Educational Theory in the 21st Century : Science, Technology, Society and Education.

Intro -- Preface -- Contents -- List of Contributors -- List of Figures -- List of Tables -- Scientific-Technological Developments and Educational Paradigms -- Challenges Facing the Philosophy of Education in the Twenty-First Century -- Main Trends in the Twentieth Century -- Early Pragmatism -- The "Ism" Movements -- The Revolution of the Analytic Philosophy of Education -- New Horizons in the Twenty-First Century -- New Pragmatism -- Post-Structuralism -- Post-Modernism -- Constructivism -- Conclusion -- References -- Scientific Paradigm Shifts and Curriculum: Experiences in the Transition to Social Constructivist Education in Turkey and Singapore -- Science Paradigms and Curriculum -- The Effects of Scientific Paradigm Shifts on Learning -- The Parameters of Curriculum Change in Turkey Since 2000 -- The Parameters of Curriculum Changes in Singapore Since 2000 -- Comparing the Paradigmatic Features of the Curricula Change in Turkey and Singapore after 2000 -- Conclusion -- Suggestions -- References -- The Impacts of Online Education on Ecology of Learning and Social Learning Processes -- Online/Digital Education's Effects on Teaching and Learning During the COVID-19 Pandemic -- Redefining and Reconstructing the Relationship Between School and Education -- The Future of Education: The Roles, Functions, Learning Processes, Models, and Methods of Learning-Teaching and Ecology of Learning -- Conclusion -- References -- The Concept of Change and the Teachers' Role on the Implementing Technological Transformation at School -- Technology, Change, and Teachers' Ethics -- Discussion and Conclusion -- References -- Education in The Context of New Culture and Society Conceptions -- Shifting Cultural Paradigms in Global Education: Toward Decolonizing Knowledge -- Liberalism: Cultural Sensitivity, Multiculturalism, Interculturality.

Eurocentrism and Decolonization -- Islam, Culture, and Education -- Conclusion -- References -- Does Religious Education Have a Future in 21th Century? An Anthropologist on the Continued Relevance of Islamic Education -- Contemporary Discourse on Reforming Islamic Education -- The Future of Islamic Education: The Relevance of Its Past -- Islamic Education for Making Sense of the Modern World -- References -- Conceptions of Society and Education Paradigm in the Twenty-First Century -- Education Systems in the Twenty-First Century -- Technological Impact -- Economic Impact -- Spatial Impact -- Cultural Impact -- Industry 4.0 and Education -- Teaching Without the Constraints of Space and Time -- Personalized Learning -- Free-Choice Learning -- Project-Based Learning -- Experiential Learning -- Critical Thinking -- Measurement and Evaluation Without Exams -- Students as Stakeholders -- Mentoring -- Ethics and Moral Issues -- Preparing for Industry 4.0 -- Future Type of Society: Society 5.0 -- Society 5.0 and Education -- Conclusion and Evaluation -- References -- New Learning, School and Teacher Considerations -- Revisiting Effective Instructional Strategies for Twenty-First-Century Learners -- Twenty-First-Century Challenges -- Skills for Twenty-First-Century Learners -- Effective Instructional Strategies for Twenty-First Century -- Digital Learning -- Inquiry-Based Learning -- Cooperative and Collaborative Learning -- Social and Emotional Learning -- Systems and Supports for Twenty-First-Century Learners -- Conclusion -- References -- Current Trends in School Management: School Leadership in Education 4.0 -- Historical Process of the Management Concept -- Management of Change in Schools -- Current Paradigms in Management and School Leadership -- New Industry (Industry 4.0) and Education 4.0 -- School Leadership in Education 4.0.

Use of Internet-of-Things in Education Management -- Conclusion -- References -- New School Designs and Sustainable Development -- Education for Sustainable Development -- The New School -- Space Considerations in Education -- Methodology -- Selecting Interactions and Evaluation Criteria -- Topology System -- Function System -- Material System -- Morphology System -- Context System -- Research Sample -- Vittra School Brotorp -- Ramat Chen Arts &amp -- Science Elementary School -- West Academy of Beijing (WAB) -- Results -- Design Criteria for a Reactive Space in the Pedagogical Model (EDS) -- Design Criteria from Studying the Interactions Between the Educational Context-Topology Systems (see Table 1) -- Design Criteria from Studying the Interactions Between the Educational Context-Function Systems (see Table 2) -- Design Criteria from Studying the Interactions Between the Educational Context-Material Systems (see Table 3) -- Design Criteria from Studying the Interactions Between the Educational Context-Morphology Systems (see Table 4) -- Design Criteria from Studying the Interactions Between the Topology-Function Systems (see Table 5) -- Design Criteria from Studying the Interactions Between the Context-Function Systems -- General Design Criteria from a Complex View -- Discussion -- Limitations of the Study -- Conclusions -- References -- Twenty-First-Century Teacher Competencies and Trends in Teacher Training -- Overcoming the Challenges of the Digital Revolution in Education Systems -- Twenty-First-Century Teacher Qualifications -- The Effects of Twenty-First-Century Teacher Competencies on Teacher Education -- Results -- References.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.