Wan / Gut Bringing Schools into the 21st Century

1. Auflage 2011
ISBN: 978-94-007-0268-4
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 13, 260 Seiten

Reihe: Explorations of Educational Purpose

Shift happens: Emerging technologies and globalization have resulted in political, social and cultural changes. These changes have a profound impact on all aspects of human life, including education. Yet while society has changed and continues to change, schools are slow to keep up. This book explores issues related to transforming and modernizing our educational systems, including the impact of societal shifts on education, the efforts at various levels to bring schools into the 21st century, the identification of 21st century skills, the reformation of the curriculum, the creation of alternative models of schooling, the innovative use of technology in education, and many others. It addresses questions like the following: Should schools systems adapt to better meet the needs of tomorrow's world and how should this be accomplished? How can society better prepare students for a changing and challenging modern world? What skills do students need to lead successful lives and become productive citizens in the 21st century? How can educators create learning environments that are relevant and meaningful for digital natives? How can the school curriculum be made more rigorous to meet the needs of the 21st century? This book encourages readers to transcend the limits of their own educational experience, to think beyond familiar notions of schooling, instruction and curriculum, to consider how to best structure learning so that it will benefit future generations. It encourages a deeper analysis of the existing education system and offers practical insights into future directions focused on preparing students with 21st century skills.

Autoren/Hrsg.

Wan, Guofang

Gut, Dianne M.

