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Action Research presentation diane frymire
- 1. Motivational E-Media Action Research by Diane Frymire June, 2010
- 3. Purpose
- 4. Purpose • Dilemmas on the way to Positive Student Motivation
- 5. Purpose • Dilemmas on the way to Positive Student Motivation • Student-Centered Classrooms
- 6. Purpose • Dilemmas on the way to Positive Student Motivation • Student-Centered Classrooms • Why Teachers Must Make the Change
- 9. Classroom Research • Observing student reactions to various uses of pedagogically appropriate technology and media. Using games to teach. Adventure Quest: www.battleon.com
- 12. Supporting Literature • Need for Motivation
- 13. Supporting Literature • Need for Motivation • 21st Century Environments
- 14. Supporting Literature • Need for Motivation • 21st Century Environments • Motivating Student Learning Through Video Games
- 15. Supporting Literature • Need for Motivation • 21st Century Environments • Motivating Student Learning Through Video Games • Film’s Role in Motivation
- 16. Supporting Literature • Need for Motivation • 21st Century Environments • Motivating Student Learning Through Video Games • Film’s Role in Motivation • Motivational Technology in Assessment
- 17. Do you think using E-pals made you a better writer?
- 18. Student Reactions Do you think using E-pals made you a better writer?
- 21. Student-Centered Environments • Do our students have a voice?
- 22. Student-Centered Environments • Do our students have a voice? • What do they need to be successful today and in the future?
- 23. Student-Centered Environments • Do our students have a voice? • What do they need to be successful today and in the future? • What are the characteristics of a student-centered classroom?
- 24. Student-Centered Environments • Do our students have a voice? • What do they need to be successful today and in the future? • What are the characteristics of a student-centered classroom? • What is the 21st century teacher’s role?
Hinweis der Redaktion
- 1. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Contemporary research has shown that motivation in education is affected by the use of computers, media, gaming, and technology..Additionally, some outdated methodologies still in use actually destroy student motivation and will to learn (Renchler, 1992). 2. As Odera (2010) affirmed, technology in education creates a more student-focused atmosphere. 3.According to the studies compiled by Kulik (1994), the inclusion of technologically enhanced teaching created the following advantages: 1) assimilation of more information, 2) quicker learning, 3) higher motivation and optimism, and 4) increased media literacy as well as comfort with technology. In addition, Foreman (2003) suggested that the use of complex technology in the classroom was considerably more effective than a lecture-only based course. “The use of computers in teaching and learning enables students to reconstruct knowledge” (Odera, 2010, p. 330).
- 1. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Contemporary research has shown that motivation in education is affected by the use of computers, media, gaming, and technology..Additionally, some outdated methodologies still in use actually destroy student motivation and will to learn (Renchler, 1992). 2. As Odera (2010) affirmed, technology in education creates a more student-focused atmosphere. 3.According to the studies compiled by Kulik (1994), the inclusion of technologically enhanced teaching created the following advantages: 1) assimilation of more information, 2) quicker learning, 3) higher motivation and optimism, and 4) increased media literacy as well as comfort with technology. In addition, Foreman (2003) suggested that the use of complex technology in the classroom was considerably more effective than a lecture-only based course. “The use of computers in teaching and learning enables students to reconstruct knowledge” (Odera, 2010, p. 330).
- 1. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Contemporary research has shown that motivation in education is affected by the use of computers, media, gaming, and technology..Additionally, some outdated methodologies still in use actually destroy student motivation and will to learn (Renchler, 1992). 2. As Odera (2010) affirmed, technology in education creates a more student-focused atmosphere. 3.According to the studies compiled by Kulik (1994), the inclusion of technologically enhanced teaching created the following advantages: 1) assimilation of more information, 2) quicker learning, 3) higher motivation and optimism, and 4) increased media literacy as well as comfort with technology. In addition, Foreman (2003) suggested that the use of complex technology in the classroom was considerably more effective than a lecture-only based course. “The use of computers in teaching and learning enables students to reconstruct knowledge” (Odera, 2010, p. 330).
- 1. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Contemporary research has shown that motivation in education is affected by the use of computers, media, gaming, and technology..Additionally, some outdated methodologies still in use actually destroy student motivation and will to learn (Renchler, 1992). 2. As Odera (2010) affirmed, technology in education creates a more student-focused atmosphere. 3.According to the studies compiled by Kulik (1994), the inclusion of technologically enhanced teaching created the following advantages: 1) assimilation of more information, 2) quicker learning, 3) higher motivation and optimism, and 4) increased media literacy as well as comfort with technology. In addition, Foreman (2003) suggested that the use of complex technology in the classroom was considerably more effective than a lecture-only based course. “The use of computers in teaching and learning enables students to reconstruct knowledge” (Odera, 2010, p. 330).
- I observed that all of the technologically enhanced lessons that I implemented in my classroom were motivating. However, unstructured time did not always create positive results. Purposeful guidance toward reachable goals and project-based learning were the most effective especially with the inclusion of collaboration and technology. Barriers came in the form of internet blocks (Adventure Quest was blocked after I had started using it to teach about checkbook entries), lack of necessary software on random computers (missing Flash or internet viruses), and some of my own erroneous assumptions about my students’ media literacy. Students often get as excited about ‘playing’ on the internet as they do playing with math manipulatives in the classroom. As with the use of manipulatives, a time of free exploration allows students to feel more comfortable and less distracted when they are asked to focus on specific tasks. In 2008, North Carolina State University (NCSU) (2008, September) began investigating the promise of educational video games in a new prerequisite for North Carolina high school graduation for the class of 2011. This North Carolina Graduation Project requires a research paper, a student-produced interactive video game, a collection of student work and an oral presentation. The Kenan Institute for Engineering, Technology and Science along with Virtual Heroes Inc., a worldwide game designing business, began planning this innovative new program called Games Requiring Advanced Developmental Understanding and Achievement in Technological Endeavors (GRADUATE) with a $1.5 million grant from The National Science Foundation (NSF). The GRADUATE program was implemented to utilize the motivational potential of gaming. Specifically, the project was targeted at underprivileged students to encourage them to consider careers in science, technology, engineering and mathematics (STEM). According to Dr. Len Annetta from NCSU, researchers will examine how student-created games affect their thinking about STEM subjects, in addition to their overall success in acquiring subject matter (NCSU, 2008, September). Annetta (NCSU, 2008, September, p.1) stated, "We have seen a trend throughout the state that many students are dropping out of school because they are bored and disengaged in the classroom, not necessarily because they are unintelligent. By partnering students with their teachers to create games, we are creating a new and engaging way of learning and teaching complex STEM content." Foreman (2003, p. 15) agreed with Annetta (2008) saying, “Games expose players to deeply engaging, visually dynamic, rapidly paced, and highly gratifying pictorial experiences that make almost any sort of conventional schoolwork (especially when mediated by a lecture or text) seem boring by comparison.” Pelletier (2005) equated games to writing as ways to communicate and demonstrate meaning. However, of all the programs that were introduced this year, using rap to increase language skills and literacy was the most enjoyable for teacher as well as students. Lesson plans including pedgogically appropriate concepts along with music are readily available on www.flocabulary.com.
