2,336 research outputs found

    Modern Teacher Education - Supporting the Vast Landscape of 21st Century Pedagogy

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    Learners have changed; Teaching has changed; Expectations have changed. How to best support modern learners is the challenge of all educators at all grade levels. The students of today are sophisticated users of technology, they are multitasking constantly and can sometimes be more comfortable with the technology than they are interacting with teachers and peers in the real world. Marc Prensky described them as “Digital Natives” over 10 years ago implying that they are efficient users of technology. This is not always the case. While they are exposed to various technologies and can successfully use them outside the classroom their use of these same tools as learning support tools can be lacking. Digital natives have different learning styles and different concerns than previous students. Educators need to keep up with this changing landscape and need to learn, develop and innovate new ways to support todays’ learners. Supporting today’s learners now requires more than just educating them in a specific content area but also includes supporting them in the use of technology tools in an education setting. Supporting educators through areas of primary training such as teacher preparation programs and degree programs are one way to accomplish this but also the many credible teacher training programs that provide experience, peer support or certifications are also excellent tools. Through this chapter we will take a close look at pedagogy, learning styles, support tools, and the skills needed to be a modern educator

    Assessing the Rock Island Community Garden Program

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    As part of Sustainable Working Landscapes Initiative with Augustana College’s Upper Mississippi Center, students in Urban Design and Environmental Justice (Geography 325) conducted research on Rock Island’s community garden program this fall. The City of Rock Island currently has 21 vacant-lot community gardens and plans to expand the program to 24 gardens in 2019. The purpose of this project was to develop an initial assessment of the community garden program and provide general information about the benefits of urban gardens. Students worked with Dr. Strunk to conduct a survey with current garden program participants and tested soil from 14 gardens for lead contamination. Students collected 3 soil samples from 3 different sections of most gardens (north, middle, south sections). The soil tests showed that sections of 5 different gardens (#3N, #10M, #11N, #11M, #11S, #15N, and #21)have elevated lead levels above the EPA standard of 400 parts per million. The remaining 8 gardens will be tested for soil lead contamination in early 2019. Students also created informational resources about the health benefits of gardens, conducted research about features of successful after-school gardening programs to be discussed with Rock Island-Milan school officials, and developed a proposal for a recipe book that can be used to raise awareness about the diversity of cultural practices in gardens and raise money for small-scale garden grants. Finally, students developed a proposal for a rainwater harvesting system and created designs for a sign for Rock Island Urban Farms and a future community garden site on city property
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