Siu Cheung Kong; Tak-Wai Chan; Griffin, Patrick; Ulrich Hoppe; Ronghuai Huang; Kinshuk; Chee Kit Looi;

Milrad, Marcelo; Norris, Cathleen; Nussbaum, Miguel; Sharples, Mike; Wing Mui Winnie So;
Soloway, Elliot; Shengquan Yu. 2014.E-learning, School education, 21st century skills, Research
issues, Policy implications. Journal of Educational Technology & Society. Vol. 17 Issue 1, p70-78.
9p.
Professional Practice Article
Summary
This is a paper that discusses research issues and policies for achieving more e-learning
opportunities in K-12 schools. It discusses six critical research issues and four policy implications for
promoting e-learning. Policy makers, the research community, and practitioners are instrumental in
paving the way for e-learning to be adopted within districts, states, regions, and countries.
Todays learners need diverse resources related to subject that engages them in constructive
learning tasks. Peer interaction is also essential for helping learners to develop knowledge and 21
st

century skills. Business partners could also be supportive by providing technical settings for hardware
and software. Having e-learning opportunities will maximize learning opportunities for student-
centered learning. This will help to bridge the gap between school and society.

Critique:
This article presents information that is pressing for todays learners. It is timely because there is a
significant push for e-learning in schools today.

CRISTIA, JULIAN; CZERWONKO, ALEJO; GAROFALO, PABLO. (2014).DOES TECHNOLOGY IN SCHOOLS
AFFECT REPETITION, DROPOUT AND ENROLLMENT? EVIDENCE FROM PERU. Journal of Applied
Economics. Vol. 17 Issue 1, p89-111. 23p. 10 Charts. , Database: Business Source Complete

Research Article

Summary:
Developing countries have tried to expand computer access in schools. The ratio of students to
computers increased by 50% among those participating in the OECD program for International
Researchers looked at how a large-scale program would increase computer and internet access
in secondary schools in Peru. Data was done by Ministry of Education from yearly surveys. Rich
longitudinal data was examined between 2001 and 2006.
No evidence that the program repetition, dropout, or enrollment in grade 7 was found. The
total computer use increases with higher ICT access in secondary schools in Peru. This shows that
dropout rates and enrollment can be linked to the inability of schools to use additional resources.

Critique:
My issue with this article is that it focuses in on one place, Peru. This has always been a concern when it
comes to research articles. How can you make generalizations based on one location? The data charts
are user-friendly, but some data is presented in a confusing manner.



Varol, Filiz. Turkish. (2013) Elementary School Teachers and Teaching with Technology. Online Journal of
Educational Technology - TOJET, v12 n3 p85-90

Research Article and Theory-into-Practice
Summary:
In this study, the relationship between elementary school teachers information and
communication technologies (ICT) engagement with their attitudes towards technology is examined.
Questionnaires were given to one hundred elementary school students. The questionnaires were
related to their ICT knowledge, usage, and attitudes toward technology. Moving to learner-centered
constructivist approaches and designing and developing new tools for educational purposes have
significantly affected the teachers role in the classroom today. Teachers have to carefully choose
learning objectives and strategies with help to cover content appropriately. ICT has a critical role in
student achievement.
High levels of technology use is not being achieved. The study showed that teachers ICT
knowledge and usage is very low. Their attitude toward technology showed medium level.

Critique:
This article presented realistic information from data gathered from students and teachers. Students
were given an initial question. I wish that the article had shared the survey questions.

Donovan, Loretta, Green, Tim D., Mason, Candice. (2014) Examining the 21st Century Classroom:
Developing an Innovation Configuration Map. Journal of Educational Computing Research. 2014,
Vol. 50 Issue 2, p161-178. 18p.

Professional Practice Article
In this study, an IC map was created that showed different ways that 21
st
century skills can be
promoted in the K-12 classroom. Two configurations were identified traditional and context-based
and a project-based approach to teaching and learning. In the beginning of the study, it was assumed
that technology was the catalyst for creating collaboration, creativity, critical thinking, and
communication. However, culture of the environment seemed to be the key factor.
It was concluded that the teachers role as facilitator in the classroom should continue to be
promoted and enhanced. Teachers should be comfortable developing 21
st
century teaching and
learning. Therefore, teachers should have a solid understanding of what 21
st
century teaching and
learning looks like in the K-12 classroom.

