What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning.

doi:10.1080/21532974.2013.10784716

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What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning.

Journal Article•DOI•

What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning.

Kristen Kereluik¹, Punya Mishra¹, Chris Fahnoe¹, Laura Terry¹•Institutions (1)

Michigan State University¹

01 Jun 2013-Journal of Digital Learning in Teacher Education (Routledge)-Vol. 29, Iss: 4, pp 127-140

TL;DR: A critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators, can be found in this paper, where the authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21 st century: foundational, meta-and humanistic.

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Abstract: This article offers a critical review of the literature on 21 st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors ac complish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21 st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21 st century: foundational, meta, and humanistic. Although 21 st century frameworks are thought to advocate new types of knowledge, little has actually changed in the new century with respect to the overall goals of education. Despite this sense of continuity, significant changes related to how technologies change all three types of knowledge need to be conveyed. The article ends with specific conclusions and recommendations for teacher education.

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International Society for Technology in Education.

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Carolyn Knox-Quinn

01 Jan 1992-School Library Media Annual

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Five Minds for the Future

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Steven L. Baumann

01 Jul 2009-Nursing Economics

TL;DR: Education is fundamentally about values, but in the United States now, the authors rarely teach Philosophy of Education or History of Education, because people would disagree too much.

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Abstract: Education is fundamentally about values, but we have a great deal of difficulty talking about values. In the United States now, we rarely teach Philosophy of Education or History of Education, because people would disagree too much. There is a local joke in the United States called the “Jesse Test”: You could never, in the United States, come up with a curriculum that would please: Jesse Helms, a conservative Southern senator; Jesse Jackson, a fiery, African American leader; and Jesse Ventura the wrestler-turned governor of Minnesota. And therefore, we simply don’t talk about values.

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327 citations

Journal Article•DOI•

The Question(s) of Political Knowledge

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Jason Barabas¹, Jennifer Jerit¹, William Pollock¹, Carlisle Rainey²•Institutions (2)

Stony Brook University¹, University at Buffalo²

01 Nov 2014-American Political Science Review

TL;DR: The authors identify two theoretically relevant dimensions: a temporal dimension that corresponds to the time when a fact was established and a topical dimension that relates to whether the fact is policy-specific or general.

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Abstract: Political knowledge is a central concept in the study of public opinion and political behavior. Yet what the field collectively believes about this construct is based on dozens of studies using different indicators of knowledge. We identify two theoretically relevant dimensions: a temporal dimension that corresponds to the time when a fact was established and a topical dimension that relates to whether the fact is policy-specific or general. The resulting typology yields four types of knowledge questions. In an analysis of more than 300 knowledge items from late in the first decade of the 2000s, we examine whether classic findings regarding the predictors of knowledge withstand differences across types of questions. In the case of education and the mass media, the mechanisms for becoming informed operate differently across question types. However, differences in the levels of knowledge between men and women are robust, reinforcing the importance of including gender-relevant items in knowledge batteries.

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187 citations

Journal Article•DOI•

TPACK updated to measure pre-service teachers’ twenty-first century skills

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Teemu Valtonen¹, Erkko Sointu¹, Jari Kukkonen¹, Sini Kontkanen¹, Matthew C. Lambert, Kati Mäkitalo-Siegl¹ - Show less +2 more•Institutions (1)

University of Eastern Finland¹

24 Jul 2017-Australasian Journal of Educational Technology

TL;DR: The TPACK-21 questionnaire as discussed by the authors is validated using confirmatory factor analysis (CFA) and results provide a six factor CFA model aligning with the TPACK theoretical framework, and the associations among TPACK sub-constructs and the weak and strong areas of pre-service teachers' TPACK are discussed.

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Abstract: Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development of their students’ twenty-first century skills. The technological pedagogical content knowledge (TPACK) framework provides a theoretical model for studying the ways in which teachers use ICT in education. Still, the TPACK framework faces certain difficulties, especially concerning the instruments currently used for studying TPACK. These challenges are primarily related to the psychometric properties of the instruments and areas of pedagogical knowledge. Within this paper we introduce a new TPACK questionnaire, the TPACK-21 questionnaire which is grounded on twenty-first century skills. The TPACK-21 questionnaire is validated using confirmatory factor analysis (CFA). Results provide a six factor CFA model aligning with the TPACK theoretical framework. Also, the associations among TPACK sub-constructs, and the weak and strong areas of pre-service teachers’ TPACK will be discussed.

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144 citations

Journal Article•DOI•

Determinants of 21st-century digital skills: A large-scale survey among working professionals

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Ester van Laar, Alexander Johannes Aloysius Maria van Deursen, Johannes A.G.M. van Dijk, Jos de Haan

01 Nov 2019-Computers in Human Behavior

TL;DR: Each 21st-century digital skill is explained by a different set of determinants, thereby requiring unique approaches for the development of each skill.