- I observed that all of the technologically enhanced lessons that I implemented in my classroom were motivating. However, unstructured time did not always create positive results. Purposeful guidance toward reachable goals and project-based learning were the most effective especially with the inclusion of collaboration and technology. Barriers came in the form of internet blocks (Adventure Quest was blocked after I had started using it to teach about checkbook entries), lack of necessary software on random computers (missing Flash or internet viruses), and some of my own erroneous assumptions about my students’ media literacy. Students often get as excited about ‘playing’ on the internet as they do playing with math manipulatives in the classroom. As with the use of manipulatives, a time of free exploration allows students to feel more comfortable and less distracted when they are asked to focus on specific tasks. In 2008, North Carolina State University (NCSU) (2008, September) began investigating the promise of educational video games in a new prerequisite for North Carolina high school graduation for the class of 2011. This North Carolina Graduation Project requires a research paper, a student-produced interactive video game, a collection of student work and an oral presentation. The Kenan Institute for Engineering, Technology and Science along with Virtual Heroes Inc., a worldwide game designing business, began planning this innovative new program called Games Requiring Advanced Developmental Understanding and Achievement in Technological Endeavors (GRADUATE) with a $1.5 million grant from The National Science Foundation (NSF). The GRADUATE program was implemented to utilize the motivational potential of gaming. Specifically, the project was targeted at underprivileged students to encourage them to consider careers in science, technology, engineering and mathematics (STEM). According to Dr. Len Annetta from NCSU, researchers will examine how student-created games affect their thinking about STEM subjects, in addition to their overall success in acquiring subject matter (NCSU, 2008, September). Annetta (NCSU, 2008, September, p.1) stated, "We have seen a trend throughout the state that many students are dropping out of school because they are bored and disengaged in the classroom, not necessarily because they are unintelligent. By partnering students with their teachers to create games, we are creating a new and engaging way of learning and teaching complex STEM content." Foreman (2003, p. 15) agreed with Annetta (2008) saying, “Games expose players to deeply engaging, visually dynamic, rapidly paced, and highly gratifying pictorial experiences that make almost any sort of conventional schoolwork (especially when mediated by a lecture or text) seem boring by comparison.” Pelletier (2005) equated games to writing as ways to communicate and demonstrate meaning. However, of all the programs that were introduced this year, using rap to increase language skills and literacy was the most enjoyable for teacher as well as students. Lesson plans including pedgogically appropriate concepts along with music are readily available on www.flocabulary.com.
- I observed that all of the technologically enhanced lessons that I implemented in my classroom were motivating. However, unstructured time did not always create positive results. Purposeful guidance toward reachable goals and project-based learning were the most effective especially with the inclusion of collaboration and technology. Barriers came in the form of internet blocks (Adventure Quest was blocked after I had started using it to teach about checkbook entries), lack of necessary software on random computers (missing Flash or internet viruses), and some of my own erroneous assumptions about my students’ media literacy. Students often get as excited about ‘playing’ on the internet as they do playing with math manipulatives in the classroom. As with the use of manipulatives, a time of free exploration allows students to feel more comfortable and less distracted when they are asked to focus on specific tasks. In 2008, North Carolina State University (NCSU) (2008, September) began investigating the promise of educational video games in a new prerequisite for North Carolina high school graduation for the class of 2011. This North Carolina Graduation Project requires a research paper, a student-produced interactive video game, a collection of student work and an oral presentation. The Kenan Institute for Engineering, Technology and Science along with Virtual Heroes Inc., a worldwide game designing business, began planning this innovative new program called Games Requiring Advanced Developmental Understanding and Achievement in Technological Endeavors (GRADUATE) with a $1.5 million grant from The National Science Foundation (NSF). The GRADUATE program was implemented to utilize the motivational potential of gaming. Specifically, the project was targeted at underprivileged students to encourage them to consider careers in science, technology, engineering and mathematics (STEM). According to Dr. Len Annetta from NCSU, researchers will examine how student-created games affect their thinking about STEM subjects, in addition to their overall success in acquiring subject matter (NCSU, 2008, September). Annetta (NCSU, 2008, September, p.1) stated, "We have seen a trend throughout the state that many students are dropping out of school because they are bored and disengaged in the classroom, not necessarily because they are unintelligent. By partnering students with their teachers to create games, we are creating a new and engaging way of learning and teaching complex STEM content." Foreman (2003, p. 15) agreed with Annetta (2008) saying, “Games expose players to deeply engaging, visually dynamic, rapidly paced, and highly gratifying pictorial experiences that make almost any sort of conventional schoolwork (especially when mediated by a lecture or text) seem boring by comparison.” Pelletier (2005) equated games to writing as ways to communicate and demonstrate meaning. However, of all the programs that were introduced this year, using rap to increase language skills and literacy was the most enjoyable for teacher as well as students. Lesson plans including pedgogically appropriate concepts along with music are readily available on www.flocabulary.com.