Inhaltsverzeichnis

1;Acknowledgements;6
2;Contents;7
3;Contributors;9
4;About the Authors;11
5;1 Introduction;15
6;References;18
7;2 Whatever Happened;20
7.1; Introduction;20
7.2; Paradigm Shifts;21
7.3; The Personalized Curriculum;25
7.4;Thinking ;28
7.5; Competencies;32
7.6; Managing Self;34
7.7; Synthesizing the Ideas;37
7.8; Understanding in Social Studies Concepts concepts ;39
7.9; Precursor to Learning Social Science (Example);44
7.9.1; Inquiry Learning;44
7.9.2;Principles and Character ;46
7.10; Technology Making It Happen;48
7.11; Summary;48
7.12; Size and Population Wont Matter Really;50
8;References;53
9;3 Twenty-First Century Students Need 21st Century Skills;54
9.1; What Has Changed;54
9.2; What Are 21st Century Skills;58
9.3; A Shared Vision of a 21st Century Education System;60
9.4; Framework for 21st Century Learning;60
9.4.1; Definitions---21st Century Student Outcomes;61
9.4.1.1; Core Subjects and 21st Century Themes;61
9.4.1.2; Learning and Innovation Skills;62
9.4.2; Core Subjects and 21st Century Themes;64
9.4.3; Learning and Innovation Skills;65
9.4.3.1; Critical Thinking and Problem Solving;65
9.4.3.2; Creativity and Innovation;66
9.4.3.3; Communication and Collaboration;66
9.4.4; Information, Media, and Technology Skills;67
9.4.5; Life and Career Skills;67
9.4.6; Twenty First Century Support Systems;68
9.4.7; Twenty First Century Standards;68
9.4.8; Assessment of 21st Century Skills;69
9.4.9; Twenty First Century Curriculum and Instruction;71
9.4.10; Twenty First Century Professional Development;72
9.4.11; Tewenty First Century Learning Environments;73
9.5; Conclusion;74
9.6; About the Partnership for 21st Century Skills;76
10;References;76
11;4 Educational Reform: What Have Federal and State Policy Makers Done;79
11.1; Introduction;79
11.2; Twenty First Century Learning in a Global Society;81
11.2.1; Australia;82
11.2.2; Brazil;83
11.2.3; China;83
11.2.4; England;84
11.2.5; South Africa;85
11.2.6; United States;85
11.3; Educational Policy in the United States;86
11.4; A State Success Story;88
11.5; Birth of 21st Century Initiative in West Virginia;88
11.5.1; How the Idea Was Born;88
11.5.2; Joining the Partnership;88
11.6; The State Implementation of 21st Century Initiative in West Virginia;89
11.7; Global 21 Shared Vision and Consensus;89
11.7.1; Data Analysis, Planning, and Process Design;90
11.7.2; Management and Organization;90
11.7.3; Standards and Curriculum Aligned with 21st Century Skills;91
11.7.4; Programmatic Initiatives to Support Rigorous Content and Student Achievement;91
11.7.5; Technology Integration to Support Rigorous Content and Student Achievement;91
11.7.6; Twenty First Century Assessments;92
11.7.7; Ongoing Professional Development in 21st Century Skills;92
11.7.8; Collaboration with Outside Partners;93
11.8; A Success Story from the United States;94
11.9; A Look Ahead;95
11.10; Conclusion;97
12;References;98
13;5 A Needs Assessment: Reforming the U.S. School Curriculum;102
13.1; Introduction;102
13.2; Theoretical Framework;103
13.3; Related Studies;104
13.4; Research Design;109
13.4.1; Research Questions;109
13.4.2; Method;109
13.4.3; Data Collection and Participants;109
13.4.4; Data Analysis;111
13.4.5; Results;111
13.5; Discussion and Conclusion;118
14;References;122
15;6 Preparing Teachers for the 21st Century: A Renaissance;124
15.1; What Needs to Change in Higher Education;125
15.1.1; Highly Qualified Teachers;128
15.2; Preparing Teachers for 21st Century Education;129
15.2.1; A Model for 21st Century Teacher Preparation;129
15.2.2; Human Development Knowledge;133
15.2.3; Content and Pedagogical Knowledge;133
15.2.4; Strengthening Knowledge, Skills, and Dispositions;134
15.2.5; Necessary Changes: Policy;135
15.3; Conclusion: A Vision for the Future;137
15.4; Case Study: Two 21st Century Preservice Teachers;137
15.4.1; Case Study Discussion;140
15.5; Conclusion;141
15.6; Appendix 1: Interstate New Teacher Assessment and Support Consortium (INTASC);141
15.6.1; Standard 1: Content Pedagogy;141
15.6.2; Standard 2: Student Development;141
15.6.3; Standard 3: Diverse Learners;142
15.6.4; Standard 4: Multiple Instructional Strategies;142
15.6.5; Standard 5: Motivation and Management;142
15.6.6; Standard 6: Communication and Technology;142
15.6.7; Standard 7: Planning;142
15.6.8; Standard 8: Assessment;142
15.6.9; Standard 9: Reflective Practice: Professional Development;142
15.6.10; Standard 10: School and Community Involvement;143
15.7; Appendix 2;143
16;References;145
17;7 Integrating 21st Century Skills into the Curriculum;147
17.1; The Need to Integrate 21st Century Skills in Content Area Instruction;147
17.1.1; Information Growth;147
17.1.2; Meeting Global Workplace Demands;148
17.2; The Challenge of Straddling and Bridging the Divide;149
17.3; Integrating 21st Century Skills in Lesson Planning at the Preservice Level;151
17.3.1; 21st Century Themes;151
17.3.2; Learning and Innovation Skills;152
17.3.3; Information, Media, and Technology Skills;153
17.3.4; Career and Life Skills;153
17.4; Integrating 21st Century Skills in the Content Area (Lessons from Inservice Teachers);154
17.5; 21st Century Themes;155
17.5.1; Learning and Innovation Skills;155