Critique:
This article is written from the viewpoint of educators. It is evident that the writers want the best for
our 21
st
century learners.


Kereluik, Kristen; Mishra, Punya; Fahnoe, Chris. (2013).What Knowledge Is of Most Worth: Teacher
Knowledge for 21st Century Learning. Journal of Digital Learning in Teacher Education, v29 n4
p127-140

Theory-into-Practice
Summary:
In this article, it reviews literature on the 21
st
century knowledge frameworks. The focus is on what 21
st

century knowledge means for teachers and teacher educators. Common themes are identified in 15
reports, books, and articles. These are a culmination of what researchers show to be an integral and
important success for 21
st
century. Foundational, meta, and humanistic frameworks are seen as
knowledge for 21
st
century learning. These 21
st
century frameworks are thought to advocate new types
of knowledge that affect the goals of education. Technology is a major factor of how these three types
of knowledge should be utilized. The article concludes with recommendations for classroom educators.
Critique:
This article was well-developed. The recommendations were practical in the way the frameworks
should be implemented.
Mishra, Punya; Henriksen, Danah. (2013). A NEW Approach to Defining and Measuring
Creativity: Rethinking Technology & Creativity in the 21st Century. TechTrends: Linking Research
& Practice to Improve Learning. Vol. 57 Issue 5, p10-13. 4p.

Theory-into-Practice

Summary:
In this article, a NEW definition for creativity is coined. N.E.W. stands for novel, effective, and whole.
Creativity is a goal-driven process of developing solutions. Possible ways of using this definition are
suggested. The hope is to provide a way of measuring creative work in the classroom. Looking at each
project and artifacts from a fair, systematic, consistent, and comprehensive assessment is the goal.
With the development of this creativity evaluation schema,
creative work has its place in the classroom.

Critique:
This article focuses more on the definitions of the NEW creativity with little emphasis placed on how
technology plays a key factor. The writers should consider emphasizing more how technology plays a
role in the implementation of this NEW creativity definition.

Claymier, Bob. (2014). TEACHING 21st century skills THROUGH AN INTEGRATED STEM APPROACH.
Children's Technology & Engineering. Vol. 18 Issue 4, p5-5. 1p

Professional Practice
Summary:
This article written by the president of the Childrens Council takes a look at 21
st
century skills
and commonalities that exist between exemplary elementary schools throughout the country. Each
schools teaching methods are examined as well as teacher practice, curriculum, and assessment. Each
schools methods had to do with students becoming capable leaders beyond the classroom. The author
believes that a STEM-based approach is the premise behind the success of these schools.

Critique:
This article is easy to read and follow. It has the video links to see the schools in action that have been
successful with 21
st
century teaching. I would like to hear more about the authors viewpoint of the
STEM-based approach.

Sardone, Nancy B.; Devlin-Scherer, Roberta. Teacher Candidate Responses to Digital Games: 21st-
Century Skills Development. Journal of Research on Technology in Education (International
Society for Technology in Education). Summer2010, Vol. 42 Issue 4, p409-425. 17p

Research Article

Summary:
This article shows results of a study conducted with 21 undergraduate students. It was a mixed-
methods study to determine whether their ability to recognize the motivational factors and 21
st
-century
learning skills when it comes to digital games. The use of digital games was encouraged to help students
to develop 21
st
century skills such as problem solving. Students were able to sense the learning skills
that were embedded in the digital games. Results concluded that the use of digital-game-based
instruction was based on motivation, but not just motivation. Peer modeling and positive responses
from middle and high school students was also a factor. This influenced teachers decisions to use
digital games. Teacher educators can practice teaching topics using digital games that motivate
students to learn.

Critique:
This article talks about something common today among youth digital games. I automatically thought
about the Leap Pad and things of this nature that are made for very young children to learn. I thought
the article was interesting and something that could be seen K-12 classrooms all around soon.