1. Structured Assignment
Concrete Examples of Teachers’ Roles
for Digital Age in the 21st Century Learning
Here are some concrete examples of teachers’ role in the 21st century learning in accordance with the National Educational Technology Standards for Teacher (NETS-T).
1. Facilitating and Inspiring Student Learning and Creativity.
To create an engaging and relevant lesson that requires students to use content knowledge and critical thinking skills, teacher might ask students to solve a community problem by using technology. Teachers can help students make connections across subject areas and decide on the best tools for collecting and showcasing learning through activities such as contributing to online forums, producing webinars, or publishing their findings to relevant websites. These teachers can advise students on how to build an online learning portfolio to demonstrate their learning progression.
2. Designing and Developing Digital-Age Experience and Assessment Learning.
Planning a lesson on how elevation and other environmental influences affect the boiling point of water, Jennie Magiera realized that many of the students in her fourth-grade class in Cook County, Illinois, had never seen a mountain. So Magiera reached out to her network of fellow educators through social media to find a teacher in a mountainous area of the country interested in working with her on the lesson. Soon, Magiera and a teacher in Denver were collaborating on a lesson plan. Using tab¬lets and online videoconferencing, the students in Denver showed Magiera’s students the mountains that they could see outside of their classrooms every day. After a discus¬sion of elevation, the two teachers engaged their students in a competition to see which class could boil water faster. By interacting with students in the other class, Magiera’s students became engaged more deeply in the project, which led them to develop a richer understanding of ecosystems and environments than they might have otherwise.
3. Working Models and Digital-Age Learning
Texas teacher Janelle Bence was looking for new ways to engage and challenge her students, the majority of whom are English language learners from low-income fami-lies. After observing her students’ motivation to persist through game challenges, she wondered if games held a key to getting them similarly engaged in classwork. After attending a session on gaming at a National Writing Project Annual Meeting, Bence was inspired to incorporate gaming into her classroom. She did not know anything about gaming and so, she started reading a book about using video games to teach literacy. As she read, she shared her ideas and questions on her blog and talked to other educators, game designers, and systems thinkers. Through these collaborations, she decided that by creating games, her students would be required to become informed experts in the content of the game as well as to become powerful storytellers.
4. Promoting and Modeling Digital Citizenship and Responsibility
Aware of the popularity of video games among his students, and as a longtime fan of video games himself, teacher Jason Sellers decided to use gaming to develop his 10th-grade students’ ability to use descriptive imagery in their writing. Specifically, Sellers introduced his students to text-based video games. Unlike graphics-based games in which users can view graphics and maneuver through the game by using controller buttons, text-based games require players to read descriptions and maneuver by typing commands such as go north or unlock the door with a key. Sellers decided his students could practice using descriptive imagery by developing their own text-based games.
5. Engage in Professional Development and Leadership
Kathy Bosiak teaches at Lincolnton High School in Lincolnton, North Carolina, and is a contributing educator for International Education and Resource Network (i-EARN), a nonprofit organization made up of more than 30,000 schools and youth organizations in more than 140 countries. iEARN offers technology-enabled resources and face-to-face workshops for educators that enable teachers and students around the world to collaborate on educational projects. As of January 2017, iEARN has reached over 2,000,000 students and 50,000 educators who are deepening their global citizen engagement through international virtual networks. By participating in these global com¬munities of practice, teachers are learning with the world, not just about it.
Source:
US Department of Education. Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. Washington, D.C.: Office of Education Technology, 2017
retrieved 19 July 2018 from https://tech.ed.gov/files/2017/01/NETP17.pdf
2. Independent Assignment
Answer the following questions briefly and clearly!
A. What forms of technology and information media use do you have in everyday life in 21st century learning? Try to explain briefly!
Answer:
I utilize technology in my daily life as tools of communicating and finding information. I use Smartphone (android) and Laptop which are connected to internet channel. I use them to send messages in the form of video, voicemail, and animation. They can also be used for students to listen and to watch related videos lesson when I teach in the classroom. The gadget features are complete too for listening to music, searching news and information, as well as watching the latest music videos and movies.
B. Give concrete examples of the use of technology and information media on 21st century learning?
Answer
Here are some examples of using technology and information on 21st century learning.