17.5.2; Information, Media, and Technology Skills;156
17.5.3; Career and Life Skills;156
17.6; Taking the Beginning Steps;157
17.7; Diving In: Online Resources for Educators;160
17.7.1; Around the World in 80 Schools;160
17.7.2; ARTSEDGE;160
17.7.3; Colorado Learns (C21L) Council on 21st Century Learning;160
17.7.4; Cybersmart!;161
17.7.5; Discovery Education Classroom Resources;161
17.7.6; EconEdLink;161
17.7.7; EDSITEment;161
17.7.8; Envision Schools Project Exchange;161
17.7.9; ePals;161
17.7.10; eThemes;162
17.7.11; EvaluTech;162
17.7.12; Flat Classroom Project;162
17.7.13; Gateway to 21st Century Skills;162
17.7.14; Illuminations;162
17.7.15; International Education and Resource Network (iEARN);163
17.7.16; KnowledgeWorks Foundation;163
17.7.17; Library of Congress;163
17.7.18; Literacy Network;163
17.7.19; Microsoft Education;163
17.7.20; ReadWriteThink;163
17.7.21; Route 21;164
17.7.22; Science NetLinks;164
17.7.23; Smithsonian Center for Education and Museum Studies;164
17.7.24; Smithsonian's History Explorer;164
17.7.25; Teach Connect;164
17.7.26; Thinkfinity;164
17.7.27; Thinkquest;165
17.7.28; World Digital Library;165
17.7.29; XPEDITIONS;165
17.8; Conclusion;165
18;References;165
19;8 Reading, Writing, and Deconstructing: Media Literacy as Part of the School Curriculum;168
19.1; Introduction to Media Literacy;168
19.2; The History of Media Literacy in the US;169
19.3; How Does the US Measure Up Against Other English-Speaking Countries;170
19.3.1; The Leading Countries;170
19.3.2; What Teachers Need;171
19.4; Integrating Media Literacy into the Curriculum;171
19.4.1; Consumer/Family Sciences;172
19.4.2; Geography;172
19.4.3; Health Education;172
19.4.4; Language Arts;172
19.4.5; Math;173
19.4.6; Science;173
19.5; Media Literacy and Social Justice;173
19.6; Conclusion;175
19.7; Appendix: Useful Information and Tools for Teachers;176
19.7.1; Media Literacy Organizations;176
19.7.2; Media Literacy Concepts;176
19.7.2.1; Basic Concepts;176
19.7.2.2; Intermediate Concepts;178
19.7.2.3; Advanced Concepts;179
19.7.3; Text and Subtext;179
19.7.3.1; Text;179
19.7.3.2; Subtext;180
19.7.3.3; Example;180
19.7.4; Tools of Persuasion;181
19.7.4.1; Basic Persuasion Techniques;182
19.7.4.2; Intermediate Persuasion Techniques;184
19.7.4.3; Advanced Persuasion Techniques;186
19.7.5; Deconstructing Media Messages;187
19.7.6; Deconstruction Questions;188
19.7.6.1; Basic Deconstruction Questions;189
19.7.6.2; Intermediate deconstruction questions;189
19.7.6.3; Advanced deconstruction questions;189
19.7.6.4; Sample Deconstruction;189
19.7.7; Creating Counter Ads;191
19.7.8; Looking Beyond the Frame;193
20;References;194
21;9 The Mobile School: Digital Communities CreatedINTbreak; by Mobile Learners;195
21.1; Introduction;195
21.2; Schools as Time and Place;196
21.3; Mobile Technologies and School;197
21.4; Digital Learning Communities;200
21.5; New Learning Environments for the Mobile Learner;202
21.6; Digital Citizenship for a Mobile Learners;206
21.7; The Challenge to the Digital Educator;208
22;References;210
23;10 Online Learning: A 21st Century Approach to Education;212
23.1; Introduction;212
23.2; What Is Online Learning;213
23.3; The Online Course Environment;213
23.4; Content for Online Courses;214
23.5; The Role of the Online Teacher;214
23.6; Technology Considerations for Online Programs;216
23.7; How Is Online Learning Being Used;216
23.8; Types of Online Programs;217
23.9; Status and Trends in the United States;218
23.10; Differences in Online Learning by Grade Level;219
23.11; Online Learning Policy Developments in Recent Years;221
23.12; Key Issues in Online Learning;223
23.12.1; Funding;223
23.12.2; Course Quality and Standards;225
23.12.3; Online Teaching Skills;225
23.12.4; Accountability for Student Achievement;227
23.12.5; Millennial Students and the Digital Divide;227
23.13; Online Learning in Other Countries;228
23.14; Looking Ahead;229
24;References;230
25;11 Redesigning Teacher Education from the Ground Up A Collaborative Model;231
25.1; Processes of Change in a Collaborative Organization;232
25.2; Understanding Interorganizational Alliances;233
25.3; Dynamic 1: Building the Momentum;234
25.3.1; Previous Initiatives to Resolve Educational Disparities;234
25.3.2; Prevailing Cultural Perceptions;234
25.3.3; New Eyes, New Voices, Opportune Moment;236
25.3.4; The Right Point in Time;238
25.3.5; Articulating a Shared Vision of Change;239
25.4; Dynamic 2: Crafting Agile Alignment;239
25.4.1; Non-Hierarchical Organization;240
25.4.2; Bridging Boundaries;241
25.4.3; Seeking Common Ground;242
25.5; Dynamic 3: Creating Equitable Participation;243
25.5.1; Membership and Participation Roles;243
25.5.2; Equals at the Table;243
25.5.3; Building Relationships;244
25.5.4; Collaborative Decision Making;244
25.5.5; Sharing Responsibility;245
25.6; Dynamic 4: Generating Collaboration through Language and Symbols;245
25.6.1; Word Power: Naming the Organization. Adopting the Purpose Statement;245
25.6.2; Milieu of Interactive Dialogue;247
25.6.3; Image of the Wheel;248
25.7; CC Impact on Teacher Education and Regional Schools;249
25.8; Final Thoughts;250
25.9; Notes;251
26;References;251
27;Name Index;253
28;Subject Index;261