Learning in the 21st Century: High School Completion for FNMI Students
Maurice Hollingsworth, Thelma Gunn, University of Lethbridge, Canada
EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
High school completion for Aboriginal Canadians is well below that of non-Aboriginal Canadians. Non-completion has deep consequences for individuals, families, and communities. Students who do not feel a sense of community and are not engaged in their school experience tend not to complete. Contemporary research suggests changes are necessary to address the needs of living in the 21st Century and to increase high school completion rates. These goals may be addressed through common strategies. Intended as a means of increasing student engagement and building a deeper sense of community in learning settings, the current research explores implementing TPACK planning, Web 2.0 technologies, and 21st Century Learning with Aboriginal student populations. Quantitative and qualitative data are collected in this two-year study. Initial anecdotal evidence suggests promising preliminary outcomes. As the study progresses, the data will help provide an understanding of the role of these strategies in leading to high school completion.
Hollingsworth, M. & Gunn, T. (2011). Learning in the 21st Century: High School Completion for FNMI Students. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1683-1688). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)