Integrating 21st Century Skills into the Curriculum

Gut, Dianne M.

doi:10.1007/978-94-007-0268-4_7

Cited by 43 publications

(26 citation statements)

References 3 publications

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“…The last few decades have seen advancements in technology on an unprecedented scale, and the twenty-first century students and teachers are expected to use technology effectively and comfortably to enhance learning both in the classroom and beyond the classroom. In order to meet changing societal needs students are assumed to be equipped with both domain knowledge and skills in the schools (Chan, 2010;Gut, 2011). However, it is the teachers who should be first equipped with them to be able to develop their students' digital literacy knowledge and skills.…”

Section: Introductionmentioning

confidence: 99%

The Perceptions of Student Teachers About Using an Online Learning Environment ‘Edmodo’ in a ‘Flipped Classroom’

Erdemir

Ekşi

2019

SDU International Journal of Educational Studies

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In this journal, research articles which reflect the survey with the results and translations that can be considered as a high scientific quality, scientific observation and review articles are published. Teachers, students and scientists who conduct research to the field (e.g. articles on pure sciences or social sciences, mathematics and technology) and in relevant sections of field education (e.g. articles on science education, social science education, mathematics education and technology education) in the education faculties are target group. In this journal, the target group can benefit from qualified scientific studies are published. The publication languages are English and Turkish.

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Section: Introductionmentioning

confidence: 99%

The Perceptions of Student Teachers About Using an Online Learning Environment ‘Edmodo’ in a ‘Flipped Classroom’

Erdemir

Ekşi

2019

SDU International Journal of Educational Studies

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“…It is unsurprising that a large number of education researchers want to implement information technology into the current education system. School education must adapt to meet the challenges of this new century (Gut, 2011). ICT is so various that help it can be used in a multitude of roles within the educational environment.…”

Section: Introductionmentioning

confidence: 99%

New Ways to Teach and Learn in China and Finland

Niemi¹,

Jia

2016

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In 2014, the Ministry of Education of the People's Republic of China and the Ministry of Education and Culture of Finland signed the Learning Garden agreement with the intention to establish synergies among various projects and agents involved in Sino-Finnish education cooperation. The University of Helsinki has promoted cooperation with Chinese universities as one of its strategic aims. In late 2014, the mutual understanding between the University of Helsinki and Peking University was updated and signed, and in November 2015 the University of Helsinki and Beijing Normal University decided to establish the joint Sino-Finnish Learning Innovation Institute for cooperation in educational issues in both countries. The editors and authors of this book want to thank the ministries of both countries for the important initiative and for their systematic cooperation. This book is a product of a research collaboration between Chinese and Finnish researchers, especially in the area of educational technology. During the last two years, researchers have held several joint symposiums and conferences in both Peking and Helsinki. It has been amazing how much we have learned from one another despite the vastly different scales of our two countries. All authors are very grateful to their own universities for providing an opportunity for inspiring international collaboration. The Finnish researchers also want to thank the Finnish funding agencies, the National Agency for Technology and Innovations (Tekes) and the Academy of Finland, which have supported the development of educational technology in Finnish educational settings in recent years. The Tekes project Finnable 2020 at the University of Helsinki has been especially important to this book.

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“…To benefit from the process of e-Learning, students need 21st century skills to support them to select and process useful and reliable information from varying sources for learning, as well as to communicate and collaborate with their peers to complete tasks and share outcomes (Hoffman 2010;Rotherham and Willingham 2009). It is, therefore, advocated that e-Learning in school education in the coming 10 years has the learning goal of supporting students on developing both domain knowledge and 21st century skills under ICT-supported pedagogical practices in the ICT-rich learning environments (Gut 2011;Kong et al 2014). …”

Section: Introductionmentioning

confidence: 99%

A review of e-Learning policy in school education in Singapore, Hong Kong, Taiwan, and Beijing: implications to future policy planning

et al. 2014

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The acceleration of e-Learning around the world has driven the major cities/regions in the Asia-Pacific region such as Singapore, Hong Kong, Taiwan, and Beijing to plan and implement official policies on e-Learning for enhancing the quality of school education. This article aims to review experiences and then draw lessons of these four major Asian cities/regions in the development of e-Learning policies on the dimensions of infrastructure, curriculum integration, students learning, teacher professional development, as well as leadership and capacity building. It is identified that each of the four major Asian cities/regions has its own area of emphasis in the planning of future e-Learning policies, with Singapore focusing on scaling up good practices of e-Learning among teacher community; Hong Kong focusing on creating digital classrooms supported by wireless networking for student-centered learning; Taiwan focusing on cultivating students with 21st century skills through daily subject teaching; and Beijing focusing on providing digital resources and e-textbooks geared to school curricula.

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Integrating 21st Century Skills into the Curriculum

Cited by 43 publications

References 3 publications

The Perceptions of Student Teachers About Using an Online Learning Environment ‘Edmodo’ in a ‘Flipped Classroom’

The Perceptions of Student Teachers About Using an Online Learning Environment ‘Edmodo’ in a ‘Flipped Classroom’

New Ways to Teach and Learn in China and Finland

A review of e-Learning policy in school education in Singapore, Hong Kong, Taiwan, and Beijing: implications to future policy planning

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