Collaboration, communication, critical thinking and creativity are skills most needed by students who are developing in a 21st century global society. The primary objective of this action research study was to gain an awareness of the degree of 21st Century Learning Skills demonstrated at Crusader High School. At the same time, the research sought to identify the resources needed to assist faculty with successful implementation strategies for 21st Century Learning Skills. In addition, knowledge discovered from this study would assist leadership and faculty in creating a vision for future planning for technology innovation and integration. The purpose of this study is to evaluate the depth of the integration of 21st century skills, in particular the skills of communication and collaboration, in a technology-rich learning environment. The following research questions were developed to guide this study: (1) To what extent are 21st century learning skills (P21), particularly communication and collaboration, demonstrated at Crusader High School? (2) To what extent does the technology at Crusader High School promote 21 st century learning skills? (3) To what extent has the professional development, offered by Crusader High School, prepared the teaching staff to understand and implement 21st century learning skills? The study revealed teachers believe 21st Century Learning Skills are demonstrated and collaboration is a strongly represented 21st Century Leaning Skill. The study also revealed technology use promotes 21 st Century Learning Skills. Additionally, the study revealed teachers believed additional professional development is necessary to continue the effective implementation of 21st Century Learning Skills.
|Commitee:||Ciccone, Joseph, Stutzer, Karen|
|School:||College of Saint Elizabeth|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 79/08(E), Dissertation Abstracts International|
|Subjects:||Information Technology, Educational technology, Computer science|
|Keywords:||21st century learning skills, Adult learning, Educational reform, Professional development, Professional learning communities, Technology|
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