Punya Mishra

TL;DR: This article argued that this emphasis on the new is a form of "chrono-centrism" i.e. the idea that "one's own era or time in history is the most important or the only one that matters" (p. 13).

TL;DR: There have been few large-scale empirical studies of the effectiveness of educational software in improving student learning, even though educational technology has become a ubiquitous tool for learning both in and out of the classroom.

Abstract: 21st Century Learning Frameworks identify Self-Directed Learning (SDL) as a being a critical skill for students. Little empirical research, however, is available regarding the SDL capabilities of younger students, particularly as they work and learn technology rich classroom contexts. This mixed-methods study focuses on examining the development of self-directed learning skills by middle school students as they engage in an intentionally designed, technology rich learning environment. Participants in the study were two groups of 6th graders in an upper middle class suburban school. One group worked in an innovative 21st century learning environment while the other group of students worked in the traditional classroom. The SelfDirected Learning with Technology Scale (SDLTS), an assessment focusing on younger learners, was utilized for the study to collect data in both environments. Student in both groups were interviewed to gather additional qualitative information regarding their experience with each of these environments. The results shows that students in the intentionally designed 21 century learning environment reported a higher perception of self-directedness than their traditional counterparts. Additionally, interviews suggest that the design of the environment provides the types of opportunities to allow for students to engage in topics of interest and problem solve collaboratively. We believe that these findings support the value of open-ended technology-rich environments for developing self-regulated learners. 21 Century Frameworks and Self-Directed Learning Self-directed learning is a concept present in many of the current frameworks on 21st Century Learning and has often been regarded as critical part of individualizing learning experiences (Caffarella, 1993). The P21 Framework Life and Career Skills (2010) included “Initiative and Self-Direction”, the ISTE Standards for Students (2007) specifically called for students to be able to “plan and manage activities to develop a solution or complete a project”, the AASL Standards for the 21st Century Learner (2009) noted that learners should “pursue personal and aesthetic growth”, and the enGauge 21st Century Skills (2003) Inventive Thinking section included “adaptability, managing complexity, and self-direction.” Although the research on self-directed learning has been around for several decades, the context has changed with online learning, greater access to technology, opportunities for more personalized learning experiences, and connection to information and resources that were not previously available. Schools are recognizing the importance of self-directed learning as a necessary skill needed for the 21st century as well as the need for teachers to “enhance students’ abilities for accessing self-directed learning” (Chou, 2008). Selfdirected learning remains a relevant life skill and requires a new examination under the current educational contexts and the opportunities provided by access to new technologies for learning.

TL;DR: A critical thematic review of international literature on creativity and technology in the context of educational practice is presented in this article, where the authors identify four essential domains that emerge from the literature and represent these in a conceptual model, based around: (1) Learning in regard to creativity, (2) Meanings of creativity, Discourses that surround creativity, and (3) the futures or impacts on creativity.

TL;DR: The most recent large-scale study of technology in schools, sponsored by the U.S. Department of Education did not yield a statistically significant difference for classes using selected reading and mathematics technology applications.