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A Comprehensive Guide to 21st Century Skills PDF

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21st Century skills

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VILASA (117)

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Inservice Teachers TPACK Development_ Trends Models and Trajec

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STEM Education

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STEM Education

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Technological pedagogical content knowledge ( TPACK)

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STEM

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21st Century Skills Rethinking How Students Learn

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STEM Education

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Room 2 Members (Add article) A School-based Management and Supervision Model in EFL Schools

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Room 2 Members (Add article) A School-based Management and Supervision Model in EFL Schools

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Tu Ngoc Thanh,
Vilasa
Dhammasara
Nyanavara
This article offers a school-based reflective management model in EFL schools that centers on reflective practice for EFL teachers and administrators drawing on four bodies of literature (reflective thinking, supervision, teacher inquiry in EFL context and organizational learning).

EFL schools need to develop a policy, and manage this in relation to their resources; they need to ensure that they and the people in them can change and develop.

Curriculum reforms have been handed down from education ministries, IT innovations are being applied at all levels, research from many disciplines is informing classroom-based innovations, and action research is becoming more commonplace, with resulting transformations of teachers at the local level.

Language teaching professionals need to know where they are and where they are going.Involvement in reflective-based managerial activities will contribute to the development of educators' perceptions of the nature and quality of the total school climate and these perceptions, in turn, are linked in important ways to school organizations and educational outcomes.

STEM Education

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Topic: 21st century skills

GROUP 1:

GROUP LIST:

1.      Patchararat Chusriwatthanaphong

2.      Mr. Tanongsak Kulsenchai

3.      Phramaha Yuttachai

4.      Ven. Vilasa (6501202117)

5.      Maechee Vo Thi Huynh Doan

Summary:

Numerous studies and reports have emerged over the past decades that seek to identify the life career and learning skill for the 21st century world. It has eight skills for study as follows: (1) creativity and innovation: Using knowledge and understanding to create new ways of thinking in order to find solutions to new problems and to create new products and services, (2) Critical Thinking and Problem Solving: Applying higher order thinking to new problems and issues by using appropriate reasoning.(3) Communication: Communicating effectively in a wide variety of forms and contexts and using multiple media and technologies, (4) Collaboration Working: Working with others respectfully, use and share knowledge, solutions and innovations, (5) Information Management: Accessing, analyzing, synthesizing, creating and sharing information from multiple sources, (6) Effective Use of Technology: Creating the capacity to identify and use technology efficiently, effectively and ethically as a tool to access,organize, evaluate and share information, (7) Career and Life Skills: Developing skills for becoming self-directed, independent learners and workers who can adapt to change, manage projects, take responsibility for their work, lead others and produce results, (8) Cultural Awareness: Developing cultural competence in working with othersby recognizing and respecting cultural differences and work with others from a wide range of cultural and social backgrounds.

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This is not the case with teacher education.  Consider a High School Science Teacher that just teaches science, but does not integrate technology, engineering or math into their curriculum or that do not collaborate with other STEM faculty.  Although this teacher is in a STEM field the

fact that they do not integrate or collaborate makes them just a science teacher, not a STEM educator.  This is true with all teachers with the STEM field who teach k 12 education.

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Thach Sina
janinda
tejaniya
kotchophon

TPACK MODEL BASED INSTRUCTION IN TEACHING WRITING: AN ANALYSIS ON TPACK LITERACY

Acknowledging prior knowledge on technology, pedagogy, and content of lecturers in this early stage
of developmental research is assuming important as basic data for further steps in designing TPACK
model-based instruction in teaching writing. Therefore, having investigation on TPACK literacy of the
lecturers will complete the data needed in this study. This paper presents an analysis of Technological
Pedagogical and Content Knowledge (TPACK) literacy among lecturers at Universitas Muhammadiyah
Parepare, Indonesia. In finding the data, the TPACK survey of Schmidt, Baran, Thomson (2009) was
applied by having little modification on it. The main points on the survey were about Technological
Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and TPACK. In gaining
the data, the questionnaire as the research instrument was distributed to lecturers in the English
Education Department, and their responses were analyzed quantitatively. This research was conducted
at Universitas Muhammadiyah Parepare, South Sulawesi province, Indonesia. The questionnaire results
showed that the lecturers’ levels of literacy on technology, pedagogy, content knowledge, and TPACK
are on moderate stage.  They can be categorized as good level on overall TPACK literacy, but need to
improve in order to achieve better results by having more practice or learning workshops.

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