Harvard Education Letter September/October 2008: Teaching 21st Century Skills - 0 views
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As 2014 approaches—the deadline for all students to be proficient on state tests—academics, educators, business groups, and policymakers are finding common ground in a movement to bring “21st century skills” to the classroom, prompting state agencies and district leaders across the country to rewrite curriculum standards and even to contemplate big changes to existing state testing systems.
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Some of these skills have always been important but are now taking on another meaning—like collaboration
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September/October 2008 Teaching 21st Century Skills What does it look like in practice? by Nancy Walser Call it a quiet revolution. As 2014 approaches-the deadline for all students to be proficient on state tests-academics, educators, business groups, and policymakers are finding common ground in a movement to bring "21st century skills" to the classroom, prompting state agencies and district leaders across the country to rewrite curriculum standards and even to contemplate big changes to existing state testing systems. What are 21st century skills, who's pushing them, and what does 21st century teaching look like in practice? Although definitions vary, most lists of 21st century skills include those needed to make the best use of rapidly changing technologies; the so-called "soft skills" that computers can't provide, like creativity; and those considered vital to working and living in an increasingly complex, rapidly changing global society (see "Skills for a New Century," p. 2). "Some of these skills have always been important but are now taking on another meaning-like collaboration. Now you have to be able to collaborate across the globe with someone you might never meet," explains Christopher Dede, a Harvard professor who sits on the Massachusetts 21st Century Skills Task Force. "Some are unique to the 21st century. It's only relatively recently, for example, that you could get two million hits on an [Internet] search and have to filter down to five that you want."
Wiki - EduCamps @ mixxt - 0 views
web2_technologies_ks3_4.pdf (application/pdf-Objekt) - 0 views
Becta-Report: Implementing Web 2.0 in Secondary Schools: Impacts, Barriers and Issues - 0 views
21th Century Skills Map - 0 views
BMBF: Medienwelten von Jugendlichen für Bildungsprozesse nutzen - 0 views
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Jugendliche aus bildungsfernen Milieus lassen sich durch gezielte Medienarbeit ansprechen. Das ist das Ergebnis einer Studie vom Institut für Medienpädagogik in Forschung und Praxis (JFF), die das Bundesbildungsministerium in Auftrag gegeben hat.
In-class laptop use sparks backlash, possibly lower grades - Ars Technica - 0 views
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Recent studies of the educational value of in-class computer use, however, are suggesting that it's difficult for these programs to improve classroom performance, and there are some signs that a backlash may be brewing.
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The 1:1 laptop programs do seem to help with the students' ability to use the technology they're exposed to, and a variety of studies show what might be an unexpected benefit: improved writing skills.
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Distractions on campus
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SUNY Oswego - Editorial: The Components of Authentic Learning (Journal of Authentic Lea... - 0 views
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"authentic learning" is relatively recent, the idea of learning in contexts that promote real-life applications of knowledge
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learning in contexts that promote real-life applications of knowledge
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Approaches that focus on such authentic tasks include project-based learning, the case method, problem-based learning, cognitive apprenticeship (Collins, Brown, & Newman, 1989), situated learning, constructive learning environments (Jonassen, 1999), collaborative problem solving (Nelson, 1999), and goal-based scenarios (Schank, Berman, & MacPerson, 1999).
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e-Start Web Area - 0 views
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How are pupils and teachers encouraged and motivated to relate to digital culture and use digital technology?
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main incentives usually offered with respect to digital technology use are concerned with life after schooling and the promise of a future career in the workplace. The ineffectiveness of such incentives is clearly evidenced in the “lifestyle choices” of many children
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the role of both face to face (friends, relatives, family, peers, neighbors, memberships to groups, etc) and remote (online help facilities, helplines, etc) social and resource networks needs to be recognized (Selwyn, 2004). Social networks may represent a significant determinant in the process within which different pupils and teachers, as members of diverse communities and collectivities, identify a “use” for digital technology in their daily and leisure lives, develop an interest towards this use, establish an initial and later a meaningful engagement with digital tools and contents and sustain this interest and engagement throughout time by expanding their skills and knowledge.
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