model.
A brief study of the current usage of the word "curate."
This word has become popular especially among those interested in so-called 21st Century learning/skills.
What information do you "curate," and for whom do you present it?
I curate everything for my child, and for my students....apps, websites, games, field trips, resources, books; anything i know they could use and benefit from and enjoy.
I also curate info on plants, especially native and edible ones, and how to grow and preserve them, and present it to whoever is interested.
I really could "curate" a lot of things, being the resourceful person that I am...but I wouldn't want to come across as a know it all, trying only to speak when I know the info would be appreciated.