Teachers need to develop 21st Century skills and be competent users of ICT to integrate it successfully in their everyday instruction and learning activities. The goal of this Secondary Data Analysis (SDA) study is to determine the proportion of South African Science and Mathematics teachers who experience a lack of ICT-related skills and pedagogical skills related to the integration of ICT in instruction and learning as an obstacle. Furthermore it has been investigated whether these teachers are willing to be trained. This study is a response to the distressing outcome of the The Second International Technology in Education Study (SITES 2006), an international survey that was conducted by the International Association for the Evaluation of Educational Achievement (IEA), indicating that South Africa has the lowest ICT integration among the SITES 2006 participating countries (16% for Science and 18% for Mathematics). The current study followed a basic SDA of the SITES 2006 dataset relating to South African Science and Mathematics teachers and adopted an integrated qualitative-quantitative approach. The results indicate that there is a great need for South African Science and Mathematics teachers to attend professional development activities since there are many teachers who lack ICT-related skills (55%) and pedagogical skills related to the integration of ICT in instruction and learning (62%). The teachers who experience a lack of ICT-related skills and pedagogical skills are willing to be trained (88% and 93% respectively). These results imply that the challenge now rests with the government of South Africa to make sure that professional development activities that are both relevant and subject-specific are offered on a regular basis. The Government needs to devise strategies to promote professional development for the improvement of ICT integration into South African classrooms. / Dissertation (MEd)--University of Pretoria, 2014. / lk2014 / Science, Mathematics and Technology Education / MEd / Unrestricted

Educators must meet the demand to produce a workforce better educated with using 21st-century technology tools. The purpose of this case study was to explore the usefulness of Google Docs as one of those tools by examining 2 main questions. Those questions were how high school students perceive Google Docs could benefit them and how career and technical (CTE) teachers use it to support collaborative learning as a strong part of the learning process. The conceptual framework used included Vygotsky’s sociocultural theory, which focuses on collaborative learning. Participants were 2 teachers and 8 students from 2 urban school districts in the Eastern part of the United States. Data sources were interviews with teachers and student focus group discussions. Data were coded using open coding, and themes and patterns were identified. Results indicated that Google Docs supports student learning by increasing opportunities for collaboration and helping students be more efficient while also preparing them for careers. Students indicated that they saw Google Docs as a learning tool and that they were more engaged while working collaboratively with their peers via the platform. Findings may help CTE teachers and students learn more about how to use web-based technologies to learn via collaboration and may assist students in becoming more successful in their CTE courses and careers.

The main aim of this study was to explore and describe the circumstances on the ground concerning employability of Environmental Science (ES) graduates in Botswana and to provide evidence that would either confirm or refute claims that graduates in Botswana, in general, are not employable. The second aim of this study was to describe whose role it is to enhance the employability of graduates. Furthermore it was also the aim of this study to investigate whether or not employability audits could be used as a quality assurance mechanism to ensure the employability of graduates in Botswana. These issues were investigated using the contextual framework of employability which explains the quality of higher education in relation to employability of graduates. This research reports on the findings of a case study of the Environmental Science programme offered by the Department of Environmental Science at the University of Botswana which was conducted in June 2012. The study revealed and confirmed gaps among ES graduates in the knowledge, skills and competencies required for the world of work. As a result of these gaps, ES graduates were found not be immediately employable without further on the job training. This created a lot of discontent among employers interviewed. The study concluded that higher education should go beyond providing education for the general development and well-being of individuals and address issues related to employability of graduating students. Conflicts in the possible roles of higher education and industry in enhancing the employability of ES graduates in terms of the changing expectations of the world of work were identified. The study highlighted the possible role of employability audits in enhancing employability not only of ES graduates but all other graduates in Botswana. Furthermore the study recommended that employability audits should be introduced in the tertiary education system of Botswana as a quality assurance mechanism. It further recommended collaboration and partnership with industry as key to the success of any measures put in place for the enhancement of the employability of graduates in Botswana. / Thesis (PhD)--University of Pretoria, 2014. / tm2015 / Science, Mathematics and Technology Education / PhD / Unrestricted

The 21st century is now in the second decade and the need for 21st century skills is discussed at all levels of education as necessary for student success in the future. Federal, state, and districts are addressing this need and have written technology plans to address 21st century skills needed. the purpose of this dissertation is to contribute to the knowledge of 21st century educational technology. the data includes seven recorded interviews from two separate research projects covering two models of education as teachers discuss teaching, learning, and technology. the data studied determines how educational technology perceived in the school environments has been integrated into the classrooms. the initial scripting of video interviews from two research projects began the analysis of data. Particular themes emerged in response to questions established by the two separate research projects focused on classroom, school, and district environmental arrangements that examined; teaching responsibilities and practices; student learning opportunities; and how technology is woven throughout instruction. Further exploration of themes stemmed from analysis conducted with the qualitative software program, NVivo 9. the themes discussed in this paper relate to instructor perceptions of teaching, learning, classroom procedures, and the role technology plays in each. Also noted are the factors beyond the teacher’s responsibility and set rules that include the school environment, district expectations, and supported teaching strategies for the schools. the teachers expressed their view that technology is an important support for learning and that they used technology to accomplish many of the tasks related to supporting teaching and learning. As perceived by the teachers, a major component that surfaced as a result of the analysis was children’s technology use was most drastically influenced by the expectations of the instructional leader to develop and the need to foster 21st century learning strategies such as critical thinking skills, self-assessment, and problem solving. Therefore, the school environment and expectations of the administrative level of management in the school systems, made the most impact on the learning opportunities the students were afforded where technology was an appropriate tool for learning.