- I observed that all of the technologically enhanced lessons that I implemented in my classroom were motivating. However, unstructured time did not always create positive results. Purposeful guidance toward reachable goals and project-based learning were the most effective especially with the inclusion of collaboration and technology. Barriers came in the form of internet blocks (Adventure Quest was blocked after I had started using it to teach about checkbook entries), lack of necessary software on random computers (missing Flash or internet viruses), and some of my own erroneous assumptions about my students’ media literacy. Students often get as excited about ‘playing’ on the internet as they do playing with math manipulatives in the classroom. As with the use of manipulatives, a time of free exploration allows students to feel more comfortable and less distracted when they are asked to focus on specific tasks. In 2008, North Carolina State University (NCSU) (2008, September) began investigating the promise of educational video games in a new prerequisite for North Carolina high school graduation for the class of 2011. This North Carolina Graduation Project requires a research paper, a student-produced interactive video game, a collection of student work and an oral presentation. The Kenan Institute for Engineering, Technology and Science along with Virtual Heroes Inc., a worldwide game designing business, began planning this innovative new program called Games Requiring Advanced Developmental Understanding and Achievement in Technological Endeavors (GRADUATE) with a $1.5 million grant from The National Science Foundation (NSF). The GRADUATE program was implemented to utilize the motivational potential of gaming. Specifically, the project was targeted at underprivileged students to encourage them to consider careers in science, technology, engineering and mathematics (STEM). According to Dr. Len Annetta from NCSU, researchers will examine how student-created games affect their thinking about STEM subjects, in addition to their overall success in acquiring subject matter (NCSU, 2008, September). Annetta (NCSU, 2008, September, p.1) stated, "We have seen a trend throughout the state that many students are dropping out of school because they are bored and disengaged in the classroom, not necessarily because they are unintelligent. By partnering students with their teachers to create games, we are creating a new and engaging way of learning and teaching complex STEM content." Foreman (2003, p. 15) agreed with Annetta (2008) saying, “Games expose players to deeply engaging, visually dynamic, rapidly paced, and highly gratifying pictorial experiences that make almost any sort of conventional schoolwork (especially when mediated by a lecture or text) seem boring by comparison.” Pelletier (2005) equated games to writing as ways to communicate and demonstrate meaning. However, of all the programs that were introduced this year, using rap to increase language skills and literacy was the most enjoyable for teacher as well as students. Lesson plans including pedgogically appropriate concepts along with music are readily available on www.flocabulary.com.
- “There are three important things to remember about education. The first one is motivation, the second is motivation, and the third is motivation.” —Terrell Bell, former U.S. Secretary of Education 1. Motivation that is intrinsic, or self-generated, yields greater effectiveness than extrinsic, or outward, motivation. Motivation is also instinctive and innate. Unfortunately, as the world has changed dramatically and quickly, especially in the area of technology, education has not heeded the need to adapt its practices. This has created an environment where students are frustrated, bored, and not living up to the real potential they have. 2. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Jenkins (2009) supported the idea of reconstructing information in technologically enhanced participatory cultures. He believed that allowing students to contribute their input in positive, creative ways decreased motivational blocks. Participatory cultures allowed open expression to flourish, be valued, and constructively challenged. Jenkins (2009) found that over 50% of 21st century teenagers had produced media and shared with others through forums that recognized the worth of their work. Their participation in these activities was primarily self-motivated. Therefore, including an effective participatory culture in the classroom included shared media. Shared media allowed students contribution, membership, collaboration, input, and personal involvement. Ultimately, students tended to feel more successful when education utilized the process of her or his thinking rather than simply focusing on the content of a subject (Odera, 2010). Students, who acted upon their own environment to accomplish tasks, and create, grew intellectually. This experience added a sense of success and increased motivation (Jenkins, 2009). 3.Gee (2007) became fascinated with the complexity of video games while observing his young son’s desire and ability to figure out long, intense games. He wondered why game creators didn’t make games easier, but instead increased their length and complexity. A profitable game followed excellent learning principles to maintain interest and the best games utilized the top ideas available in cognitive theory, while schools alternatively simplified curriculum. Simplifying curriculum did not increase student motivation. However, profits from well-planned, increasingly complicated, extreme games continue to grow and suggest that the intensity of learning new skills is not as much of a problem in the classroom as is the presentation. 4.Film adds an additional form of expression in modern technology. Aptly selected films and videos in the classroom can add interest and enjoyment both cognitively and affectively (Rieck & Dugger-Wadsworth, 2010). Smilanich and Lafreniere (2010) saw that film offered students who had difficulty reading, or were overwhelmed by large amounts of text, to connect with abstract concepts of literature. These hesitant learners were able, with the inclusion of film, to intelligently access the deeper meanings required of them, discuss them, and write critically about the nuances they observed. Film opened up a way for them to access some more confusing concepts in the study of literature (Smilanich, & Lafreniere, 2010). Formerly fearful learners “come alive during a film study, excitedly offering opinions… the visual medium is what they know, what they are interested in…the study of film should fortify concepts already fostered in English classrooms” (Smilanich, & Lafreniere, 2010, p). Lu-Fang (2010) supported the use of film to present tangible and significant visual support to improve understanding of new content, specifically for second language learners. These students assimilated film-based information more readily and with greater attention to details. Rieck & Dugger-Wadsworth (2010) specifically advocated the use of Broadway musicals to liven content, direct attention to the arts, and add the element of music to the visual value of film. 5. Assessment of acquired skills is required in today’s classrooms. Technology can add efficiency to assessment practices. Jackson (2006) listed several benefits of online testing including: 1) students paid more attention when test results were more immediate, 2) students could take a test anywhere, even on vacation, 3) students practiced taking online tests to train for college-bound assessment formats, 4) students used online testing easily with little expense or training for the educators involved, 5) test-taking used time optimally without intruding unduly on classroom time, or adding to the amount of grading paperwork. Psychological scientists Keri L. Kettle and Gerald Häubl of the University of Alberta in Canada (Häubl, & Kettle, 2010) supported Jackson’s (2006) findings that students were more alert when assessment results were quickly received. Häubl and Kettle (2010) researched how student progress was affected by response times ranging from immediate up to 17 days after a presentation. The outcome showed that the more immediate the response, the better the grade. They observed that those who received quicker responses expected worse grades than students who had to wait for a response even though the opposite was true. Kettle and Häubl (2010) suggested that looking forward to prompt comments might enhance performance because possible failure was more imminent.
