The societies of the twenty-first century are subject to social, cultural, political, and economic changes. In this context, the school is asked to educate the future citizens in the present. To respond to this kaleidoscopic reality, the school is immersed in a pedagogical revolution. In this book, the reader will find a selection of avant-garde research works from different disciplines and contexts, which have their epicenter in the school and in the faculties of education. New issues in pedagogy and education, and new roles of teachers and students, are discussed in a global and diverse context. And new methodological and formative proposals are also proposed to build the ideal school and the ideal teacher, from the initial and continuous teacher training.
This book focuses on current trends, potential challenges and further developments of teacher education and professional development from a theoretical, empirical and practical point of view. It intends to provide valuable and fresh insights from research studies and examples of best practices from Europe and all over the world. The authors deal with the strengths and limitations of different models, strategies, approaches and policies related to teacher education and professional development in and for changing times (digitization, multiculturalism, pressure to perform).
This book simultaneously provides multiple analyses of critical pedagogy in the twenty-first century while showcasing the scholarship of this new generation of critical scholar-educators. Needless to say, the writers herein represent just a small subset of a much larger movement for critical transformation and a more humane, less Eurocentric, less paternalistic, less homophobic, less patriarchical, less exploitative, and less violent world. This volume highlights the finding that rigorous critical pedagogical approaches to education, while still marginalized in many contexts, are being used in increasingly more classrooms for the benefit of student learning, contributing, however indirectly, to the larger struggle against the barbarism of industrial, neoliberal, militarized destructiveness. The challenge for critical pedagogy in the twenty-first century, from this point of view, includes contributing to the manifestation of a truly global critical pedagogy that is epistemologically democratic and against human suffering and capitalist exploitation. These rigorous, democratic, critical standards for measuring the value of our scholarship, including this volume of essays, should be the same that we use to critique and transform the larger society in which we live and work.
Neuroscience research deals with the physiology, biochemistry, anatomy and molecular biology of neurons and neural circuits and especially their association with behavior and learning. Of late, neuroscience research is playing a pivotal role in industry, science writing, government program management, science advocacy, and education. In the process of learning as experiencing knowledge, the human brain plays a vital role as the central governing system to map the images of learning in the human brain which may be called educational neuroscience. It provides means to develop a common language and bridge the gulf between educators, psychologists and neuroscientists. The emerging field of educational neuroscience presents opportunities as well as challenges for education, especially when it comes to assess the learning disorders and learning intentions of the students. The most effective learning involves recruiting multiple regions of the brain for the learning task. These regions are associated with such functions as memory, the various senses, volitional control, and higher levels of cognitive functioning. By considering biological factors, research has advanced the understanding of specific learning difficulties, such as dyslexia and dyscalculia. Likewise, neuroscience is uncovering why certain types of learning are more rewarding than others. Of late, a lot of research has gone in the field of neural networks and deep learning. It is worthwhile to consider these research areas in investigating the interplay between the human brain and human formal/natural learning. This book is intended to bring together the recent advances in neuroscience research and their influence on the evolving learning systems with special emphasis on the evolution of a learner-centric framework in outcome based education by taking into cognizance the learning abilities and intentions of the learners.
The societies of the twenty-first century are subject to social, cultural, political, and economic changes. In this context, the school is asked to educate the future citizens in the present. To respond to this kaleidoscopic reality, the school is immersed in a pedagogical revolution. In this book, the reader will find a selection of avant-garde research works from different disciplines and contexts, which have their epicenter in the school and in the faculties of education. New issues in pedagogy and education, and new roles of teachers and students, are discussed in a global and diverse context. And new methodological and formative proposals are also proposed to build the ideal school and the ideal teacher, from the initial and continuous teacher training.
This important resource introduces a framework for 21st Century learning that maps out the skills needed to survive and thrive in a complex and connected world. 21st Century content includes the basic core subjects of reading, writing, and arithmetic-but also emphasizes global awareness, financial/economic literacy, and health issues. The skills fall into three categories: learning and innovations skills; digital literacy skills; and life and career skills. This book is filled with vignettes, international examples, and classroom samples that help illustrate the framework and provide an exciting view of twenty-first century teaching and learning. Explores the three main categories of 21st Century Skills: learning and innovations skills; digital literacy skills; and life and career skills Addresses timely issues such as the rapid advance of technology and increased economic competition Based on a framework developed by the Partnership for 21st Century Skills (P21) The book contains a video with clips of classroom teaching. For more information on the book visit www.21stcenturyskillsbook.com.
