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A Collaborative Skills Training Program Utilizing Information and Communications Technology for 21st-Century Children

A Collaborative Skills Training Program Utilizing Information and Communications Technology for 21st-Century Children

Nagayuki Saito
Copyright: © 2014 |Pages: 11
ISBN13: 9781466645387|ISBN10: 1466645385|EISBN13: 9781466645394
DOI: 10.4018/978-1-4666-4538-7.ch014
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MLA

Saito, Nagayuki. "A Collaborative Skills Training Program Utilizing Information and Communications Technology for 21st-Century Children." Transforming K-12 Classrooms with Digital Technology, edited by Zongkai Yang, et al., IGI Global, 2014, pp. 266-276. https://doi.org/10.4018/978-1-4666-4538-7.ch014

APA

Saito, N. (2014). A Collaborative Skills Training Program Utilizing Information and Communications Technology for 21st-Century Children. In Z. Yang, H. Yang, D. Wu, & S. Liu (Eds.), Transforming K-12 Classrooms with Digital Technology (pp. 266-276). IGI Global. https://doi.org/10.4018/978-1-4666-4538-7.ch014

Chicago

Saito, Nagayuki. "A Collaborative Skills Training Program Utilizing Information and Communications Technology for 21st-Century Children." In Transforming K-12 Classrooms with Digital Technology, edited by Zongkai Yang, et al., 266-276. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4538-7.ch014

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Abstract

Research into “21st-century skills” has emphasized collaborative skills as a requirement for success in our future society. This chapter investigates the development of educational programs designed to foster collaborative skills among students and analyzes students’ self-efficacy for training. The analysis showed that students’ self-efficacy is higher in “collaborative skills” than in other areas. On the other hand, logical-thinking skills and relationship-building skills maintain low scores. These findings suggest that students follow a learning process in which they have to recognize collaborative behavior as an early step, and this behavior is re-recognized by the reaction of other students as the next step. Therefore, it is suggested that educators incorporate opportunities to recognize successful experiences through relationships with other students into the learning process.

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