Engaging the 21st century learner
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The document discusses engaging 21st century learners through mobile learning. It argues that current education is outdated, relying too heavily on textbooks instead of technology. The presentation advocates differentiating instruction through personalized, interest-driven mobile learning. This could involve giving students wireless devices and training teachers to develop mobile lesson plans. The document concludes that America needs to improve its education system to better prepare students for the future.
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Engaging the 21st century learner
The document discusses engaging 21st century learners through mobile learning. It argues that current education is overloaded with textbooks and worksheets and does not prepare students for the 21st century. The presentation advocates transforming learning through wireless technology, which can provide new content, facilitate information access, and engage and empower students both inside and outside the classroom. It also stresses the need to differentiate instruction to engage students with different interests and learning styles. The document concludes that teachers need training through hands-on practice with mobile devices and mobile lesson planning to implement effective mobile learning at the school.
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This critical essay synthesizes research on multiliteracies pedagogy in the 21st century classroom. It discusses how literacy has expanded beyond traditional reading and writing to include comprehension of digital technologies. To be literate now requires skills in consuming various semiotic systems enabled by technologies. While students are exposed to diverse technologies at home, the classroom often lacks resources and professional development for teachers to fully incorporate multiliteracies. The essay argues schools must reduce this "digital divide" by modifying practices to include students' out-of-school literacy experiences and prepare them for an increasingly digital society.
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Children are used to fast information through technology and integrate it into their social and leisure activities. As teachers, we need to consider how to incorporate technology into our lessons to engage students in learning content, as literacy is now multi-modal and children reach knowledge through various visual and oral means. Teachers must prepare for this change and be able to use technology themselves to connect with how children currently learn both in and out of school.
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The document discusses how to improve multiple literacy in the classroom using new literacies. It begins with an introduction on how digital technology has become integrated into many aspects of life and the importance of teachers incorporating these new technologies into literacy instruction. It then reviews relevant literature on multiliteracies and using technology in the classroom. The document outlines a study conducted by graduate students to research how to best use technology to promote multiple literacies across subjects. It presents questions analyzed from the study and goals for teachers to implement new literacies and digital writing. The summary concludes the document explores improving literacy instruction through the integration of new digital tools and multimedia.
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Multiliteracy refers to a broader concept of literacy that involves using multimedia resources to learn, work, communicate, connect with others, share knowledge, and have fun in the 21st century. Teaching multiliteracy involves integrating subjects like art and music for communication and creation, interacting with content and culture, problem-solving and critical thinking, learning to learn, collaborative work, and shifting teacher and student roles to include organizing, authoring, editing, communicating, and creating. Incorporating technology and multimedia allows for content-based and project-based teaching using tools that develop higher-order thinking skills according to Bloom's digital taxonomy, such as web lessons, cyberhunts, webquests, blogs, and wikis
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CHAPTER 1
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Engaging the 21st century learner
- 1. ENGAGING THE 21ST CENTURY LEARNER Presented by: Jessica Bentz
- 2. WHAT DOES LEARNING LOOK LIKE AT FANNIN?
- 3. Students and teachers are overloaded with stacks of heavy textbooks and mounds of unending paperwork and worksheets to complete.
- 4. Don’t get me wrong! Our students are educated by some of Corsicana’s best teachers. But are we giving it our all? Education in America is not designed for the 21st century. As a country, we “rank 16th among developed nations” (West, 2013, p. 2).
- 5. WHAT COULD LEARNING LOOK LIKE AT FANNIN?
- 6. According to West (2013), “Wireless technology is a way to provide new content and facilitate information access… It enables, empowers, and engages learning in ways that transform the learning environment for students inside and outside of school” (p. 1).
- 7. Differentiation has always been at the forefront of education. That’s because “pupils come from different backgrounds, have divergent interests, and learn in unique ways” (West, 2013, p. 6). Why shouldn’t their education allow for personalization, spike their interest, and engage their mind?
- 8. HOW ARE WE GOING TO MAKE THIS HAPPEN?
- 9. Students have the ability to learn technology very quickly and efficiently. Teachers on the other hand often learn new technology slower and less effectively than our students. The problem won’t be training the students on how to use devices. It will be training the teachers on how to use the devices in a way that is pedagogically effective for learning.
- 10. Teachers “are not effectively prepared to investigate the advantages or make informed decisions” when it comes to mobile learning (Baran, 2014, p. 1). Baran’s 2014 study of mobile learning in the area of teacher education across the world found had a positive and valuable impact on student learning. “Mobile tools were found to have potential for helping teachers understand and develop new literacies, explore mathematics in the real world, conduct scientific investigations, engage in rich language contexts, and explore real world physical education” (p. 24).
- 11. Teacher training with mobile learning should look like this: ■ hands-on exploration of mobile devices ■ developing mobile lesson plans ■ micro-teaching mobile lessons ■ planning mobilized curriculum ■ collaborating with peers ■ accessing teacher education content ■ reflecting with teaching ■ sharing classroom practice ■ using peer feedback ■ assessing performance (Baran, 2014, p. 28)
- 12. Using online webinars and lessons through iTunes U, EdTechTeacher, and a number of other online sources, we can make mobile learning a reality at our school.
- 13. “…THE BOTTOM LINE IS THAT AMERICA HAS WORK TO DO IN THE EDUCATION AREA” (WEST, 2013, P.4).
- 14. BIBLIOGRAPHY Baran, Evrim. 2014. A Review of Research on Mobile Learning in Teacher Education. Retrieved from http://www.ifets.info/journals/17_4/2.pdf Nagel, David. 2013, May 8. Report: Students Use Smart Phones and Tablets for School, Want More. Retrieved from https://thejournal.com/articles/2013/05/08/report-students-use-smart-phones- and-tablets-for-school-want-more.aspx West, Darrell. 2013, September 17. Mobile Learning: Transforming Education, Engaging Students, and Improving Outcomes. Retrieved from http://www.brookings.edu/research/papers/2013/09/17- mobile-learning-education-engaging-students-west ***All images used are tagged with the Creative Commons license.***