Towards a Framework for Analyzing and Implementing 21st Century Teaching and Learning with Attention to Educational Reform
Maurice Last, University of British Columbia, Canada
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper proposes a framework for analyzing 21st century teaching/learning attentive to implementation and educational reform. While teaching, curriculum, school cultures, school structures and support for schools require revisiting assumptions to improve student learning as we move through the 21st century, gaps exist in calls for implementing 21st century learning. Based on this writer’s experiences working in schools as educator and technology professional, an exploratory framework to assess implementation of 21st century learning by considering educational value, benefits and economic plausibility of proposed changes is proposed. This paper contributes a preliminary review of the literature with a summary of a number of 21st century positions, with a framework to assess implementation by considering new literacies, digital divides, teacher training, and curriculum reform. Given the foundational nature of the framework proposed, this paper carries implications for administrations, technology support professionals, district coordinators, teacher educators and classroom teachers.
Last, M. (2012). Towards a Framework for Analyzing and Implementing 21st Century Teaching and Learning with Attention to Educational Reform. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 3373-3380). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from https://www.learntechlib.org/primary/p/40109/.
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