Reading and creating comic strips and comic books are engaging ways to promote literacy at any grade level and across content areas. The students in this video are members of a high school comic book club and have access to drawing tablets and Adobe Photoshop, so they can achieve sophisticated results. Even without such software, however, teachers can still integrate digital comics into a wide range of teaching situations.

There are a number of comic books, especially contemporary ones, that are not “school appropriate,” so you might want to guide students’ web research on comic books.

This lesson is to help students analyze aspects and features of credit cards to know how to determine which would be best for various situations.

This lesson will help students understand the difference between using debit cards as debit or credit and using credit cards. 

Learners will be exposed to a variety of nongovernmental organizations (NGOs) and intergovernmental organizations (IGOs) whereby they will develop and build awareness of viable resources they can draw upon currently and, in the future, to help achieve their goals. This lesson will help prepare learners to identify a nonprofit organization’s mission statement and learner’s will employ critical thinking skills to connect that mission statement to one of the nonprofit’s past/current/future projects. Learners will orally present their findings to their peers. This lesson will apply the universal intellectual standard of relevance as learners will write a reflective analysis of their own research experience and explain which NGO/IGO is most relevant to their lives. The lesson activities can be adapted to different classrooms depending on available technologies.

Learners will be exposed to a variety of nongovernmental organizations (NGOs) and intergovernmental organizations (IGOs) whereby they will develop and build awareness of viable resources they can draw upon currently and, in the future, to help achieve their goals. This lesson will help prepare learners to identify a nonprofit organization’s mission statement and learner’s will employ critical thinking skills to connect that mission statement to one of the nonprofit’s past/current/future projects. Learners will orally present their findings to their peers. This lesson will apply the universal intellectual standard of relevance as learners will write a reflective analysis of their own research experience and explain which NGO/IGO is most relevant to their lives. The lesson activities can be adapted to different classrooms depending on available technologies.

This is a Proposed Schema of 21st Century Skills Flexible Learning Approach. The Discover, Learn, Practice, Collaborate and Assess (DLPCA) strategy was conceptualized for this blended learning technique with the goal of integrating the instructors, students, and readily available technologies to meet the challenges of higher education during this pandemic.

With the aim of increasing digital cultural data as a trusted primary source, the Europeana ‘Digital Education with Cultural Heritage’ MOOC will empower teachers and educators to use digital technologies, essential to develop learners' 21st-century skills. This online course will explore the educational potential of digital cultural heritage, improving teachers’ and educators’ understanding so you can efficiently integrate it into your lessons and practices, regardless of the subject. The final goal is to design engaging and deep-learning content for students, museumgoers, or lifelong learners to prepare them as active and responsible citizens. The MOOC is organized around the principle of peer learning, with course content designed to stimulate reflection and discussion so that participants can learn from each other’s experiences and ideas. The course is offered in English, and participants will receive a digital course certificate and badge upon completion of the full course. The course is relevant to teachers of all subjects and levels (primary and secondary), museum educators, and anyone who wants to design educational activities using Europeana, like librarians, archivists, curators, and other non-formal educators. Other educational professionals and stakeholders with an interest in the topic, such as heads of schools, school support staff, and policy makers in education and culture, are also welcome to join.

The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them. This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. In this module (1 of 4), students analyze their own use of online social media platforms and learn how filter bubbles and confirmation bias shape the content of their media environment. 

This project is designed based on 21st century skills and to help students engage in, experience, explore and evolve science. As a part of the activity students create a digital poster (infographic) using free online websites, such as: Piktochart, Checkthis, Glogster, Infogram, Easelly, Visually. They are not allowed to use powerpoint, learning to use these websites is one of the objectives of the activity.
Students are provided information on Copyright protection and Creative Commons, Referencing and Grading Criteria of the digital poster.
Students are assigned one mineral and 1 rock from each category of igneous, sedimentary and metamorphic to describe on the digital poster.
Information provided in the textbook and power points such as physical and chemical properties ( included but not limited to: chemical composition, density, texture, color, etc.) and 1 or 2 images of each sample should be included on the poster. Also they are advised to add the most common uses of the samples or any other information that they find interesting, which they may find this information in class material or they may have to do a little research. If they use sources other than class material, they need to cite their references.

In this problem-based learning module, students will explore the importance of sleep and the impact sleep has on their lives.  During the launch phase students can choose to record sleep data via downloaded apps or in a sleep diary.  Days 2 through 4 have students explore the concept and necessity of living organisms need to sleep. On day 2 the participants will take a series of cognitive test for baseline data.  Through station rotation and a jigsaw activity learners will become familiar with circadian rhythm and sleeping disorders. Finally, days 5-7 have the students produce a video or infographic to communicate the importance of sleep and its relationship to performance both physically and academically.

This unit introduces the topic of economics and economic inequality to 8th grade students through the use of nonfiction texts, podcasts, and films, and also asks students to examine, interpret and evaluate data independently, thus acquiring one of the most important skills for critical literacy in the 21st century. The recent young adult book, Economic Inequality: The American Dream Under Siege, by Coral Celeste Frazer is the central text for this curriculum unit and each student will have a copy of the text to read in class. Students study about the American Dream, and economic mobility as well as how these factors have changed over the past 50 years in the United States. Most importantly, students discover exactly what economic inequality consists of, how it impacts our lives, and what can be done about it. In addition to reading text there are classroom debates and the interpretation of political cartoons. As a culminating project, each student chooses a proposed solution to economic inequality for his or her own topic for an argumentative essay. It is hoped that in addition to teaching valuable skills and content that the unit provides a more educated citizenship for the future of our society.

