OISE

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OISE/UT is one of the World's leading faculties of education, dedicated to the establishment of a learning society through outstanding research and practice.

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Browsing OISE by Subject "21st century learning"

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    The Implementation of Knowledge Building in the Elementary Classroom
    (2017) Reda Gavin, Cassandra
    Knowledge Building is an approach to teaching and learning that places students’ ideas, questions, and observations at the centre of the learning experience. This qualitative research study explored the question: what are elementary teachers’ experiences with implementing Knowledge Building in the elementary classroom? Data was collected through semi-structured interviews with two Ontario Certified Teachers working in the Greater Toronto Area who use Knowledge Building in their classrooms. Data analysis yielded four main themes: the importance of creating a safe and inclusive classroom community, from theory to practice; approaches teachers take when using Knowledge Building; that KB classrooms reportedly lead to greater student engagement; and teachers as learners, or the need for professional development and resources. Implications for personal practice and the education community were discussed, such as empowering students to be responsible for their own learning and for teachers to be more than facilitators but to provoke thinking in students. As well, recommendations for further professional development on Knowledge Building for pre-service teachers and teachers were made, such as workshops and training, a mentorship program with other teachers, and opportunities in teacher education programs to learn about and see KB in action.
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    More Than Just “Free Play”: Enacting Play-Based Learning Beyond the Kindergarten Years
    (2017) Preziosa, Erica
    If play is deemed to fulfill children’s social, emotional and physical domains, as well as satisfy their natural curiosity and promote self-reflexivity, it is difficult to understand why play is not prioritized to the same extent for older children. This Master of Teaching Research Project is a qualitative study that discusses the implications of play-based learning beyond the realm of Kindergarten. The main question guiding this research is: How is a sample of Primary and/or Junior grade (Grade 1 to 6) teachers understanding and implementing play-based approaches to learning in theory and in practice, and what outcomes do they observe from their students? In answering this question, two educators were chosen to take part in a 60-minute semi-structured interview to explore their experiences. There were three themes that emerged: the validation for play as a result of its unconventional approaches to learning, play as a vehicle for learning, and the perceived positive behavioural, social, and academic outcomes for students and challenges of implementation. Overall, the findings were positive and both participants look forward to continuing to use play-based learning as a 21st century pedagogical tool beyond the grade level where it is currently mandated in Ontario.
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    Technology Integration in Elementary Classrooms
    (2016-05-06) Hoveling, Léonie Antoinette
    Technology has become an increasingly necessary tool for human activity, causing changes in routines and practices (Mishra & Koehler, 2006). Despite an increasing amount of money spent on technology by school boards, there is a lack of understanding about what teachers need to know in order to effectively integrate technology in classrooms. Technology in the field of education is inevitable; however, Mishra and Koehler (2006) suggest educators tend to examine it at face value. There is an unresolved conflict between the use of technology to make previous goals efficient and fulfilling the status-quo, versus the ability to have technology change the nature of pedagogy (Berg, Benz, Lasley & Raisch, 1998). This qualitative study aimed to elucidate if elementary teachers were utilizing technology in ways that were conducive for student learning. Rather than focusing on the types of technology utilized, this study examined how technology was integrated into school systems. Effective integration was examined through the goals of 21st century learning that require students to be creative, collaborate, and think critically. Data was derived from semi-structured interviews with two Ontario elementary educators. Using the technological pedagogical content knowledge framework, four themes emerged: teacher attitudes, learning and instructional strategies, critical thinking, and challenges and next steps. Although teachers have positive attitudes toward technology, findings suggest there is a lack of focus and professional development infusing technology with the 21st century learning goals. Furthermore, the ineffective utilization of technology appears to provide an ease for pedagogy rather than to enhance student learning.