The need to develop 21st-century competencies has received global recognition, but instructional methods have not been reformed to include the teaching of these skills. Multiple frameworks include creativity, critical thinking, communication, and collaboration as the foundational competencies. Complexities of planning curriculum and delivering instruction to develop the foundational competencies requires professional training. However, despite training, instructional practice can be impacted by barriers caused by personal views of teachers, economic constraints, access to resources, social challenges, pandemic, overwhelming pace of global shifts, and other influences. With digitalization entering the field of education, it is unclear if technology has helped in removing or eliminating the barriers or has, itself, become another obstruction in integrating the competencies. Gaining an educator's perspective is essential to understanding the barriers as well as solutions to mitigate the impediments through innovative instructional methods being practiced across the globe via digital or non-digital platforms. The need for original contributions from educators exists in this area of barriers to 21st-century education and the role of digitalization. The Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization discusses teaching the 21st-century competencies, namely critical thinking, creativity, collaboration, and communication. This book presents both the problems or gaps causing barriers and brings forth practical solutions, digital and non-digital, to meet the educational shifts. The chapters will determine the specific barriers that exist, whether political, social, economic, or technological, to integrating competencies and the methods or strategies that can eliminate these barriers through compatible instructional approaches. Additionally, the chapters provide knowledge on the impacts of digitalization in general on teaching and learning and how digital innovations are either beneficial to removing impediments for students or rather causing obstructions in integrating the four competencies. This book is ideally intended for educators and administrators working directly with students, educational researchers, educational software developers, policymakers, teachers, practitioners, and students interested in how 21st-century competencies can be taught while facing the impacts of digitalization on education.
The increasingly pervasive use of digital technology has catapulted society into an interconnected world where the natural boundaries between humankind and machine, virtual and real, individual and community have become less perceptible. As individuals interact with different digital technologies, they must build a digital intelligence, which must be further cultivated as it is a key competency for the future of school and work. Digital intelligence includes understanding the mutual strengths between people and technology, as well as developing an awareness in the use of digital tools in order to avoid common threats such as cyberbullying, addiction to video games, techno-stress, and more. As adolescents continue to engage with virtual reality and 3D virtual worlds where the online and offline overlap and coincide, it is important to build this intelligence as well as utilize these technologies to promote successful learning. The Handbook of Research on Teaching With Virtual Environments and AI explores the new personalized educational opportunities that are available with digital technology and virtual environments that can be used within education. This book focuses on the use of these tools and how to navigate the use of new technologies such as AI and virtual environments for educational practices. While highlighting topics such as virtual worlds, game-based learning, intelligent tutoring, augmented reality, and more, this book is ideal for teachers, administrators, technologists, educational software developers, IT specialists, practitioners, researchers, academicians, and students interested in how virtual environments and AI are being implemented in teaching practices.
Educating for the Twenty-First Century is an engaging account of some of the most critical challenges for humanity, seen through the unique perspective of a school principal. A virtuoso performance of great imaginative force, the book takes the reader through philosophical reflections, humorous anecdotes, syntheses of cutting-edge research and examples of best practice, to answer fundamental questions about education and learning in the 21st century. Provocative, touching, accessible, but always profound, the book is a must-read for policy-makers, school and university leaders, parents and anyone passionate about education and the future of the planet. "A significant book, which makes it required reading for educators, public policy experts, indeed every thoughtful citizen of our time." - AC Grayling, Philosopher and Master of the New College of the Humanities "An essential book for all those who are interested in the future of their children, in other words, the very future of humanity." - Luc Ferry, Philosopher and former Minister of Education, France
This book highlights all aspects of innovative 21st-century education technologies and skills which can enhance the teaching and learning process on a broader spectrum, based on best practices around the globe. It offers case studies on real problems involving higher education, it includes policies that need to be adaptable to the new environments such as the role of accreditation, online learning, MOOCs, and mobile-based learning. The book covers all aspects of the digital competencies of teachers to fulfill the required needs of 21st-century classrooms and uses a new pedagogical approach suitable for educational policies. Innovative Education Technologies for 21st Teaching and Learning is the first book that addresses the teaching and learning challenges and how those challenges can be mitigated by technology which educational institutions are facing due to the COVID-19 pandemic. This book is suitable for teachers, students, instructional and course designers, policymakers, and anyone interested in 21st-century education.
