The present study aimed to describe 21st century literacy skills learning during a master’s program focused on Linked Learning that sought to provide career readiness to students. Two research questions guided this study: (1) How do university professors in a Linked Learning graduate program describe their use of 21st century learning Skills in technology? and (2) How do secondary teachers in a Linked Learning graduate program describe their use of 21st century learning skills in technology in their classrooms? This mixed-methods study analyzed data from faculty members and graduate students, all of whom were part of a master’s program focused on Linked Learning for in-service teachers.
The findings showed how faculty members implemented and modeled strategies that promoted the acquisition and improvement of technological 21st century literacy skills in the areas of information literacy, media literacy, and information, communication, and technology literacy. There is evidence that the program helps graduate students acquire and develop the technology skills their future high school students will need to become fluent global citizens.
|Advisor:||Slater, Charles L.|
|Commitee:||Adams, Stephen, Hsieh, Betina|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational technology, Higher education|
|Keywords:||21st century literacy, Linked learning, Secondary school, Teacher preparation|
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