- “There are three important things to remember about education. The first one is motivation, the second is motivation, and the third is motivation.” —Terrell Bell, former U.S. Secretary of Education 1. Motivation that is intrinsic, or self-generated, yields greater effectiveness than extrinsic, or outward, motivation. Motivation is also instinctive and innate. Unfortunately, as the world has changed dramatically and quickly, especially in the area of technology, education has not heeded the need to adapt its practices. This has created an environment where students are frustrated, bored, and not living up to the real potential they have. 2. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Jenkins (2009) supported the idea of reconstructing information in technologically enhanced participatory cultures. He believed that allowing students to contribute their input in positive, creative ways decreased motivational blocks. Participatory cultures allowed open expression to flourish, be valued, and constructively challenged. Jenkins (2009) found that over 50% of 21st century teenagers had produced media and shared with others through forums that recognized the worth of their work. Their participation in these activities was primarily self-motivated. Therefore, including an effective participatory culture in the classroom included shared media. Shared media allowed students contribution, membership, collaboration, input, and personal involvement. Ultimately, students tended to feel more successful when education utilized the process of her or his thinking rather than simply focusing on the content of a subject (Odera, 2010). Students, who acted upon their own environment to accomplish tasks, and create, grew intellectually. This experience added a sense of success and increased motivation (Jenkins, 2009). 3.Gee (2007) became fascinated with the complexity of video games while observing his young son’s desire and ability to figure out long, intense games. He wondered why game creators didn’t make games easier, but instead increased their length and complexity. A profitable game followed excellent learning principles to maintain interest and the best games utilized the top ideas available in cognitive theory, while schools alternatively simplified curriculum. Simplifying curriculum did not increase student motivation. However, profits from well-planned, increasingly complicated, extreme games continue to grow and suggest that the intensity of learning new skills is not as much of a problem in the classroom as is the presentation. 4.Film adds an additional form of expression in modern technology. Aptly selected films and videos in the classroom can add interest and enjoyment both cognitively and affectively (Rieck & Dugger-Wadsworth, 2010). Smilanich and Lafreniere (2010) saw that film offered students who had difficulty reading, or were overwhelmed by large amounts of text, to connect with abstract concepts of literature. These hesitant learners were able, with the inclusion of film, to intelligently access the deeper meanings required of them, discuss them, and write critically about the nuances they observed. Film opened up a way for them to access some more confusing concepts in the study of literature (Smilanich, & Lafreniere, 2010). Formerly fearful learners “come alive during a film study, excitedly offering opinions… the visual medium is what they know, what they are interested in…the study of film should fortify concepts already fostered in English classrooms” (Smilanich, & Lafreniere, 2010, p). Lu-Fang (2010) supported the use of film to present tangible and significant visual support to improve understanding of new content, specifically for second language learners. These students assimilated film-based information more readily and with greater attention to details. Rieck & Dugger-Wadsworth (2010) specifically advocated the use of Broadway musicals to liven content, direct attention to the arts, and add the element of music to the visual value of film. 5. Assessment of acquired skills is required in today’s classrooms. Technology can add efficiency to assessment practices. Jackson (2006) listed several benefits of online testing including: 1) students paid more attention when test results were more immediate, 2) students could take a test anywhere, even on vacation, 3) students practiced taking online tests to train for college-bound assessment formats, 4) students used online testing easily with little expense or training for the educators involved, 5) test-taking used time optimally without intruding unduly on classroom time, or adding to the amount of grading paperwork. Psychological scientists Keri L. Kettle and Gerald Häubl of the University of Alberta in Canada (Häubl, & Kettle, 2010) supported Jackson’s (2006) findings that students were more alert when assessment results were quickly received. Häubl and Kettle (2010) researched how student progress was affected by response times ranging from immediate up to 17 days after a presentation. The outcome showed that the more immediate the response, the better the grade. They observed that those who received quicker responses expected worse grades than students who had to wait for a response even though the opposite was true. Kettle and Häubl (2010) suggested that looking forward to prompt comments might enhance performance because possible failure was more imminent.
- “There are three important things to remember about education. The first one is motivation, the second is motivation, and the third is motivation.” —Terrell Bell, former U.S. Secretary of Education 1. Motivation that is intrinsic, or self-generated, yields greater effectiveness than extrinsic, or outward, motivation. Motivation is also instinctive and innate. Unfortunately, as the world has changed dramatically and quickly, especially in the area of technology, education has not heeded the need to adapt its practices. This has created an environment where students are frustrated, bored, and not living up to the real potential they have. 2. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Jenkins (2009) supported the idea of reconstructing information in technologically enhanced participatory cultures. He believed that allowing students to contribute their input in positive, creative ways decreased motivational blocks. Participatory cultures allowed open expression to flourish, be valued, and constructively challenged. Jenkins (2009) found that over 50% of 21st century teenagers had produced media and shared with others through forums that recognized the worth of their work. Their participation in these activities was primarily self-motivated. Therefore, including an effective participatory culture in the classroom included shared media. Shared media allowed students contribution, membership, collaboration, input, and personal involvement. Ultimately, students tended to feel more successful when education utilized the process of her or his thinking rather than simply focusing on the content of a subject (Odera, 2010). Students, who acted upon their own environment to accomplish tasks, and create, grew intellectually. This experience added a sense of success and increased motivation (Jenkins, 2009). 3.Gee (2007) became fascinated with the complexity of video games while observing his young son’s desire and ability to figure out long, intense games. He wondered why game creators didn’t make games easier, but instead increased their length and complexity. A profitable game followed excellent learning principles to maintain interest and the best games utilized the top ideas available in cognitive theory, while schools alternatively simplified curriculum. Simplifying curriculum did not increase student motivation. However, profits from well-planned, increasingly complicated, extreme games continue to grow and suggest that the intensity of learning new skills is not as much of a problem in the classroom as is the presentation. 4.Film adds an additional form of expression in modern technology. Aptly selected films and videos in the classroom can add interest and enjoyment both cognitively and affectively (Rieck & Dugger-Wadsworth, 2010). Smilanich and Lafreniere (2010) saw that film offered students who had difficulty reading, or were overwhelmed by large amounts of text, to connect with abstract concepts of literature. These hesitant learners were able, with the inclusion of film, to intelligently access the deeper meanings required of them, discuss them, and write critically about the nuances they observed. Film opened up a way for them to access some more confusing concepts in the study of literature (Smilanich, & Lafreniere, 2010). Formerly fearful learners “come alive during a film study, excitedly offering opinions… the visual medium is what they know, what they are interested in…the study of film should fortify concepts already fostered in English classrooms” (Smilanich, & Lafreniere, 2010, p). Lu-Fang (2010) supported the use of film to present tangible and significant visual support to improve understanding of new content, specifically for second language learners. These students assimilated film-based information more readily and with greater attention to details. Rieck & Dugger-Wadsworth (2010) specifically advocated the use of Broadway musicals to liven content, direct attention to the arts, and add the element of music to the visual value of film. 5. Assessment of acquired skills is required in today’s classrooms. Technology can add efficiency to assessment practices. Jackson (2006) listed several benefits of online testing including: 1) students paid more attention when test results were more immediate, 2) students could take a test anywhere, even on vacation, 3) students practiced taking online tests to train for college-bound assessment formats, 4) students used online testing easily with little expense or training for the educators involved, 5) test-taking used time optimally without intruding unduly on classroom time, or adding to the amount of grading paperwork. Psychological scientists Keri L. Kettle and Gerald Häubl of the University of Alberta in Canada (Häubl, & Kettle, 2010) supported Jackson’s (2006) findings that students were more alert when assessment results were quickly received. Häubl and Kettle (2010) researched how student progress was affected by response times ranging from immediate up to 17 days after a presentation. The outcome showed that the more immediate the response, the better the grade. They observed that those who received quicker responses expected worse grades than students who had to wait for a response even though the opposite was true. Kettle and Häubl (2010) suggested that looking forward to prompt comments might enhance performance because possible failure was more imminent.
