Teaching and Learning 21st Century Skills for Life

Handbook of Research on Innovative Digital Practices to Engage Learners - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-9438-3.ch019 ◽

2019 ◽

pp. 365-378

Author(s):

Joseph Ezale Cobbinah ◽

Emmanuel Adjei-Boateng

Keyword(s):

21St Century ◽

Digital Literacy ◽

21St Century Skills ◽

Global Economy ◽

Teaching And Learning ◽

Current Knowledge ◽

Educational Institutions ◽

Job Market ◽

Education Delivery ◽

The Way

The acquisition of 21st century skills through teaching and learning has become one of the greatest challenges facing education delivery in recent times. In the light of that, this chapter examines 21st century skills and how students could acquire these skills to become well integrated in the current knowledge and global economy. Further, this chapter examines the need to prepare students to acquire 21st century skills and competencies, so that they become relevant and well equipped for the current job market. Digital literacy and its importance to students are also explored as part of the relevant 21st century skills. This could be done through comprehensive restructuring of many schools' curriculum and modification of the way teachers teach and how students are assessed in educational institutions.

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Globalization and Curriculum in the 21st Century: A Case for Flexible and Dynamic Curriculum

Asian Journal of Interdisciplinary Research ◽

10.34256/ajir2132 ◽

2021 ◽

pp. 18-29

Author(s):

Mboneza N Kabanda

Keyword(s):

Developing Countries ◽

21St Century ◽

21St Century Skills ◽

Second World War ◽

Educational Institutions ◽

World War ◽

Job Market ◽

The World ◽

Theoretical Paper ◽

Second World

From the end of the second world war, the awareness of a globalized society has gained power. The theory of globalization is supported by time and space polarity and how these two elements' change affects the world today. This situation concerns all sectors, including education. Indeed, in this era of globalization and competition, educators, researchers, and employers are concerned about the educational institutions' curriculum to prepare students for employment outside their boundaries. Since globalization influences education practices and curriculum worldwide, employees, like products, are shaped by the educational industry in a complex and competitive job market. Thus, the curriculum makers must ensure the preparation of individuals equipped with 21st century skills. This theoretical paper aims to identify how globalization affects educational practices due to competition and how a flexible and dynamic curriculum looks like in the 21st century. Adaptability, flexibility, and cooperation between developed and developing countries can help train graduates for employment in the 21st century job market.

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Pembelajaran Sifat-Sifat Grafik Fungsi Eksponen dan Logaritma dengan Software Geogebra

Idealmathedu: Indonesian Digital Journal of Mathematics and Education ◽

10.53717/idealmathedu.v7i2.233 ◽

2020 ◽

Vol 7 (2) ◽

pp. 70-79

Author(s):

Rizka Azizatul Latifah

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

21St Century ◽

Mathematics Teaching ◽

21St Century Skills ◽

Teaching And Learning ◽

Graph Analysis ◽

Logarithmic Function ◽

Mathematics Teaching And Learning ◽

The Way

Mathematics teaching and learning is expected to raise 21st century skills called the 4C’s (critical thinking and problem solving, communication, collaboration, and creative and innovative). One of the activities to reach the mentioned skills is doing graph analysis. The characteristics of graph of exponential and logarithmic function is one of topics in which an analysis is needed. To analysis a graph, students need a right media. Geogebra is software that visualizes mathematics object including graphic function. This paper discusses the way how teach characteristics of graphs of exponential and logarithmic function using Geogebra.

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REFLECTIONS OF CREATIVITY IN THE 21ST CENTURY CLASSROOM

Near East University Online Journal of Education ◽

10.32955/neuje.v4i1.290 ◽

2021 ◽

Vol 4 (1) ◽

pp. 100-108

Author(s):

Mutlu Soykurt

Keyword(s):

Effective Teaching ◽

21St Century ◽

Teaching Strategies ◽

21St Century Skills ◽

Thinking Skills ◽

Innovative Teaching ◽

Effective Learning ◽

21St Century Classroom ◽

The Way

Creativity has long been on the agenda of those innovative and inspirational teachers who have devoted themselves to doing their jobs more effectively. 21st century teachers are required to fit their skills, abilities and thinking skills into the latest improvements and changes in effective learning pedagogies and look for ways not only to make necessary adaptations in their curriculum, but also go beyond to stimulate learners to develop certain thinking skills to learn. This study mainly puts emphasis on innovative teaching strategies and some out-of-the-box ideas about the way teachers should convert their ideas to be effective in class to shed a new light on effective teaching. Keywords: creativity, EFL classes, creative activities, 21st century skills

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A Profitable Education

Advances in Educational Marketing, Administration, and Leadership - Handbook of Research on Literacy and Digital Technology Integration in Teacher Education ◽

10.4018/978-1-7998-1461-0.ch020 ◽

2020 ◽

pp. 359-381

Author(s):

Rohit Mehta ◽

Edwin Creely ◽

Danah Henriksen

Keyword(s):

