**Chapter 5**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

[27] Elstad E. Introduction. In E. Elstad (Ed.), Digital Expectations and Experiences in Education (pp. VII-X). Rotterdam: Sense Publishers; 2016.

[28] Mueller PA, Oppenheimer DM. The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science

[29] May C. A Learning Secret: Don't Take Notes with a Laptop. Retrieved from https://www.scientificamerican. com/article/a-learning-secret-don-t-

[30] Askvik EO, van der Weel R, van der Meer A. The importance of cursive handwriting over typewriting for learning in the classroom: A highdensity EEG study of 12-year-old children and young adults. Frontiers in Psychology 2020. https://doi. org/10.3389/fpsyg.2020.01810

[31] van der Meer A, van der Weel R. Only three fingers write, but the whole brain works: A high-density EEG study showing advantages of drawing over typing for learning. Frontiers of Psychology 2017; https://doi. org/10.3389/fpsyg.2017.00706

[32] Archer-Kuhn, Wiederman and Chalifoux, 2020. Student engagement and deep learning in higher education: Reflections on inquiry-based learning on our group study program course in the UK. Journal of Higher Education Outreach and Engagement 2020;

[33] Wajcman J. Life in the fast lane? Towards a sociology of technology and time. The British Journal of Sociology

24(2): 107.

2008; 59(1).

2014;25(6): 1159-1168.

take-notes-with-a-laptop/

[19] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers' knowledge. Teachers College Record, 108(6),

[20] Warburton K. Deep learning and education for sustainability.

Sustainability in Higher Education 2003;4(1): 44-56. https://doi. org/10.1108/14676370310455332

[21] Tait H, Entwistle N. Identifying students at risk through ineffective study strategies. High Educ 1996; 31: 97-116. https://doi.org/10.1007/

[22] Biggs J, Collis K. Evaluating the quality of learning: The SOLO taxonomy. New York: Academic

[23] Argyris C, Schön DA Organisational learning: A theory of action perspective. Reading, Mass: Addison-Wesley; 1978.

[24] Creswell JW Qualitative inquiry & research design: choosing among five approaches (3rd ed. ed.). Los Angeles:

[25] Beland LP, Murphy R. Centre for Economic Performance, Discussion Paper No 1350. III Communication: Technology, Distraction & Student Performance. London: Centre for Economic Performance, London School of Economics and Political

[26] Carter SP, Greenberg K, Walker M. Working Paper #2016.02 The Impact of Computer Usage on Academic Performance: Evidence from a

Randomised Trial at the United States Military Academy; 2016. Retrieved from SEII School effectiveness & inequality initiative: https://seii.mit. edu/wpcontent/uploads/2016/05/ SEII-Discussion-Paper-2016.02-Payne-Carter-Greenberg-and-Walker-2.pdf

International Journal of

1017-1054.

BF00129109

Press; 1982.

Sagel; 2013.

Science; 2013.

**70**

From the Classroom into Virtual Learning Environments: Essential Knowledge, Competences, Skills and Pedagogical Strategies for the 21st Century Teacher Education in Kenya

*Catherine Adhiambo Amimo*