- “There are three important things to remember about education. The first one is motivation, the second is motivation, and the third is motivation.” —Terrell Bell, former U.S. Secretary of Education 1. Motivation that is intrinsic, or self-generated, yields greater effectiveness than extrinsic, or outward, motivation. Motivation is also instinctive and innate. Unfortunately, as the world has changed dramatically and quickly, especially in the area of technology, education has not heeded the need to adapt its practices. This has created an environment where students are frustrated, bored, and not living up to the real potential they have. 2. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Jenkins (2009) supported the idea of reconstructing information in technologically enhanced participatory cultures. He believed that allowing students to contribute their input in positive, creative ways decreased motivational blocks. Participatory cultures allowed open expression to flourish, be valued, and constructively challenged. Jenkins (2009) found that over 50% of 21st century teenagers had produced media and shared with others through forums that recognized the worth of their work. Their participation in these activities was primarily self-motivated. Therefore, including an effective participatory culture in the classroom included shared media. Shared media allowed students contribution, membership, collaboration, input, and personal involvement. Ultimately, students tended to feel more successful when education utilized the process of her or his thinking rather than simply focusing on the content of a subject (Odera, 2010). Students, who acted upon their own environment to accomplish tasks, and create, grew intellectually. This experience added a sense of success and increased motivation (Jenkins, 2009). 3.Gee (2007) became fascinated with the complexity of video games while observing his young son’s desire and ability to figure out long, intense games. He wondered why game creators didn’t make games easier, but instead increased their length and complexity. A profitable game followed excellent learning principles to maintain interest and the best games utilized the top ideas available in cognitive theory, while schools alternatively simplified curriculum. Simplifying curriculum did not increase student motivation. However, profits from well-planned, increasingly complicated, extreme games continue to grow and suggest that the intensity of learning new skills is not as much of a problem in the classroom as is the presentation. 4.Film adds an additional form of expression in modern technology. Aptly selected films and videos in the classroom can add interest and enjoyment both cognitively and affectively (Rieck & Dugger-Wadsworth, 2010). Smilanich and Lafreniere (2010) saw that film offered students who had difficulty reading, or were overwhelmed by large amounts of text, to connect with abstract concepts of literature. These hesitant learners were able, with the inclusion of film, to intelligently access the deeper meanings required of them, discuss them, and write critically about the nuances they observed. Film opened up a way for them to access some more confusing concepts in the study of literature (Smilanich, & Lafreniere, 2010). Formerly fearful learners “come alive during a film study, excitedly offering opinions… the visual medium is what they know, what they are interested in…the study of film should fortify concepts already fostered in English classrooms” (Smilanich, & Lafreniere, 2010, p). Lu-Fang (2010) supported the use of film to present tangible and significant visual support to improve understanding of new content, specifically for second language learners. These students assimilated film-based information more readily and with greater attention to details. Rieck & Dugger-Wadsworth (2010) specifically advocated the use of Broadway musicals to liven content, direct attention to the arts, and add the element of music to the visual value of film. 5. Assessment of acquired skills is required in today’s classrooms. Technology can add efficiency to assessment practices. Jackson (2006) listed several benefits of online testing including: 1) students paid more attention when test results were more immediate, 2) students could take a test anywhere, even on vacation, 3) students practiced taking online tests to train for college-bound assessment formats, 4) students used online testing easily with little expense or training for the educators involved, 5) test-taking used time optimally without intruding unduly on classroom time, or adding to the amount of grading paperwork. Psychological scientists Keri L. Kettle and Gerald Häubl of the University of Alberta in Canada (Häubl, & Kettle, 2010) supported Jackson’s (2006) findings that students were more alert when assessment results were quickly received. Häubl and Kettle (2010) researched how student progress was affected by response times ranging from immediate up to 17 days after a presentation. The outcome showed that the more immediate the response, the better the grade. They observed that those who received quicker responses expected worse grades than students who had to wait for a response even though the opposite was true. Kettle and Häubl (2010) suggested that looking forward to prompt comments might enhance performance because possible failure was more imminent.
