------------------------------------------------------------------------------------------------------------------------------- -----------------------------------------------------------------------------------------Chapter 1------------------------------ ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ High-Impact Educational Practices OVERVIEW Over the past several years, there has been a shift in educational practices at both college and K–12 levels. The advancement, accessibility, and increased integration of technology have created new delivery methods of instruction and learning social media has magnified everyday communi- cation and how we address global issues in the classroom and there is an increased awareness of and demand for just, equitable, and inclusive education. Higher institutions of education are incor- porating high-impact educational practices, instructional approaches that can increase student retention and engagement. High-impact educational practices are beneficial for students from dif- ferent backgrounds, especially students from underserved populations (Kuh 2008). K–12 schools are focusing on just, equitable, and inclusive education, placing more emphasis on responsive teach- ing, critical thinking, creativity, communication, and collaboration. K–12 schools are engaging stu- dents in science, technology, engineering, and math (STEM), also, to prepare students for the 21st- century workforce. K–12 technology standards and frameworks have been written to help educators prepare their students for the demands of the 21st century. This chapter examines high-impact educational practices and how these practices are benefi- cial at the K–12 level. The chapter begins by discussing higher education learning outcomes, high- impact educational practices, and how high-impact educational practices align with different out- comes, including the Framework for 21st Century Learning (Partnership for 21st Century Skills 2007), a framework designed to help prepare K–12 students to be successful in the 21st-century global community. Next, high-impact practices using technology—HIP technology—are intro- duced with research supporting the use of high-impact educational practices with K–12 students. Preparing students for the future is discussed. Topics include the significance of technology in today’s society, Kelly’s (2016) inevitable technology forces, and standards and frameworks for using technology. The chapter concludes with activities that reinforce and extend what was pre- sented in the chapter. OUTCOMES AND HIGH-IMPACT EDUCATIONAL PRACTICES In 2005, the Association of American Colleges & Universities (AAC&U) established the Liberal Education and America’s Promise (LEAP), a national initiative designed to align college learning outcomes with the needs of the 21st-century global community and workforce. After exten- sive discussions with faculty and employers, LEAP created a set of essential learning outcomes designed to enable students to succeed and contribute in our ever-changing, global, 21st-century society. Focusing on intellectual and practical skills, broad knowledge, integrative learning, and 1
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