Twenty-first century learning in schools: A case study of New Technology High School in Napa, California

2006 ◽  
Vol 2006 (110) ◽  
pp. 101-112 ◽  
Author(s):  
Bob Pearlman
Keyword(s):  
High School ◽  
New Technology ◽  
First Century ◽  
Twenty First Century Learning ◽  
Twenty First Century

scholarly journals Transforming school culture through inquiry-driven learning and iPads

2018 ◽  
Vol 3 (2) ◽  
pp. 79-96 ◽  
Author(s):  
Kurt Thumlert ◽  
Ron Owston ◽  
Taru Malhotra
Keyword(s):  
Professional Learning ◽  
Large Scale ◽  
System Change ◽  
First Century ◽  
Content Type ◽  
Large Scale System ◽  
Learning Cultures ◽  
Twenty First Century Learning ◽  
Twenty First Century

Purpose The purpose of this paper is to provide an overview of a commissioned research study that analyzed a schooling initiative with the ambitious goal of transforming learning environments across the district by advancing innovative, inquiry-driven pedagogical practices combined with 1:1 iPad distribution. The paper explores impacts of the initiative on pedagogical innovation, twenty-first century learning, and related impacts on professional learning, collaboration, and culture change in the pilot schools analyzed in the study. Design/methodology/approach A multi-dimensional case study approach was used to analyze how the initiative was implemented, and to what extent teaching, learning, and professional cultures were transformed, based on action plan inputs and “change drivers”. Research methods included structured, open-ended interviews conducted with randomly selected teachers and key informants in leadership roles, focus groups held with students, as well as analysis of policy documents, student work samples, and other data sources. Findings The authors found evidence of a synergistic relationship between innovations in inquiry-driven pedagogy and professional learning cultures, with evidence of increased collaboration, deepened engagement and persistence, and a climate of collegiality and risk-taking at both classroom and organizational levels. Based on initiative inputs, the authors found that innovations in collaborative technology/pedagogy practices in classrooms paralleled similar innovations and transformations in professional learning cultures and capacity-building networks. Practical implications This initiative analyzed in this paper provides a case study in large-scale system change, offering a compelling model for transformative policies and initiatives where interwoven innovations in pedagogy and technology mobilization are supported by multiple drivers for formal and informal professional learning/development and networked collaboration. Challenges and recommendations are highlighted in the concluding discussion. Originality/value The transformative initiative analyzed in this paper provides a very timely case-model for innovations in twenty-first century learning and, specifically, for enacting and sustaining large-scale system change where inquiry-driven learning and technology tools are being mobilized to support “deep learning”, “new learning partnerships”, and multilevel transformations in professional learning (Fullan and Donnelly, 2013). This research advances scholarly work in the areas of twenty-first century learning, identifying relationships between technology/pedagogy innovation and professional capital building (Hargreaves and Fullan, 2012).

“Is an Archive Enough?”: Megatextual Debris in the Work of Rachel Blau DuPlessis

Genre ◽  
2021 ◽  
Vol 54 (1) ◽  
pp. 139-165
Author(s):  
Bradley J. Fest
Keyword(s):  
Digital Technologies ◽  
Media Ecology ◽  
First Century ◽  
Long Poem ◽  
Cultural Logic ◽  
Television Film ◽  
Twenty First Century ◽  
Rachel Blau Duplessis ◽  
Film And Video

In the twenty-first century, digital technologies have made it possible for writers and artists to create massively unreadable works through computational and collaborative composition, what the author has elsewhere called megatexts. The ubiquity of texts appearing across media that are quite literally too big to read—from experimental novels to television, film, and video games—signals that the megatext is an emergent form native to the era of neoliberalism. But what happens to other long forms, such as the twentieth-century long poem, when written in an era of megatextuality? Rachel Blau DuPlessis's work, including Drafts (1987–2013) and Traces, with Days (2017–), readily suggests itself as a case study for thinking through a megatextual impulse in the twenty-first-century long poem. Though her work is plainly indebted to its modernist precursors (H.D., Pound, Williams, etc.) while disavowing at every level of its composition a patriarchal will toward totality, DuPlessis's various experiments in the long poem are also thoroughly contemporary and respond to the economic, military, political, and environmental transformations of the neoliberal era by drawing upon and producing fragmentary, megatextual debris. This essay positions DuPlessis's work amidst a larger twenty-first-century media ecology, which includes both the megatext and the big, ambitious novel, and argues that rather than simply (and futilely) resist the neoliberal cultural logic of accumulation without end, DuPlessis hypertrophically uses the megatext's phallogocentric form against itself in order to interrogate more broadly what it means—socially, culturally, economically—to write a long poem in the age of hyperarchival accumulation.

The significance of aesthetic landscape appreciation to modern geotourism provision

2010 ◽  
Author(s):  
Thomas A. Hose
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
First Century ◽  
Lake District ◽  
Early Twentieth Century ◽  
English Lake District ◽  
European Engagement ◽  
Twenty First Century ◽  
Nineteeth Century

Many of the stakeholders involved in modern geotourism provision lack awareness of how the concept essentially ermeged, developed and was defined in Europe. Such stakeholders are unaware of how many of the modern approaches to landscape promotion and interpretation actually have nineteeth century antecedents. Similarly, many of the apparently modern threats to, and issues around, the protection of wild and fragile landscapes and geoconservation of specific geosites also first emerged in the ninetheeth century; the solutions that were developed to address those threats and issues were first applied in the early twentieth century and were subsequently much refined by the opening of the twenty-first century. However, the European engagement with wild and fragile landscapes as places to be appreciated and explored began much earlier than the nineteenth century and can be traced back to Renaissance times. The purpose of this chapter is to provide a summary consideration of this rather neglected aspect of geotourism, initially by considering its modern recognition and definitions and then by examining the English Lake District (with further examples from Britain and Australia available at the website) as a particular case study along with examples.

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