- “There are three important things to remember about education. The first one is motivation, the second is motivation, and the third is motivation.” —Terrell Bell, former U.S. Secretary of Education 1. Motivation that is intrinsic, or self-generated, yields greater effectiveness than extrinsic, or outward, motivation. Motivation is also instinctive and innate. Unfortunately, as the world has changed dramatically and quickly, especially in the area of technology, education has not heeded the need to adapt its practices. This has created an environment where students are frustrated, bored, and not living up to the real potential they have. 2. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Jenkins (2009) supported the idea of reconstructing information in technologically enhanced participatory cultures. He believed that allowing students to contribute their input in positive, creative ways decreased motivational blocks. Participatory cultures allowed open expression to flourish, be valued, and constructively challenged. Jenkins (2009) found that over 50% of 21st century teenagers had produced media and shared with others through forums that recognized the worth of their work. Their participation in these activities was primarily self-motivated. Therefore, including an effective participatory culture in the classroom included shared media. Shared media allowed students contribution, membership, collaboration, input, and personal involvement. Ultimately, students tended to feel more successful when education utilized the process of her or his thinking rather than simply focusing on the content of a subject (Odera, 2010). Students, who acted upon their own environment to accomplish tasks, and create, grew intellectually. This experience added a sense of success and increased motivation (Jenkins, 2009). 3.Gee (2007) became fascinated with the complexity of video games while observing his young son’s desire and ability to figure out long, intense games. He wondered why game creators didn’t make games easier, but instead increased their length and complexity. A profitable game followed excellent learning principles to maintain interest and the best games utilized the top ideas available in cognitive theory, while schools alternatively simplified curriculum. Simplifying curriculum did not increase student motivation. However, profits from well-planned, increasingly complicated, extreme games continue to grow and suggest that the intensity of learning new skills is not as much of a problem in the classroom as is the presentation. 4.Film adds an additional form of expression in modern technology. Aptly selected films and videos in the classroom can add interest and enjoyment both cognitively and affectively (Rieck & Dugger-Wadsworth, 2010). Smilanich and Lafreniere (2010) saw that film offered students who had difficulty reading, or were overwhelmed by large amounts of text, to connect with abstract concepts of literature. These hesitant learners were able, with the inclusion of film, to intelligently access the deeper meanings required of them, discuss them, and write critically about the nuances they observed. Film opened up a way for them to access some more confusing concepts in the study of literature (Smilanich, & Lafreniere, 2010). Formerly fearful learners “come alive during a film study, excitedly offering opinions… the visual medium is what they know, what they are interested in…the study of film should fortify concepts already fostered in English classrooms” (Smilanich, & Lafreniere, 2010, p). Lu-Fang (2010) supported the use of film to present tangible and significant visual support to improve understanding of new content, specifically for second language learners. These students assimilated film-based information more readily and with greater attention to details. Rieck & Dugger-Wadsworth (2010) specifically advocated the use of Broadway musicals to liven content, direct attention to the arts, and add the element of music to the visual value of film. 5. Assessment of acquired skills is required in today’s classrooms. Technology can add efficiency to assessment practices. Jackson (2006) listed several benefits of online testing including: 1) students paid more attention when test results were more immediate, 2) students could take a test anywhere, even on vacation, 3) students practiced taking online tests to train for college-bound assessment formats, 4) students used online testing easily with little expense or training for the educators involved, 5) test-taking used time optimally without intruding unduly on classroom time, or adding to the amount of grading paperwork. Psychological scientists Keri L. Kettle and Gerald Häubl of the University of Alberta in Canada (Häubl, & Kettle, 2010) supported Jackson’s (2006) findings that students were more alert when assessment results were quickly received. Häubl and Kettle (2010) researched how student progress was affected by response times ranging from immediate up to 17 days after a presentation. The outcome showed that the more immediate the response, the better the grade. They observed that those who received quicker responses expected worse grades than students who had to wait for a response even though the opposite was true. Kettle and Häubl (2010) suggested that looking forward to prompt comments might enhance performance because possible failure was more imminent.
- “There are three important things to remember about education. The first one is motivation, the second is motivation, and the third is motivation.” —Terrell Bell, former U.S. Secretary of Education 1. Motivation that is intrinsic, or self-generated, yields greater effectiveness than extrinsic, or outward, motivation. Motivation is also instinctive and innate. Unfortunately, as the world has changed dramatically and quickly, especially in the area of technology, education has not heeded the need to adapt its practices. This has created an environment where students are frustrated, bored, and not living up to the real potential they have. 2. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Jenkins (2009) supported the idea of reconstructing information in technologically enhanced participatory cultures. He believed that allowing students to contribute their input in positive, creative ways decreased motivational blocks. Participatory cultures allowed open expression to flourish, be valued, and constructively challenged. Jenkins (2009) found that over 50% of 21st century teenagers had produced media and shared with others through forums that recognized the worth of their work. Their participation in these activities was primarily self-motivated. Therefore, including an effective participatory culture in the classroom included shared media. Shared media allowed students contribution, membership, collaboration, input, and personal involvement. Ultimately, students tended to feel more successful when education utilized the process of her or his thinking rather than simply focusing on the content of a subject (Odera, 2010). Students, who acted upon their own environment to accomplish tasks, and create, grew intellectually. This experience added a sense of success and increased motivation (Jenkins, 2009). 3.Gee (2007) became fascinated with the complexity of video games while observing his young son’s desire and ability to figure out long, intense games. He wondered why game creators didn’t make games easier, but instead increased their length and complexity. A profitable game followed excellent learning principles to maintain interest and the best games utilized the top ideas available in cognitive theory, while schools alternatively simplified curriculum. Simplifying curriculum did not increase student motivation. However, profits from well-planned, increasingly complicated, extreme games continue to grow and suggest that the intensity of learning new skills is not as much of a problem in the classroom as is the presentation. 4.Film adds an additional form of expression in modern technology. Aptly selected films and videos in the classroom can add interest and enjoyment both cognitively and affectively (Rieck & Dugger-Wadsworth, 2010). Smilanich and Lafreniere (2010) saw that film offered students who had difficulty reading, or were overwhelmed by large amounts of text, to connect with abstract concepts of literature. These hesitant learners were able, with the inclusion of film, to intelligently access the deeper meanings required of them, discuss them, and write critically about the nuances they observed. Film opened up a way for them to access some more confusing concepts in the study of literature (Smilanich, & Lafreniere, 2010). Formerly fearful learners “come alive during a film study, excitedly offering opinions… the visual medium is what they know, what they are interested in…the study of film should fortify concepts already fostered in English classrooms” (Smilanich, & Lafreniere, 2010, p). Lu-Fang (2010) supported the use of film to present tangible and significant visual support to improve understanding of new content, specifically for second language learners. These students assimilated film-based information more readily and with greater attention to details. Rieck & Dugger-Wadsworth (2010) specifically advocated the use of Broadway musicals to liven content, direct attention to the arts, and add the element of music to the visual value of film. 5. Assessment of acquired skills is required in today’s classrooms. Technology can add efficiency to assessment practices. Jackson (2006) listed several benefits of online testing including: 1) students paid more attention when test results were more immediate, 2) students could take a test anywhere, even on vacation, 3) students practiced taking online tests to train for college-bound assessment formats, 4) students used online testing easily with little expense or training for the educators involved, 5) test-taking used time optimally without intruding unduly on classroom time, or adding to the amount of grading paperwork. Psychological scientists Keri L. Kettle and Gerald Häubl of the University of Alberta in Canada (Häubl, & Kettle, 2010) supported Jackson’s (2006) findings that students were more alert when assessment results were quickly received. Häubl and Kettle (2010) researched how student progress was affected by response times ranging from immediate up to 17 days after a presentation. The outcome showed that the more immediate the response, the better the grade. They observed that those who received quicker responses expected worse grades than students who had to wait for a response even though the opposite was true. Kettle and Häubl (2010) suggested that looking forward to prompt comments might enhance performance because possible failure was more imminent.
