Abstract
<p>We investigated the effect of an innovative technology-supported learning environment on pre-service student teachers’ motivation and 21st century skills. Students and instructors filled-in the Active Learning Post Occupancy Evaluation (AL-POE) questionnaire. Analysis included tests for individual items and a comparison of the overall mean, composite differences between pre- and post- occupation of the new classes.<strong> </strong>Over 80% reported high increase in creativity, motivation, ability to get higher grades and engagement in class while studying in the new learning environment. They gave significantly higher evaluations for practices and solutions in the new vs. traditional classrooms and perceived working there adequately and better, on many of the 21st century skills.<strong> </strong>Therefore, learning environment plays an important role in preparing pre-service teachers.</p>
Highlights
1.1 Theoretical BackgroundA dynamic and constantly changing reality requires adaptation and change in educational approaches: the student is no longer to be seen as a passive receptacle for knowledge, but instead as an active participant in the construction of knowledge
21st century learning takes place in all these physical places, as we are in a period in which it is possible to learn through technological means, the learning environment can be an on-line virtual environment that allows distance learning; or in other words, learning that does not depend on time or place
The overall scores were calculated by adding up responses for all items in the section relating to the particular dimension: for example, the grade for overall practices in the old traditional classrooms would be calculated by adding up scores for all twelve items relating to that environment, resulting in a possible maximum score of 48 and a possible minimum score of zero for each environment
Summary
A dynamic and constantly changing reality requires adaptation and change in educational approaches: the student is no longer to be seen as a passive receptacle for knowledge, but instead as an active participant in the construction of knowledge. This approach requires a substantial change in the learning process and it challenges the traditional hierarchical teacher-student relations. The 21st century learning environment can be a process-supporting system that organizes a situation in which people learn optimally. Both are “learning enablers” or “facilitators” in a socio-cultural space
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