- Creating a blog about social issues that every learner around the world can exchange their comments.
- Using Wikis to interact with other students for responding to their writing activities.
- Uploading interviews with expert using Podcast.
- Communicating with other people with Chatting application such as Whatsapp, Telegram, Messenger, etc.
- Using Prezi presentation software that integrates animation, sound, and hyperlinks with digital information
- Using search engine like Google to find news and information in order to make a good preparation of learning activities
- Filling out students’ report using report application with Ms. Office Excel.
- Using Infocus Projector when presenting the teaching material and student’s project.
- E-learning
C. Illustrate the rapid advancement of technology and information media that you have implemented in 21st century learning?
Answer:
In the 21st century learning, every tools of learning can be found as interactive media tools. People in the digital age use mobile wireless devices (internet) in various ways inside and outside of the school to learn subjects or new things and interact with other people easily and quickly. The use of technology is becoming more popular in education nowadays. The use of technology that I have implemented such as using chatting features with my students to discuss about their assignment and accessing teaching material from internet.
D. Mention and explain some of the skills can be developed by teachers to demonstrate their potential for tasks and roles in the 21st century digital age!
Answer:
The role of teachers in learning in the digital age of the 21st century are:
1) Interactive Instruction (Interactive Learning)
This study shows that the activities of a teacher in the digital era bring rich presentations to interactive media. As an example of a live digital video conferencing activity that brings in the sources of a historian, novelist, and expert in classroom learning. Notes and concept maps from brainstorming sessions are recorded in digital media in the form of laptops or notebooks and can be instantly sent via email to learners. The media presentation of this form is usually a PowerPoint or Prezi Presentation that integrates animation, sound, and hyperlinks with digital information.
2) Personal Response System (PRS)
The digital teacher uses a handlehand digital device, such as a personal response system (PRS) or commonly referred to as "Clicker." PRS is a wireless (wireless) keypad like a TV remot that transmits responses from students. Since each PRS is designated to the designated student, the PRS system can be used to check student attendance. The main benefit of PRS is to know every response from students in a variety of circumstances.
3) Mobile Assessment Tools
Mobile computing resources allow teachers to record student assessments data directly on mobile devices that transfer data to a computer to generate reports. For example, mobile digital devices are used to make operational records of students' reading ability or student performance data observed in a student's presentations, lab experiments, or student handwriting tasks. Teachers can continue to perform individual instruction because the availability of direct learning results can be known. Assessment data is easily downloaded to secure and password-protected websites offering reporting options from all students in the classroom to individual students.
4) Community of Practice (Community Practice)
Teachers in the digital age also participate in a community of practice (COP) activity, in which educational groups or teachers with equal goals from across the nation and country in the world share ideas and resources. This Internet-based Interaction enables teachers to collaborate and exchange ideas and materials . The practice community may include educators who teach with a subject of subject, or a level of fitness with the same needs, such as technology integration, classroom management, or collaboration with gifted students.
E. State and explain the role of teachers in the 21st century digital age according to the National Educational Technology Standards for Teacher (NETS-T!
Answer:
The role of teachers in accordance with the National Educational Technology Standards
for Teacher (NETS-T).
1. Facilitating and Inspiring Student Learning and Creativity.
Teachers use their knowledge of subject matter and the technology to facilitate experiences that advance student learning, creativity, and innovation in both the face-to-face and virtual environments.
2. Designing and Developing Digital-Age Experience and Assessment Learning.
The teacher designs relevant lesson plans and uses authentic assessments in the teaching and learning process. The teacher also can develop technology to enriched learning environments that enable students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own educational goals, managing their own learning, assessing their own progress.
3. Working Models and Digital-Age Learning.
Teachers demonstrate knowledge, skills, and work processes that represent innovative professionals in global and digital society.
4. Promoting and Modeling Digital Citizenship and Responsibility
The teacher understands local and global social issues and responsibilities in a growing digital culture and demonstrates legal and ethical behavior in their professional practice.
5. Engage in Professional Development and Leadership.
Teachers continually improve their professional practice which is usually called as long-life education and try to be effective in promoting and demonstrating the use of digital tools and resources.
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