واقع دمج التعلم الإلكتروني في البيئة التعليمية من وجهة نظر خريجي المرحلة الثانوية باعتباره أحد مهارات القرن الحادي والعشرين = The Extent of E-Learningintegration into the Educational Environment from the Perspective of Secondary School Graduates in Light of 21st Century Requirements

2017 ◽  
Vol N.A. (10) ◽  
pp. 353-418
Author(s):  
صالح بن محمد العطيوي
Keyword(s):  
Secondary School ◽  
21St Century ◽  
Educational Environment

scholarly journals Ecological parks educational environment usage at Biology lessons in schools (on the example of N.A. Avrorin Polar-Alpine Botanical Garden-Institute)

2019 ◽  
Vol 8 (2) ◽  
pp. 349-355
Author(s):  
Elena Garisonovna Mitina ◽  
Anastasia Vladimirovna Ishchenko
Keyword(s):  
Secondary School ◽  
Cellular Structure ◽  
Botanical Garden ◽  
Educational Environment ◽  
Educational Opportunities ◽  
Biology Teachers ◽  
Curriculum Creation ◽  
General Program ◽  
Biology Curriculum ◽  
Biological Education

The paper is devoted to the search of alternative ways to update school Biology curriculum. Creation of educational environment at the premises of ecological parks is considered to be an innovative and promising prospective approach that meets contemporary demands and follows central developmental trends of society. Based on the results of practicing Biology teachers poll, we give an expediency analysis of engaging ecological parks educational opportunities for school lessons. According to available data as well as based on the structure and the content of biological education prescribed for secondary school, the authors program Kola Land nature has been developed. The content of our program is an addition to the General program line Biology for 6-9 classes created by V.V. Pasetchnik, it matches the themes of a school Biology course: Biology as a science of vital nature, Cellular structure of organisms, Plant kingdom, Diversity of fauna, Ecosystems. Effectiveness evaluation of the authors educational program Kola Land nature was realized in the ecological park of N.A. Avrorin Polar Alpine Botanical Garden Institute. The obtained data confirm that the program usage as an addition to the basic school Biology course improves the level of its mastering by students.

A Model for Teacher Training to Improve Students' 21st Century Skills in Online and Blended Learning

2018 ◽  
pp. 399-427
Author(s):  
Julia Breddermann ◽  
Juan-Francisco Martínez-Cerdá ◽  
Joan Torrent-Sellens
Keyword(s):  
Teacher Training ◽  
21St Century ◽  
21St Century Skills ◽  
Educational Environment ◽  
Face To Face ◽  
Knowledge Based ◽  
Professional Challenges ◽  
Film Education ◽  
Social Innovations ◽  
K 12

This chapter presents and develops a model of teacher training considering six socio-technical areas that are currently affecting the K-12 educational environment in both face-to-face, blended and online learning: 1) development of 21st century skills; 2) conducting social innovations; 3) appropriate knowledge management among educators; 4) a renovation of classrooms in pursuit of creative classrooms; 5) effective educational practices; and 6) all these issues under a formal educational context that has its own standard and curricular rules. In this context, a literature review on skills needed in the knowledge based society has been realized together with an analysis of possible film education scenarios for media and web-enhanced classrooms, and an exploratory qualitative research about actual ICT activities at school and their outcomes. The entire research regards teachers' lifelong learning with the aim to acquire regularly new competencies. These new abilities enable them to face new professional challenges.

The Use of 3D Technologies to Support Computational Thinking in STEM Education

2020 ◽  
pp. 425-459
Author(s):  
Panagiotis Angelopoulos ◽  
Alexandros Balatsoukas ◽  
Adina Nistor
Keyword(s):  
Critical Thinking ◽  
3D Printing ◽  
Secondary School ◽  
21St Century ◽  
Three Dimensional ◽  
Computational Thinking ◽  
School Level ◽  
Technology Literacy ◽  
Thinking Skill ◽  
New Strategies

Computational thinking (CT) is increasingly emerging as a thinking skill to support the development of 21st century skills such as critical thinking, creativity, collaboration, or technology literacy, essential for students to become successful in an increasingly complex society. Educators are always looking for new strategies for developing these skills in students. Three-dimensional (3D) printing and scanning technologies are sufficiently mature and economically accessible to be used at the school level. By using 3D technologies, students explore, invent, discover, and engage in real problems and situations. This study explores the use of 3D printing technologies in a secondary school in Athens over the course of two school years. The study investigates if 3D technologies can support the development of CT skills in students.

The Use of 3D Technologies to Support Computational Thinking in STEM Education

2022 ◽  
pp. 573-608
Author(s):  
Panagiotis Angelopoulos ◽  
Alexandros Balatsoukas ◽  
Adina Nistor
Keyword(s):  
Critical Thinking ◽  
3D Printing ◽  
Secondary School ◽  
21St Century ◽  
Three Dimensional ◽  
Computational Thinking ◽  
School Level ◽  
Technology Literacy ◽  
Thinking Skill ◽  
New Strategies

Computational thinking (CT) is increasingly emerging as a thinking skill to support the development of 21st century skills such as critical thinking, creativity, collaboration, or technology literacy, essential for students to become successful in an increasingly complex society. Educators are always looking for new strategies for developing these skills in students. Three-dimensional (3D) printing and scanning technologies are sufficiently mature and economically accessible to be used at the school level. By using 3D technologies, students explore, invent, discover, and engage in real problems and situations. This study explores the use of 3D printing technologies in a secondary school in Athens over the course of two school years. The study investigates if 3D technologies can support the development of CT skills in students.

Principles of Modeling IT-Enabled Educational Environment, When Teaching the “Art” Subject in a General Secondary School

10.12737/6669 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 38-49
Author(s):  
Кустова ◽  
Anna Kystova
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Developmental Psychology ◽  
Educational Environment ◽  
Federal State ◽  
Main Task ◽  
Critical Reasoning ◽  
Educational Standard ◽  
State Educational ◽  
Scientific Fields

The humanitarian paradigm of general secondary education is to get its implementation in the course of teaching the «Art» subject to 8th- and 9thgrade students. Under the new Federal State Educational Standard, a school student has to search and select relevant data by himself, while a teacher’s main task is to foster students’ skills to properly select and analyze information, to help them develop critical reasoning and to assess the content on the basis of objective criteria. As a result, a number of problems emerge, concerning content to be selected to fit the IT-enabled educational environment. The paper provides some principles for modeling IT-enabled educational environment in the process of teaching course in Art, where the choice is based on findings in such scientific fields, as Media Education, Perceptual Psychology, Developmental Psychology, Video-ecology, Art technologies, Art Therapy, all are conducive to enhancing teenagers’ mental health.

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.

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