21st Century Classroom Research Articles

Promoting students’ learning motivation through project-based learning using Muvizu in 21st-century education

The present research aims to investigate the implementation of project-based learning (PBL) in the ESP 21st-century education setting by using the Muvizu application that promotes students’ motivation to learn English together with ICT and hadith. Hence, the researcher carried out descriptive quantitative research at the Manajemen Dakwahdepartment of the State Islamic University Mataram by involving 132 students. The interview, observation and questionnaire were the instruments for gathering data. The resultsare as follows: first, students learned English, religion and ICT simultaneously; second, Muvizu PBL in English class had promoted students’ intrinsic and extrinsic motivation as well as integrative and instrumental motivations; third, the Muvizu PBL had depicted the expected 21st-century education classroom setting, competences and skills;fourth, good students’ responses and attitudes had raised the public’s interest to study at the department and university. Future researchesareexpected to discuss the most contributive factors that influence students’ motivation in asimilar learning design.
 
 Keywords: ICT, Muvizu, motivation, project-based learning, 21st-century education;

An empirical study on the correlation between teacher efficacy and ICT infrastructure

PurposeSelf-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.Design/methodology/approachThe study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.FindingsFindings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.Originality/valueThis paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.

Impact on the video game industry during the COVID-19 pandemic

This work presents trends and comparisons that show a change in the consumption and production of video games in times of confinement due to the health emergency. The video game industry has modified its philosophy and adapted its products to the new requirements and trends of consumers who see in this activity a way to appease the psychological and social impact due to quarantine and isolation. There is evidence of a 65% increase in the use of online video games, which has broken a world record. Products that have new aspects and considerations never before proposed by this great industry have been developed and offered, such as thematic games related to the COVID-19 pandemic.
 Keywords: Video game, pandemic, online games, confinement.
 References
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 [8]K. Hewett, The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Modelsand Their Web of Class Roles. Sage Journal, 2020.
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Curriculum Content and the Issue of Relevance in the 21st Century Classroom

The need to make curriculum content relevant so that learners can apply what they learned in school upon graduation, has been emphasized. Issues bothering on curriculum content, philosophy of pragmatism, 21st-century classroom, and relevance have been highlighted in this paper. It was recommended that: All stakeholders in education - teachers, school administrators, the government should adapt to changes that the 21st Century presents particularly in the area of technological advancements; For the fact that knowledge can quickly become obsolete in this era, learners should be equipped with problem-solving skills so that they will be able to face a contemporary problem; Curriculum content should be made relevant to the extent that what learners learn will be useful to them in their day-to-day activities.

Ingestion and integration of ICTs for pedagogy in Indian private high schools

In most cases, private schools in India are considered to have sufficient ICT resources for teaching-learning in 21st century classrooms and are assumed to be leaders in technology integration in the school pedagogy in this country. This study aimed to investigate the state of ICT integration and the degree of expertise these schools have attained. A survey of forty teachers from twenty purposively selected private high schools was conducted using a set interview protocol. Data were analyzed following the grounded theory approach. Results revealed that despite a high level of appreciation among teachers of the importance of ICT integration into teaching and learning classroom integration was not found problem-free. Several debilitating factors evolved including, a lack of ICT infrastructure, a lack of institutional encouragement, weak policies, and above all a lack of sufficient skills among teachers at all levels- technological, pedagogical, and integrative. This shows poor conviction in the hypothesis that private schools are good at ICT integration. Based on the analysis the study proposed 3E-Model along with a program of action for its implementation to improve ICT integration by dampening down the challenges and recommending schools to establish independent authorities; for example Working School Governing Bodies (WSGBs) that would look after the model and issues relating to the promotion of ICT integrated pedagogies in schools.

The evolution of intercultural communicative competence: Conceptualisations, critiques and consequences for 21st century classroom practice

This article discusses intercultural communicative competence (ICC) as a present-day theoretical and practical concern. Byram’s (1997) model of ICC serves as a point of departure for the discussion since this is a theoretical construct which has had considerable impact on curriculum development and teaching materials in a number of countries over the past two decades. However, several theoretical criticisms have been directed at the model in recent years, and Byram’s own theoretical stance has evolved since the model was introduced. The aim of the article is to provide insight into how these recent perspectives lay the foundation for a state-of-the-art understanding of ICC. First, the article provides an overview of key issues which have been raised in critiques of Byram’s model. It considers the merits of such evaluations and shows how some of this criticism has been met by Byram’s later work. Second, the article deliberates how reconceptualisations and alternative voices in the academic discourse have illuminated aspects of intercultural communication on which Byram’s model is unclear. In connection with this discussion of theoretical matters, some practical implications for teaching and learning are considered. The article concludes by pointing to the need for a new theoretical model which is suited to serve as a comprehensive guideline for intercultural teaching and learning in the 21st century classroom.

