21st Century Teaching: Integrating Innovation in a Traditional Classroom

2019 ◽  
Author(s):  
Zafari Nurul Mostafa Kamal
Keyword(s):  
21St Century ◽  
Traditional Classroom

Fostering Collaboration and Digital Literacy with Mobile Technology

2014 ◽  
pp. 43-57 ◽  
Author(s):  
Michael S. Mills
Keyword(s):  
Mobile Technology ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Multimodal Literacy ◽  
21St Century Classroom ◽  
Cognitive Benefits ◽  
Collaborative Activities

Multimodal literacies are an essential construct of the 21st century classroom, and mobile technology will serve to facilitate the collaborative creation of multimodal digital content. The mission of this chapter is to highlight the potential of mobile technology as a means for enabling collaborative activities and fostering effective communication. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. The proliferation of mobile computing devices to a near-ubiquitous level has amplified this shift and compels educators to seek ways to harness the power of these devices to break down the barriers of the traditional classroom in an effort to make way for a more collaborative, reflective learning experience. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter provides a rationale for and subsequently sketches a practical approach for fostering collaborative, multimodal literacy practices through mobile technology.

scholarly journals Students’ evaluation of using Google Classroom in project-based learning in faculty of English, Hanoi National University of Education

2019 ◽  
Vol 3 (2) ◽  
pp. 40-44
Author(s):  
Giang Thi Kieu Nguyen ◽  
Huong Thi Dinh
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Traditional Classroom ◽  
Academic Environment ◽  
Advantages And Disadvantages ◽  
The Past ◽  
School Subjects ◽  
National University ◽  
Almost All

Traditional classroom has so far been a common place for learning almost all school subjects and courses of different fields. In language teaching and learning within the 21st century context, the use of Google Classroom is not new, so is the research on the benefits and barriers of this virtual academic place. Being used as a supportive device for teaching and learning in several subjects over the past semesters, “Google Classroom” has become a familiar term among English majors in the Faculty of English, Hanoi National University of Education. This proposed study will explore the applications of this virtual academic environment in project-based learning, focusing on investigating students’ perspectives on its advantages and disadvantages, as well as their expectations and suggestions for an optimal use.

Fostering Collaboration and Digital Literacy With Mobile Technology

2017 ◽  
pp. 973-988
Author(s):  
Michael S. Mills
Keyword(s):  
Mobile Technology ◽  
21St Century ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Learning Experience ◽  
Traditional Classroom ◽  
Multimodal Literacy ◽  
21St Century Classroom ◽  
Cognitive Benefits ◽  
Collaborative Activities

Multimodal literacies are an essential construct of the 21st century classroom, and mobile technology will serve to facilitate the collaborative creation of multimodal digital content. The mission of this chapter is to highlight the potential of mobile technology as a means for enabling collaborative activities and fostering effective communication. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. The proliferation of mobile computing devices to a near-ubiquitous level has amplified this shift and compels educators to seek ways to harness the power of these devices to break down the barriers of the traditional classroom in an effort to make way for a more collaborative, reflective learning experience. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter provides a rationale for and subsequently sketches a practical approach for fostering collaborative, multimodal literacy practices through mobile technology.

scholarly journals Promoting Far Transfer and 21st-Century Competency Through the Aural Skills Capstone Project

2020 ◽  
Vol 7 ◽  
Author(s):  
David Heinsen ◽  
Robin Heinsen
Keyword(s):  
21St Century ◽  
Traditional Classroom ◽  
First Year ◽  
Aural Skills ◽  
Ear Training ◽  
Far Transfer ◽  
Student Work ◽  
Knowledge And Skills ◽  
Capstone Project ◽  
Primary Instrument

This essay shares a project that is designed to connect first-year ear-training coursework to the functional use of aural skills beyond traditional classroom limitations. In particular, we focus on a second-semester capstone project that utilizes transcription, transposition, composition, and primary-instrument performance of popular music songs using multi-track recording software. In addition to reinforcing the knowledge and skills of the curriculum, this capstone increases student engagement, gives students ownership of their own skill development, and allows them to experience a broader application of their acquired skills. After a brief discussion of the concept of transfer and its relevance to the ear training classroom, we examine the details of the capstone, consider some of its challenges, and share examples of student work.

Videoconferencing for Schools in the Digital Age

2011 ◽  
pp. 3970-3974
Author(s):  
Marie Martin
Keyword(s):  
Northern Ireland ◽  
21St Century ◽  
Traditional Classroom ◽  
Net Generation ◽  
Learning Needs ◽  
Traditional Model ◽  
Societal Transformation ◽  
Digital Learners ◽  
Familiar Environment ◽  
Rip Van Winkle

Wallis and Steptoe (2006) tell of a “dark little joke” that is bandied about among certain educators. It recounts the tale of Rip Van Winkle, who on reawakening in 2006 after his hundred years’ sleep, experiences utter bewilderment until at last he finds solace in the familiar environment of a classroom, where teaching is going on as it did back in 1906. The story is amusing. The message is blunt. In the middle of the first decade of the 21st century, despite ongoing technology-driven societal transformation, schools are still functioning largely in the easily recognizable traditional model of the industrial era (Steinkuehler, 2006; Veletsianos, 2007). The rush to computerize the classroom has generally not brought about a corresponding change of mindset on the part of educators (Cuban, 2006; Spector, 2000; Shaffer, Squire, Halverson, & Gee, 2005; Thornburg, 2003). Schools are failing to address the needs of the Net generation of learners (Barnes, Marateo, & Ferris, 2007; van ‘t Hooft, 2007). These digital learners who have grown up in a technology-saturated world that has defined and shaped their way of learning find school irrelevant and boring (Mc- Combs, 2000). By drawing on the literature and on case studies from within the experience of the author and other educators in Northern Ireland (NI), this article seeks to demonstrate that videoconferencing, alone as well as alongside other technologies, and used with appropriate pedagogy, can help transform the traditional classroom and make it a place hospitable to the learning needs of the Net generation.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Sign in / Sign up

Export Citation Format

Share Document