When we consider the many changes in our world today that influence education--pervasive technology, higher education standards, and current research on teaching strategies--teachers need to effectively prepare their students to be creative thinkers, communicators, problem solvers, collaborators, and wise, ethical Internet users. Furthermore, the 21st-century learner needs an education that is meaningful and relevant, which prompts educators to rethink how to teach and even what to teach. This research project explores the educational challenges that developing countries face when preparing students to participate in global opportunities. Using a qualitative model, the researchers analyzed the pedagogy of Ethiopian educators in K-8 as well as higher education and made recommendations for meeting the challenges that Ethiopian teachers experience in preparing 21st-century participants. The evaluation measures developed were adapted from the ISTE standards. The analysis of data collected focused on inquiry-based learning to develop thinking skills and strategies, effective lesson design, building community, technology-enhanced instruction, and teacher reflection of personal vitality, motivation, and effectiveness. Implications can be observed for both in-service teachers and teacher preparation programs in Ethiopia as well as similar developing countries, while at the same time serving as a basis for comparative studies.
|Keywords:||Pedagogy and Curriculum, 21st Century Learners, Technology|
Instructor of Education, College of Education and Social Sciences, Southwest Baptist University, Bolivar, Missouri, USA
Associate Professor of Education, Department of Education, Southwest Baptist University, Bolivar, MO, USA