Facilitating agency and engagement: Visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people

The 21st century has brought rapid global change to the cultural and linguistic landscape of many nations; this rapidly changing landscape has prompted educators to argue that the lived and evolving reality of contemporary classrooms demands a re-examination of current curriculum, pedagogies and assessment practices. Australian classrooms now include young people who speak many different languages and dialects of English; these young people draw on multiple ways of learning and understanding and are increasingly mobile and connected across time and space. Over the last two decades, rather than building on this linguistic diversity Australia’s national assessment program has relegated difference to a problem fixed by further commitment to standardized English curriculum and assessment practices. In this environment, attention is given to what is perceived as limited or lacking in young people’s knowledge of the English language and literacies practices most valued in school. This article presents research that aimed to acknowledge and build on the foundational linguistic resources of young people in super-diverse mainstream primary classrooms through the application of visual methodologies (language mapping) and corresponding pedagogical work. This research, undertaken in Western Sydney, one of the most diverse regions in Australia, offers possibilities for perpetuating and fostering a pluralist present and future in 21st century classrooms.

Making macaroni: classroom improv for transformative embodied critical literacy

PurposeIn this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages?Design/methodology/approachThe authors used case study methodology informed by post-qualitative research methods, and in particular, posthuman assemblage theory. Assemblage theory views the world as taking shape through the ever-shifting associations among human and more-than-human members of an assemblage. The case study took place in a sixth-grade classroom with 28 11-year-olds over a four-month period of time. Audio and video recordings provided the empirical materials for analysis. Using Bruno Latour’s three stages for rhizomatic analysis of an assemblage, the authors mapped the movements of participants in an assemblage; noted associations among those participants; and asked questions about the larger meanings of those associations.FindingsIn the sixth-grade classroom, the dynamic and emerging relations of the scene work and post-scene discussion animate some of the ways in which the practice of classroom improv can serve as a pedagogy that involves students in embodied critical literacy. In this paper, the authors are working with an understanding of critical literacy as embodied. In embodied critical literacy, the body becomes a resource for that attunes students to matters of critical importance through encounter. With this embodied attunement, transformation through critical literacy becomes a possibility.Research limitations/implicationsThe case study methodology used for this study allowed for a fine-grained analysis of a particular moment in one classroom. Because of this particularity, the findings of this study are not considered to be universally generalizable. However, educators may take the findings of this study and consider their application in their own contexts, whether that be the pedagogical context of a classroom or the context of the empirical study of language and literacy education. The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.Practical implicationsThe concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.Social implicationsThe authors argue that providing students with critical encounters is an important enterprise for 21st-century classrooms and improv is one means for doing so. As an embodied literacy practice, improv in the classroom teaches students to listen to/with other players in the improv scene, become attuned to their movements and move responsively with those players and the audience. It opens up spaces for critically reflecting on ways of being and doing, which, in turn, may inform students’ movements in further associations with each other both in class and outside the walls of their school.Originality/valueIn this paper, building on work conducted by Author 1, the authors extend traditional notions of critical literacy. The authors advocate for developing critical learning opportunities, such as classroom improv, which can actively engages students in critical encounter. In this vein, rather than viewing critical literacy as critical framing that requires distancing between the learner and the topic, the posthuman critical literacy the authors put forward engages the learner in connecting with others, reflecting on those relations, and in doing so, being transformed. That is, through critical encounter, rather than only enacting transformation on texts and/or material contexts, learners themselves are transformed.

Creative Lesson Plans: Results from a True Experimental Research on Performance Task Assessment Supported by Design Thinking

Providing students with a responsive classroom and relevant learning activities are vital in developing among them the 21st century skills and competences. Because schools are viewed as a compulsory place to hone these, undergraduate students must be provided with tasks and assessment that equip them with skills to facilitate a 21st century classroom. This posttest-only true experimental research study was conducted to investigate the effects of design thinking to the quality and creativity of output of undergraduate students in a performance task assessment. Particularly, it examined and compared the performances of the experimental group and the control group in demonstration teaching. The results showed that the experimental group posted remarkably higher mean scores in the performance task and they significantly outperformed the control group. The study concluded that the implementation of the design thinking process can facilitate teachers in creating a creative, interactive, engaging and learner-centered classroom.