21St Century ◽

21St Century Skills ◽

Teaching And Learning ◽

Educational Practice ◽

Educational Systems ◽

Critical Approach ◽

Political Influences ◽

The Core ◽

The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

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Integrating Digital Literacy in Competency-Based Curriculum

Advances in Educational Marketing, Administration, and Leadership - Handbook of Research on Literacy and Digital Technology Integration in Teacher Education ◽

10.4018/978-1-7998-1461-0.ch008 ◽

2020 ◽

pp. 142-155

Author(s):

Daniel Otieno

Keyword(s):

21St Century ◽

Digital Literacy ◽

21St Century Skills ◽

Future Research ◽

Research Directions ◽

Extant Literature ◽

Theoretical Perspectives ◽

Local Contexts ◽

Competency Based ◽

Future Research Directions

This chapter discusses the integration of digital literacy in competency-based curriculum (CBC). In the introduction, the authors discuss the 21st century skills and their relevance to the competency-based curriculum. The discussion funnels from global, regional, and local contexts. Theoretical perspectives in ICT and the CBC are dealt with to provide a background. Multiple approaches of integrating digital literacy within the curriculum are highlighted later in the chapter. These issues are discussed in the light of the extant literature on digital literacy and the competency-based curriculum. The discussion revolves around the trends, controversies of digital literacy in the CBC with possible solutions put forth towards the end of the chapter. Finally, recommendations and future research directions are made. The chapter concludes with a summary of the major issues discussed in the chapter and recommendations for further reading.

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Implementation of 21st Century Skills in Higher Education of Pakistan

Global Regional Review ◽

10.31703/grr.2019(iv-iii).25 ◽

2019 ◽

Vol IV (III) ◽

pp. 223-233

Author(s):

Hayat Khan ◽

N.B. Jumani ◽

Nawab Gul

Keyword(s):

Higher Education ◽

Problem Solving ◽

21St Century ◽

21St Century Skills ◽

Global Economy ◽

Industrial Economy ◽

Knowledge Based ◽

Knowledge Based Economy ◽

The World ◽

Skills Learning

The emergence of the global economy has changed the demands of citizenship and employment in the new millennium. The world is shifting from an industrial economy to knowledge based economy. Keeping in view these challenges, 21st century society and work sphere require individuals equipped with 21st century skills. Therefore the present study was designed to examine the implementation of 21st century skills in universities of Pakistan. The aim of the study was to examine the existing programs and practices at the universities and their relation with 21st century skills. Learning and innovation skills, also called 4Cs skills, were taken as 21st century skills in the present study. These skills consist of (i) critical thinking and problem solving, (ii) communication, (iii) collaboration, and (iv) creativity. Findings of the study revealed that these skills were not fully developed in majority of the students in universities.

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Using infographics as a technology-based tool to develop 21st century skills in an ESL context

Journal of Educational and Learning Studies ◽

10.32698/0242 ◽

2018 ◽

Vol 1 (1) ◽

pp. 35

Author(s):

Fetylyana Nor Pazilah ◽

Harwati Hashim

Keyword(s):

21St Century ◽

Teaching Strategies ◽

21St Century Skills ◽

Teaching And Learning ◽

Digital Natives ◽

Vital Role ◽

Visual Aids ◽

Online Application ◽

Daily Lives ◽

Use Of Technology

Technology is advancing every day and there is no stopping to it. It plays a vital role in our daily lives which includes in education field. The use of technology is massively implemented in classrooms as teaching strategies. Old teaching strategies such as visual aids are often improvised to match with the students’ interest. Teachers would usually find it difficult to teach students who are digital natives and demand a much more familiar and casual learning environment. It is also significant for teachers to equip the students with all 21st century skills in an ESL classroom. The students would prefer if the teachers could teach using any technological tools. Infographics is one of the visual aids that integrates the use of technology. Online application such as Easel.ly can be used to strengthen teaching and learning sessions. Hence, this paper reviewed on the effectiveness of using infographics in developing 21st century skills in an ESL context.

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PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN LITERASI DIGITAL SISWA SEBAGAI KECAKAPAN ABAD 21

TA DIBUNA Jurnal Pendidikan Agama Islam ◽

10.30659/jpai.3.1.91-103 ◽

2020 ◽

Vol 3 (1) ◽

pp. 91

Author(s):

Ahmad Muflihin

Keyword(s):

Information Technology ◽

21St Century ◽

Digital Literacy ◽

21St Century Skills ◽

Islamic Education ◽

False Information ◽

Education Teacher ◽

Mutual Awareness ◽

Communication Devices ◽

Information And Communication

The purpose of this study is to analyze the amount of Islamic Education (PAI) teachers' efforts and roles, as well as how they should be involved in developing students' digital literacy. This is due to pupils' inadequate digital literacy, which manifests itself as an inability to process information gained via technology, information, and communication devices. In fact, digital literacy is one of the literacy foundations that are included in 21st-century skills. According to data issued by the Ministry of Communication and Information, Indonesia ranks second in cybercrime and the frequency of false information (hoax), making PAI teachers responsible for increasing digital literacy for students on both a moral and professional level. Interviews with various PAI teachers in Semarang are used in this study. The purpose of the interview was to evaluate how far PAI teachers had progressed in enhancing pupils' digital literacy. According to the findings of this study, PAI teachers' efforts are still minimal. The development of information technology as a method and a learning medium has not been optimized. As a result, enhancing digital literacy requires mutual awareness.�Keywords: Islamic Education Teacher, Digital Literacy, 21st Century Skills