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103 citations

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Journal Article•DOI•

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

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Punya Mishra¹, Matthew J. Koehler¹•Institutions (1)

Michigan State University¹

01 Jun 2006-Teachers College Record

TL;DR: In this paper, the authors propose a conceptual framework for educational technology by building on Shulman's formulation of pedagogical content knowledge and extend it to the phenomenon of teachers integrating technology into their pedagogy.

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Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

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7,328 citations

"What Knowledge Is of Most Worth: Te..." refers background in this paper

...First, research shows that specific technologies do not demand specific ways of teaching and structuring content (Mishra & Koehler, 2006)....
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...This is closely related to the TPACK framework and knowledge that teachers must possess to teach effectively with technology (Mishra & Koehler, 2006)....
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Journal Article•DOI•

A nation at risk: the imperative for educational reform

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Peter J. Denning

01 Jul 1983-Communications of The ACM

TL;DR: Because of the extraordinary clarity and importance of the Commission's Report, the editors of the Communica t ions decided to reprint the Report's main section in its entirety and present it to you here.

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Abstract: released a remarkab le report, A Nation at Risk. This Report has s t imulated in the media considerable discussion about the problems in our schools, speculation about the causes, and ass ignment of blame. Astonishingly, f e w of the media reports have focused on the specific f indings and recommendat ions of the Commission. A lmos t none of the med ia reports tells that the Commission i tsel f re frained f rom speculation on causes and f rom assignment of blame. Because of the extraordinary clarity and importance of the Commission's Report, the editors of the Communica t ions decided to reprint the Report's main section in its entirety. We are p leased to present it to you here.

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5,832 citations

"What Knowledge Is of Most Worth: Te..." refers background in this paper

...The recommendations around 21st century knowledge emerged from educators such as Howard Gardner (Gardner, 2008), popular writers such as Daniel Pink (Pink, 2005), and organizations such the Partnership for 21st Century Skills (Partnership for 21st Century Skills, 2007) and the Center for Public Education (Jerald, 2009)....
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...Core Content Knowledge emerged from distinct references from the Metiri Group (2003) (high academic standards), European Union (2006) (mathematical and scientific competence), Partnership for 21st Skills (2007) (core subjects), American Association of Colleges and Universities (2007) (quantitative literacy), Howard Gardner (2008) (disciplined mind), Center for Public Education (Jerald, 2009) (advanced knowledge in traditional subjects), and Assessment and Teaching of 21st Century Skills (2012) (core curriculum)....
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...Universities (2007) (creativity and critical thinking), Howard Gardner (2008) (creating mind), Daniel Pink (2005) (play, design), and many more....
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...The final list of 15 frameworks includes reports from educational organizations such as the American Association of Colleges and Universities, the Educational Testing Service, the Center for Public Education, the International Society for Technology in Education, WestEd, The Partnership for 21st Century Skills, the MacArthur Foundation, Center for Public Education, the National Academy of Engineering; corporations such as Cisco, Microsoft, and Intel; international bodies such as the European Union; business interests such as the Organization for Economic Cooperation and Development & the Metiri Group; individual scholars such as Howard Gardner and Yong Zhao; and popular writers such as Daniel Pink....
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Journal Article•DOI•

Techniques to Identify Themes

[...]

Gery W. Ryan¹, H. Russell Bernard²•Institutions (2)

RAND Corporation¹, University of Florida²

01 Feb 2003-Field Methods

TL;DR: In this paper, the authors describe a variety of techniques for theme discovery in qualitative research, ranging from quick word counts to laborious, in-depth, line-by-line scrutiny.

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Abstract: Theme identification is one of the most fundamental tasks in qualitative research. It also is one of the most mysterious. Explicit descriptions of theme discovery are rarely found in articles and reports, and when they are, they are often relegated to appendices or footnotes. Techniques are shared among small groups of social scientists, but sharing is impeded by disciplinary or epistemological boundaries. The techniques described here are drawn from across epistemological and disciplinary boundaries. They include both observational and manipulative techniques and range from quick word counts to laborious, in-depth, line-by-line scrutiny. Techniques are compared on six dimensions: (1) appropriateness for data types, (2) required labor, (3) required expertise, (4) stage of analysis, (5) number and types of themes to be generated, and (6) issues of reliability and validity.

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4,921 citations

"What Knowledge Is of Most Worth: Te..." refers methods in this paper

...We accomplished this horizontalization of the data using the traditional “cutting and sorting” technique (Ryan & Bernard, 2003), where we read the 15 manuscripts carefully and typed out the essential elements of each of these frameworks on a separate sheet, printing the coded identification of the…...
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Journal Article•DOI•

The Constant Comparative Method of Qualitative Analysis

[...]

Barney G. Glaser¹•Institutions (1)

University of California, San Francisco¹

01 Apr 1965-Social Problems

4,001 citations

"What Knowledge Is of Most Worth: Te..." refers background in this paper

...The first two authors also engaged in a process of “constant comparison”: As they placed each element in a “group” or “category,” they compared it to all the other ele- ments that were already in the category (Glasser, 1965)....
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...The first two authors also engaged in a process of "constant comparisony7: As they placed each element in a "group" or "category;" they compared it to all the other elements that were already in the category (Glasser, 1965)....
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