Mobile Applications for Learning: Exploring Information Technology Undergraduates’ Preference in Malaysia

Mobile devices, mobile applications (apps), smartphones, tabs are all tools used in the proliferation of mobile learning. These devices have been influential in changing how students communicate and learn today hence revolutionizing the 21st-century classroom. A total of 79 Information Technology undergraduates from two higher education institutes participated in this study. Findings revealed that WhatsApp was the most used application for communicating and sharing learning contents with peers and lecturers. Respondents used YouTube and Internet browsers to access alternative learning contents and the least used applications were related to learning management (calendar and cloud storage). Furthermore, results indicated no significant difference between gender and academic year towards their perception and concurrently all students had a positive perception towards using mobile technology for teaching and learning.

Empowering Early Childhood Pre-Service Teachers with Tech Fluency

Many early childhood pre-service teachers will bring some experience with technology into college which may include word processing, gaming, and social media. Some will have a knowledge of block or html programming.Working adult students often bring less experience. Technology in a 21st century elementary classroom integrates technology tools intentionally and ethically. Teachers need to be able to adapt to new technologies and coding languages quickly. Teachers need to embrace the interdisciplinary nature of Science- Technology-Engineering-Mathematics (STEM). A complex myriad of tools and strategies exist. This can seem overwhelming and disconnected from the individual disciplinary goals in the classroom. Pre-service teacher preparation programs must empower pre-service teachers with technology fluency in order to respond to fluid and diverse challenges of the 21st century classroom. This exploratory research project synthesizes pedagogy, international technology standards, peer groups, technology trainings, student evaluations, growth mindset theory, and common readers to reform a small liberal arts college’s approach to early childhood pre-service teacher preparation. The curriculum revision was guided by these questions: 1) How do our pre-service teachers relate to the present and future worlds of themselves and of their students? 2) How can pre-services programs empower early childhood teachers with tech fluency? The exploration involved undergraduate pre-service teachers over a 6-year period. The research resulted in a five-phase approach to educational technology that consists of Play, Learn, Create, Plan, and Share. Pre-service teachers explore technology tools, learn how they work, create innovative robots and projects from the tools, plan curricula that integrate those tools, and develop agency through sharing their thinking, curricula, and projects with the broader educational community. This approach can offer innovative systemic changes in education technology pedagogy.

Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom

This conceptual paper explores the concept of technological pedagogical content knowledge (TPACK) in relation to the teaching of 21st-century skills with the purpose of establishing a relationship between them. Due to the advancement and development of industrial revolution and technology, the education scenario also changes towards 21st-century education, whereby more focus is given on the use of technology and 21st-century skills. The teachers’ roles change, and they are required to not only teach the core subject matters, but they also have to teach and train the students with 21st-century skills. However, not all teachers are well-trained on how to teach those skills to the students, especially when they also have to integrate technology in their teaching as well. Therefore, it is crucial to investigate whether the teachers understand and know how to teach 21st-century skills while integrating technology at the same time. Based on this needs, this paper will discuss the teachers’ knowledge, understanding and application of the TPACK framework by Koehler et al. (2006) and how will this framework affect their teaching of 21st-century skills in the classroom. The 21st-century skills framework suggested by the Malaysian Ministry of Education called the 4C1V (communication, collaboration, critical thinking, creative thinking and values and ethics) which is based on the P21 framework is included in the conceptual framework of this study, along with the TPACK framework. This study will attempt to establish a relationship between these two frameworks through a quantitative study, and the findings from this study would contribute to the knowledge on what aspects or skills that teachers will need to improve in order to teach the 21st-century skills to the students.
 
 KEYWORDS: Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPACK), 21st Century Education, 21st Century Skills

A REVIEW OF SEATING ARRANGEMENTS TOWARDS THE 21st CENTURY CLASSROOM APPROACH IN SCHOOLS

This article articulates a framework suitable to use when making a decision about student seating arrangement in the classroom at school level as a research aim. The decision makers should establish what are the potential types of seating arrangement? Then evaluate them in terms of its contribution, significance, and impact to the student learning development. The problem of a seating arrangement is usually related to the seating student position selection that is usually decided by teachers or students that can freely choose their own seating. There are three (3) objectives covered in this article; objective 1: to justify the main factors influencing classroom seating arrangement at school building, objective 2: to identify the common patterns of seating arrangement applied for school level and objective 3; to determine the best practice of seating arrangement for 21st century classroom approach at school building. The article articulates a theory of seating arrangement in reference to five (5) common forms of seat arrangement, namely Traditional (columns and rows), Cluster, U-shaped, Stadium, and Runaway. The performance of students might drop especially weak students who are sitting at the back of the classroom if the students are not judiciously arranged. Thus, seating arrangements should be set properly to ensure optimal quality of learning in a classroom. The technique of comparative analysis was used in this study. The findings had shown that cluster seating arrangement is relevant with the 21st century learning approach, which provides more availability of collaborative learning, where it contributes to student-centred learning in a classroom.