Learning environments that intrigue the Generation Z learner while transferring communication, collaboration, creativity and critical thinking skills are what is needed to prepare this generation for the challenges that they are going to face in the 21st century. This research focuses on design principles that would help educators and students in designing (and co-designing) game-based learning environments conducive to not only transferring content knowledge, but also of the most applauded skills that new graduates are compelled to possess. Employers agree that the students do not have what it takes to be successful in the 21st century workplace. Especially in South African context, the focus of higher education institutions can therefore not only be on content delivery, but has to also be on the development of the 4Cs, communication, collaborations, creativity and critical thinking. The research was conducted at the University of Pretoria where an existing reality game, The Amazing Race, was adapted and re-conceptualised for educational purposes. The overarching search for design principles that could be beneficial in the implementation of a game-based learning environment was guided by an investigation of the elements of the game implemented, the characteristics of games and finally the opportunities afforded to develop the 4Cs. The freshman engineering students’ experiences are discussed using the students’ own voices, and the design principles that surfaced are discussed. It seems as if there are distinct principles that could ease the efforts of practitioners in the implementation of similar learning environments. Further research is needed to refine the principles to other learning environments. / Thesis (PhD)--University of Pretoria, 2019. / Science, Mathematics and Technology Education / PhD / Unrestricted

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23275号 / 人博第990号 / 新制||人||234(附属図書館) / 2020||人博||990(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 金丸 敏幸, 教授 桂山 康司, 准教授 笹尾 洋介, 教授 田地野 彰 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

Preparing students to be career and work ready is a concern of educators and schools nationwide. Twenty-first century skills prepare students to enter the workforce or higher education with the ability to think critically and creatively, collaborate with others, take the initiative when approached with a task, and use technology to its fullest potential. If students are not learning the skills needed for success, it is because educators and schools are not teaching them. When students possess these skills, they are prepared to work in teams, think critically and creatively about a problem, display leadership and social skills, and communicate effectively with others. The research sought to identify school-based agriculture education teachers perceived knowledge, importance, and ability to teach these 21st -century skills in the classroom. Results showed that agriculture teachers nationwide find 21st -century skills to be important, but they are less knowledgeable and able to teach them. The research concluded that professional development is needed to increase teacher’s knowledge of and ability to teach 21st -century skills. Professional development will allow school-based agricultural education teachers to gain specific and applicable strategies for implementation. With the application of 21st -century skills in the school-based agricultural education classroom, students will become better prepared to enter the workforce or higher education upon graduating high school.

Indiana University-Purdue University Indianapolis (IUPUI) / Education is among the industries shifting today to answer evolving global needs and opportunities. Influential organizations and thought leaders are calling for reimagining of teaching and learning. To prepare students for college and professions, an increasing number of K-12 independent schools are beginning to focus on deep learning experiences and building key “21st century skills” and competencies. These schools are also interested in their public purpose both as institutional citizens of their local communities and to connect their students to local and global communities. These connections provide students with an authentic context for application of learning and for community contribution. There is also now an opportunity to coordinate curricular goals with developmental goals related to students’ social-emotional growth and social responsibility. This study used online surveys taken by students and their teachers to explore whether high school courses with public good themes and experiences in independent schools nurture the development of 21st century skills in students. The eight skills studied were: Critical thinking, collaboration, communication, creativity and innovation, self-direction, global connections, local connections, and the use of technology. The skills were measured through frequency ratings of forty-eight classroom practices. Findings show that both students and teachers believe these courses do nurture each skill – some with greater emphasis. Students reported critical thinking, communication, self-direction and making local connections as the skills most learned in their courses, while teachers reported that students most learned these same skills with the addition of collaboration. Teachers use a number of practices in the classroom to develop 21st century skills and most students found the practices relevant to their course.

No description available.

For a successful marketer, it is essential to be adaptable in a changing environment. To be competitive in the labor market as a professional marketer, they must understand how to reach their customers in the most efficient way, which often happens digitally on the customers phone or through other digital platforms. This study aims to investigate how marketers consider their education relevant, in relation to the digital age we find ourselves in today. The study is based on a constructivist approach where reality is subjective. To answer the research question, a qualitative study consisting of interviews was accomplished. The study is based on organizational learning theories which highlights that individual learning is essential for an organization's survival. The study also emphasizes the importance of an in-depth understanding of how today’s knowledge-based society works where education is fundamental for social development and economic growth. The study also highlights the importance of possessing alternative competencies that are required to be successful in the 21st century. The material was analyzed through a thematic analysis where the results are divided in 3 main themes. The result shows that in today’s knowledge society, education is fundamental rather than meritorious. There is also some lack of digital practical applications and digital marketing theory during their education. Perhaps the most prominent result was that marketers witnessed themselves as never fully learned. A successful marketer needs to continuously develop one's knowledge and skills in order to remain an attractive candidate in this changing world.