The main thrust is to explore conceptual foundation, instructional design, delivery mechanisms, Crisis Management, and Benchmark proposals for high-performing Emergency Remote Teaching plans. Since the Pedagogical Approach of ERT is also based on Humanizing Pedagogy and Pedagogy of Care to adapt to student needs, some other aspects include assessing the system’s current digital infrastructure (internet, device access), student and teacher digital capabilities, and budget availability must be considered while adopting emergency remote teaching. This work will prepare the school, university, and college teachers to acquire 21st-century skills and competence along with technology-supported pedagogical innovations based on different technologies, digital tools, and techniques to enrich the emergence of remote teaching experiences.

racing graduates has become an imperative for higher education institutions much more during the pandemic. This tracer determined the employment and employability status of the 2019 BSE graduates and identified the competencies they adequately acquired and deemed vital for work. It used descriptive design, and data were collected from the 103 graduates through a Google form with open and closed-ended questions administered between November and December 2020. Results revealed that most of the graduates had been employed in teaching and teaching-related jobs but mostly in contractual arrangements within the first and second six months after graduation. Many had their first jobs with meager salaries from the private sector. Communication, pedagogy, information communication technology, time management, and flexibility were the top competencies they adequately acquired and were beneficial in work. The study concluded that these graduates had acquired 21st-century skills in their respective degree programs. These results have corresponding implications for future research in confirming the most employable skills in secondary teaching. As recommended, classroom instruction might emphasize the development of these skills. Eventually, these become the competitive advantage and employability capitals of future graduates. Administering the licensure examination and the release of its results can be done within the first three months after graduation to lessen the cost of waiting.

In this unit, students will produce two major pieces of work.  The first piece is an argument essay that grapples with one of the core questions of the unit: who are we, and who have we become because of the ways we connect? Students will read, annotate, and discuss several texts together as they consider the issues surrounding this question, and they will also research and annotate independently as they search for more evidence and perspectives to help deepen their ideas.  They will also create a museum exhibit as part of a team.  The exhibit project will help students identify what's worth preserving about their unique place in history.

PROJECT UNITS

This project unit continues to meet the English Language Arts standards as it also utilizes the learning principles established by the Partnership for 21st Century Skills. It is designed to support deep content knowledge and perseverance through long-term project planning and implementation. In addition, it will help students to recognize, develop, and apply the planning, teamwork, communication, and presentation skills they will use while presenting a final product to their class and/or the greater community. This real-world project-based activity will give students an opportunity to apply the skills they have been learning all year and will guide them to develop the motivation, knowledge, and skills they need in order to be college and career ready.

ACCOMPLISHMENTS

Students write an argument paper where they develop a claim about current culture as it has been influenced by digital connectivity.
Students participate in a group project to create a museum exhibit that captures a unique place, time, and relationship to technology. Students acknowledge the differing perspectives of each group member and use those perspectives to synthesize one cohesive visual argument together.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What does it mean to be digitally connected?
What are the implications of living in a world where everyone is digitally connected?
How does the availability of instant connectivity shape our relationships?
What does our Internet use reveal about people's needs as humans?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

The “Europeana in your classroom: building 21st-century competences with digital cultural heritage (Rerun)” MOOC will improve teacher’s understanding of cultural heritage in order to efficiently integrate this topic into their lessons and practices, regardless of the subject they usually teach.

The integration of digital cultural heritage in the classroom is increasingly important as the 21st century brings further opportunities for digital teaching and learning. While the national curriculum can differ from country to country, the demand to understand our common European history, cultural heritage and challenges for the future stays all-encompassing. Digital cultural heritage can be used not only while teaching Arts, History or Literature, but it also gives an excellent basis for teaching STEM (Science, Technology, Engineering and Mathematics).

The MOOC will introduce participants to the Europeana platform, where they will find different resources for educators such as pictures, videos, texts and various tools that they can easily integrate in their lessons. Moreover, the course will help teachers to build learning scenarios using digital cultural heritage, in a framework of 21st-century skills.

Additionally, it will offer a selection of tested classroom activities and resources from different European countries to empower primary and secondary teachers in introducing cultural heritage in the classroom and help them reflect on their own practices.

The post-pandemic era presents significant challenges in education, especially in technology integration. The Flexible Teaching Solution for Exploring Technological Literacy Challenges addresses these issues by emphasizing the importance of technological literacy and proposing effective solutions. Teachers face challenges such as limited technology access and proficiency, pedagogical adaptation, and the need for professional development. Students encounter difficulties with technology access, digital skills, self-regulation, motivation, equity, and inclusion. To overcome these challenges, investments in infrastructure, professional development, and inclusive policies are crucial. Blended learning, integrating face-to-face and online instruction, is a potential solution. Implementing the flexible teaching approach involves using various technology tools and platforms, open educational resources, and digital assessments. This dynamic learning environment fosters 21st-century skills in students.

Frankenstein200 is a free, episodic online story game paired with a series of fun hands-on science activities related to robotics, genetic engineering, and electricity. By teaching a robot how to draw, experimenting with simple machines, or even bringing their own “creature” to life, learners will encounter the same questions and ideas Mary Shelley had when writing Frankenstein 200 years ago. In the process, they will develop important skills for exploration, discovery, and critical thinking in the 21st century.

Aims to create a dynamic and interactive learning environment that stimulates curiosity, promotes collaboration, and challenges students to think critically and creatively. By integrating technology, authentic learning experiences, and digital assessments, the flexible learning approach supports the acquisition of 21st-century skills and prepares students to thrive in a rapidly changing world