- “There are three important things to remember about education. The first one is motivation, the second is motivation, and the third is motivation.” —Terrell Bell, former U.S. Secretary of Education 1. Motivation that is intrinsic, or self-generated, yields greater effectiveness than extrinsic, or outward, motivation. Motivation is also instinctive and innate. Unfortunately, as the world has changed dramatically and quickly, especially in the area of technology, education has not heeded the need to adapt its practices. This has created an environment where students are frustrated, bored, and not living up to the real potential they have. 2. According to Annetta (2008), 21st century students are a new, network driven, technologically savvy group dubbed Generation N or the Net Generation (Net Gen). In K–12 classrooms, Annetta (2008) continued, students often face less technologically rich environments than their own homes and educators have struggled to connect with Net Gen kids. Jenkins (2009) supported the idea of reconstructing information in technologically enhanced participatory cultures. He believed that allowing students to contribute their input in positive, creative ways decreased motivational blocks. Participatory cultures allowed open expression to flourish, be valued, and constructively challenged. Jenkins (2009) found that over 50% of 21st century teenagers had produced media and shared with others through forums that recognized the worth of their work. Their participation in these activities was primarily self-motivated. Therefore, including an effective participatory culture in the classroom included shared media. Shared media allowed students contribution, membership, collaboration, input, and personal involvement. Ultimately, students tended to feel more successful when education utilized the process of her or his thinking rather than simply focusing on the content of a subject (Odera, 2010). Students, who acted upon their own environment to accomplish tasks, and create, grew intellectually. This experience added a sense of success and increased motivation (Jenkins, 2009). 3.Gee (2007) became fascinated with the complexity of video games while observing his young son’s desire and ability to figure out long, intense games. He wondered why game creators didn’t make games easier, but instead increased their length and complexity. A profitable game followed excellent learning principles to maintain interest and the best games utilized the top ideas available in cognitive theory, while schools alternatively simplified curriculum. Simplifying curriculum did not increase student motivation. However, profits from well-planned, increasingly complicated, extreme games continue to grow and suggest that the intensity of learning new skills is not as much of a problem in the classroom as is the presentation. 4.Film adds an additional form of expression in modern technology. Aptly selected films and videos in the classroom can add interest and enjoyment both cognitively and affectively (Rieck & Dugger-Wadsworth, 2010). Smilanich and Lafreniere (2010) saw that film offered students who had difficulty reading, or were overwhelmed by large amounts of text, to connect with abstract concepts of literature. These hesitant learners were able, with the inclusion of film, to intelligently access the deeper meanings required of them, discuss them, and write critically about the nuances they observed. Film opened up a way for them to access some more confusing concepts in the study of literature (Smilanich, & Lafreniere, 2010). Formerly fearful learners “come alive during a film study, excitedly offering opinions… the visual medium is what they know, what they are interested in…the study of film should fortify concepts already fostered in English classrooms” (Smilanich, & Lafreniere, 2010, p). Lu-Fang (2010) supported the use of film to present tangible and significant visual support to improve understanding of new content, specifically for second language learners. These students assimilated film-based information more readily and with greater attention to details. Rieck & Dugger-Wadsworth (2010) specifically advocated the use of Broadway musicals to liven content, direct attention to the arts, and add the element of music to the visual value of film. 5. Assessment of acquired skills is required in today’s classrooms. Technology can add efficiency to assessment practices. Jackson (2006) listed several benefits of online testing including: 1) students paid more attention when test results were more immediate, 2) students could take a test anywhere, even on vacation, 3) students practiced taking online tests to train for college-bound assessment formats, 4) students used online testing easily with little expense or training for the educators involved, 5) test-taking used time optimally without intruding unduly on classroom time, or adding to the amount of grading paperwork. Psychological scientists Keri L. Kettle and Gerald Häubl of the University of Alberta in Canada (Häubl, & Kettle, 2010) supported Jackson’s (2006) findings that students were more alert when assessment results were quickly received. Häubl and Kettle (2010) researched how student progress was affected by response times ranging from immediate up to 17 days after a presentation. The outcome showed that the more immediate the response, the better the grade. They observed that those who received quicker responses expected worse grades than students who had to wait for a response even though the opposite was true. Kettle and Häubl (2010) suggested that looking forward to prompt comments might enhance performance because possible failure was more imminent.
- Engagement is about relationship; engagement is not a solo activity. The ways in which the word “engagement” is used in a variety of contexts outside of education highlight the relational and interactive nature of the concept of engagement: two people become “engaged” when they commit to entering a permanent, ongoing, and intimate relationship with each other; two forces become “engaged” in battle when they confront each other, committing to an antagonistic, violent relationship; Boredom is one sign of a lack of engagement in the classroom and school environment. Students were asked, “Have you ever been bored in class in high school?” A great majority of the students responded that they are bored at least every day, if not in every class. Two out of three students are bored in class in high school at least every day; 17% of the respondents are bored in every class in high school. Only 2% of the students surveyed have never been bored in high school.