Realizing the Theory of Generative Change using a Freirean Lens: Situating the Zone of Generativity within a Liberatory Framework

ABSTRACT This article represents an ideological and methodological call to action that is over fifty years in the making. It seeks to articulate a new form of critical consciousness by combining the principles of a Freirean liberatory pedagogy with the methodological and ideological specificity of Ball‘s Model of Generative Change. We call this evolved model Generative Transformative Praxis in which educators and teacher educators are able to move from change by adaptation to generative transformation that seeks a true transition in the 21st century classrooms that our increasingly diverse students deserve. Generative Transformative Praxis is not a pre-prescribed tactical approach that is subject to standardization based on past data; instead, it attempts to constantly recreate the present in order to affect the future. Ultimately, the authors propose the model of Generative Transformative Praxis in order to prepare and develop educators who are capable of introducing diverse student populations to a world subject to change, reinvention, and transformation.

Linking middle school mathematics and social studies through immigration issues

In the effort to create a multiculturally sensitive citizenry, addressing issues of immigration is critical in today’s schools and society. Mathematics and social studies are subjects sensitive to the cultural and population shifts of society. Since STEM subjects and skills are what drive the 21st century classroom today, it is important that teachers incorporate mathematics into the framework of social and political issues such as immigration, acquire numerical data from a variety of online sources, and engage in project-based activities that could also help middle school students develop solutions to societal issues.

Information and Communication Technology (ICT) Capacity Building Needs for 21st Century Classroom Instructional Delivery: Perceptions of Science and Mathematics Teachers

Information and Communication Technology (ICT) Capacity Building Needs for 21st Century Classroom Instructional Delivery: Perceptions of Science and Mathematics Teachers

Integrating Social Media Platforms in the 21st Century Classrooms: Recommendations for English Educators

This paper aims to highlight recommended lessons for teachers to use social media platforms in the English classrooms. It provides lesson plans for teachers as guidelines to integrate social media platforms in the 21st century classroom, particularly in schools. Generally, there are generation gaps between educators and students in the 21st century classroom. In narrowing the generation gap, this paper provides tips on the characteristics of teachers best suited to teach the 21st century students. Innovative technologies are presented as tools especially on social media platforms such as WhatsApp, Facebook, and Instagram which could be used by English teachers to support language learning process. As these apps are easily available to be downloaded in smart devices, integrating them into classroom lessons is recommended for implementations by the English educators.

Appraisal Centers: A Formative Assessment Model for Preservice Teachers to Demonstrate Emerging Theory–Practice Understanding

Appraisal Centers provide authentic experienced-based communities of practice for preservice teachers (PSTs) to show application of theory into practice at critical gateways throughout their elementary education program while fulfilling School of Education dispositions, course objectives, and state standards. A goal is to provide formative assessment opportunities for PSTs to present inclusive, differentiated teaching practices at increasing levels of proficiency for culturally diverse 21st-century classrooms. Appraisal Centers provide multiple opportunities for PSTs to reflect on the complexities of teaching and learning, and the importance of embracing a culturally responsive, critically literate professional identity as emerging beginning educators.

Principals’ Technology Leadership and its Effect on Teachers’ Technology Integration in 21st Century Classrooms

Principals’ Technology Leadership and its Effect on Teachers’ Technology Integration in 21st Century Classrooms

WEEK WITHOUT WALLS: A 21ST CENTURY CLASSROOM IMPLEMENTATION AT TERTIARY LEVEL

This paper uses a descriptive approach to investigate the implementation of 21st-century classroom learning at the tertiary level. The action research observed the use of digital technology in a university’s “Week Without Walls” initiative. The purpose was to find out what activities were carried out in the “Week Without Walls” and how they were implemented in relation to 21st-century education learning. A total number of 17 lecturers’ teaching and learning activities were observed during a one-week university initiative of out-of-classroom “Week Without Walls” implementation. Lecturers were given directions to prepare their activities outside the classroom walls in any form or manner of their choice. The results showed that the majority of lecturers used digital technologies to carry out their activities during the week with the highest application being online learning and WhatsApp mobile sharing. This provided a strong indication that the possibilities of the use of digital technologies for teaching and learning are tremendous and highly recommended for the implementation of 21st-century classroom learning.