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4P-2E Model: Teaching and Learning Process Through ICT Integration for Private Islamic Schools in Thailand

Asian Journal of University Education ◽

10.24191/ajue.v16i4.11944 ◽

2021 ◽

Vol 16 (4) ◽

pp. 71

Author(s):

Sariya Binsaleh ◽

Muazzan Binsaleh

Keyword(s):

Information Technology ◽

Private Schools ◽

21St Century ◽

Learning Process ◽

21St Century Skills ◽

Teaching And Learning ◽

Project Based Learning ◽

Ict Integration ◽

Joint Research ◽

Innovative Teaching

The research “teaching and learning process by integrating information and communication technology for Islamic private schools in the three southernmost provinces of Thailand in the 21st Century" aimed to determine the integration of information technology for the design and development of innovative forms of teaching in line with the current situation of Islamic private schools in the three southern border provinces. The research scope focused on the development process for teachers to develop innovative forms of teaching to enable learners with lifelong learning skills. Teachers also were able to apply ICT in designing and developing innovative models for teaching to meet the 21st century skills. The participation and action research methods were used by allowing teachers to play a researcher’s role in conducting joint research with the team. Project-based learning instruction method with ICT integrated was used. The results of this research is the innovative model of teaching that integrated information technology to provide students with the 21st century skills which is the 4P-2E model. The impacts of this research to learners are: (1) Learners are creative, they enjoy the project-based learning and the integration of ICT in learning. (2) Learners are able to extend their own knowledge and are equipped with the 21st century skills and (3) Learning achievement of learners has improved significantly. Keywords: 4P-2E Model, Teaching and learning process, ICT integration, Innovative teaching and learning, Project-based learning

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DIGITAL LITERACY: ONLINE CLASS MANAGERIAL FOR EDUCATORS

Jurnal Sinergitas PKM & CSR ◽

10.19166/jspc.v4i3.2805 ◽

2020 ◽

Vol 4 (3) ◽

pp. 215

Author(s):

Stella Stefany ◽

Rijanto Purbojo ◽

Clarissa Adeline

Keyword(s):

Digital Literacy ◽

Teaching And Learning ◽

Essential Elements ◽

Developmental Model ◽

Educational Institutions ◽

Online Classes ◽

Ministry Of Education ◽

Face To Face ◽

Home Based ◽

Online Classrooms

The COVID-19 pandemic emerging in early 2020 has significantly impacted various sectors, including education. The policy of home-based learning (defined as online learning), that is implemented by the Indonesian Ministry of Education and Culture becomes a challenge for students, teachers, and educational institutions. Online-based learning is still an unfamiliar concept to the world of education in Indonesia. Lack of preparation and planning during the switch to online-based learning leads to bad learning experiences for both students and teachers alike. This event was aimed towards Indonesian educators to discuss essential elements regarding digital literacy competence, namely basic principles of distinguishing face-to-face classes and online classes, deciding on a format, design, and interaction in online classrooms, as well as the cycle of teaching and learning. As many as 454 participants from the five major islands in Indonesia virtually attended this event on May 13th, 2020. This event utilizes the ADDIE training developmental model elaborated in five stages: 1) Analyze, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. ABSTRACT (INDONESIAN): Pandemi COVID-19 yang muncul di awal tahun 2020 memberi dampak signifikan dalam berbagai sektor, termasuk Pendidikan. Kebijakan home-based-learning atau pembelajaran jarak jauh yang ditetapkan oleh Kementrian pendidikan dan Kebudayaan Indonesia menjadi sebuah tantangan bagi peserta didik, tenaga pendidik dan institusi pendidikan. Pembelajaran berbasis daring masih asing bagi dunia pendidikan di Indonesia. Kurangnya persiapan dan perencanaan dalam kegiatan belajar mengajar daring berakibat pada pengalaman belajar-mengajar yang buruk bagi peserta didik maupun tenaga pendidik. Kegiatan ini ditujukan bagi tenaga pendidik di Indonesia untuk membahas beberapa elemen penting dalam kompetensi literasi digital seperti prinsip dasar yang membedakan kelas tatap muka dengan kelas daring, menentukan format, desain dan interaksi kelas daring, serta siklus belajar mengajar berbasis daring. Kegiatan ini diikuti oleh 454 partisipan yang tersebar pada lima pulau terbesar di Indonesia berlangsung secara virtual pada tanggal 13 Mei 2020. Kegiatan ini menggunakan model pengembangan training ADDIE dengan 5 tahapan sebagai berikut: 1) Analyze, (2) Design, (3) Development, (4) Implementation dan (5) Evaluation.

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