- Engagement is about relationship; engagement is not a solo activity. The ways in which the word “engagement” is used in a variety of contexts outside of education highlight the relational and interactive nature of the concept of engagement: two people become “engaged” when they commit to entering a permanent, ongoing, and intimate relationship with each other; two forces become “engaged” in battle when they confront each other, committing to an antagonistic, violent relationship; Boredom is one sign of a lack of engagement in the classroom and school environment. Students were asked, “Have you ever been bored in class in high school?” A great majority of the students responded that they are bored at least every day, if not in every class. Two out of three students are bored in class in high school at least every day; 17% of the respondents are bored in every class in high school. Only 2% of the students surveyed have never been bored in high school.
- “I wish school could be intellectually challenging as well as academically challenging.” — HSSSE 2006 Student Respondent 2.Jenkins (2009) advocated that this 21st century skill set include: 1) interaction in real-world scenarios to solve problems, 2) encountering various ways to reinvent and express, 3) simulations of situations as a way to create meaning about past or present scenarios, 4) deliberate manipulation of data and media in various forms, 5) taking-on a variety of challenges concurrently, 6) growth through using a variety of challenging new tools, 7) profitable collaboration with others, 8) intelligent evaluation of the value of research origins and data, 9) navigation of technology and media, 10) sharing mutually beneficial information, and 11) showing open-minded attitudes that communicated respect for other viewpoints. 3. Student centered classrooms: *are noisy - students are collaborating *reveal student-leaders *allow Multiple intelligences to flourish *have teachers as guides and facilitators 4. Teachers must become guides and facilitators... relinquishing some control.
- “I wish school could be intellectually challenging as well as academically challenging.” — HSSSE 2006 Student Respondent 2.Jenkins (2009) advocated that this 21st century skill set include: 1) interaction in real-world scenarios to solve problems, 2) encountering various ways to reinvent and express, 3) simulations of situations as a way to create meaning about past or present scenarios, 4) deliberate manipulation of data and media in various forms, 5) taking-on a variety of challenges concurrently, 6) growth through using a variety of challenging new tools, 7) profitable collaboration with others, 8) intelligent evaluation of the value of research origins and data, 9) navigation of technology and media, 10) sharing mutually beneficial information, and 11) showing open-minded attitudes that communicated respect for other viewpoints. 3. Student centered classrooms: *are noisy - students are collaborating *reveal student-leaders *allow Multiple intelligences to flourish *have teachers as guides and facilitators 4. Teachers must become guides and facilitators... relinquishing some control.
- “I wish school could be intellectually challenging as well as academically challenging.” — HSSSE 2006 Student Respondent 2.Jenkins (2009) advocated that this 21st century skill set include: 1) interaction in real-world scenarios to solve problems, 2) encountering various ways to reinvent and express, 3) simulations of situations as a way to create meaning about past or present scenarios, 4) deliberate manipulation of data and media in various forms, 5) taking-on a variety of challenges concurrently, 6) growth through using a variety of challenging new tools, 7) profitable collaboration with others, 8) intelligent evaluation of the value of research origins and data, 9) navigation of technology and media, 10) sharing mutually beneficial information, and 11) showing open-minded attitudes that communicated respect for other viewpoints. 3. Student centered classrooms: *are noisy - students are collaborating *reveal student-leaders *allow Multiple intelligences to flourish *have teachers as guides and facilitators 4. Teachers must become guides and facilitators... relinquishing some control.
- “I wish school could be intellectually challenging as well as academically challenging.” — HSSSE 2006 Student Respondent 2.Jenkins (2009) advocated that this 21st century skill set include: 1) interaction in real-world scenarios to solve problems, 2) encountering various ways to reinvent and express, 3) simulations of situations as a way to create meaning about past or present scenarios, 4) deliberate manipulation of data and media in various forms, 5) taking-on a variety of challenges concurrently, 6) growth through using a variety of challenging new tools, 7) profitable collaboration with others, 8) intelligent evaluation of the value of research origins and data, 9) navigation of technology and media, 10) sharing mutually beneficial information, and 11) showing open-minded attitudes that communicated respect for other viewpoints. 3. Student centered classrooms: *are noisy - students are collaborating *reveal student-leaders *allow Multiple intelligences to flourish *have teachers as guides and facilitators 4. Teachers must become guides and facilitators... relinquishing some control.
- “I wish school could be intellectually challenging as well as academically challenging.” — HSSSE 2006 Student Respondent 2.Jenkins (2009) advocated that this 21st century skill set include: 1) interaction in real-world scenarios to solve problems, 2) encountering various ways to reinvent and express, 3) simulations of situations as a way to create meaning about past or present scenarios, 4) deliberate manipulation of data and media in various forms, 5) taking-on a variety of challenges concurrently, 6) growth through using a variety of challenging new tools, 7) profitable collaboration with others, 8) intelligent evaluation of the value of research origins and data, 9) navigation of technology and media, 10) sharing mutually beneficial information, and 11) showing open-minded attitudes that communicated respect for other viewpoints. 3. Student centered classrooms: *are noisy - students are collaborating *reveal student-leaders *allow Multiple intelligences to flourish *have teachers as guides and facilitators 4. Teachers must become guides and facilitators... relinquishing some control.
- “I wish school could be intellectually challenging as well as academically challenging.” — HSSSE 2006 Student Respondent 2.Jenkins (2009) advocated that this 21st century skill set include: 1) interaction in real-world scenarios to solve problems, 2) encountering various ways to reinvent and express, 3) simulations of situations as a way to create meaning about past or present scenarios, 4) deliberate manipulation of data and media in various forms, 5) taking-on a variety of challenges concurrently, 6) growth through using a variety of challenging new tools, 7) profitable collaboration with others, 8) intelligent evaluation of the value of research origins and data, 9) navigation of technology and media, 10) sharing mutually beneficial information, and 11) showing open-minded attitudes that communicated respect for other viewpoints. 3. Student centered classrooms: *are noisy - students are collaborating *reveal student-leaders *allow Multiple intelligences to flourish *have teachers as guides and facilitators 4. Teachers must become guides and facilitators... relinquishing some control.