Globalization and Technology in Twenty-First-Century Education

First Century ◽

Global Network ◽

Time Interaction ◽

Educational Culture ◽

Technological Complexity ◽

New Type ◽

Twenty First Century

Information and communication technology has created a global “network society”. A new type of space created by rearranged global interactions have allowed for distant synchronous, real-time interaction between people, territories, and organizations in diverse educational, culture, economic, and political domains. This chapter surveys the inclusion of technology in twenty-first-century education policy and national curriculums. It discusses how learners and teachers can benefit from hardware and software that are increasingly complementing and converging to create products capable of multiple functions. But the emphasis on the possibilities offered by the electronic-digital and cyber dimensions should not come at the expense of the human dimension as the world becomes increasingly characterized and dominated by technology. Technology should never be allowed to define who we are or drive human choices and actions in an era of incomprehensible technological complexity and change.

Diffusion of Innovation Theory: An Effective Approach to Accelerate Adoption of Information and Communication Technology in Twenty-First Century Knowledge Society

International Journal of Innovative Research and Development ◽

10.24940/ijird/2020/v9/i4/apr20061 ◽

2020 ◽

Vol 9 (4) ◽

Author(s):

Ogbonnaya Esther Abosede

Keyword(s):

Diffusion Of Innovation ◽

Knowledge Society ◽

First Century ◽

Innovation Theory ◽

Diffusion Of Innovation Theory ◽

Twenty First Century

New Mode of Governance: Governance through Technology

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.c5392.098319 ◽

2019 ◽

Vol 8 (3) ◽

pp. 4052-4055

Keyword(s):

Good Governance ◽

First Century ◽

Government Policies ◽

Effective Implementation ◽

The Government ◽

Smart Governance ◽

Important Form

E-governance is the new as well as important form of governance in the twenty-first century. To be particular, in the system of e-governance Information and Communication Technology (ICT) is used to its processes as well as to the functioning of the government so that a kind of SMART governance can be brought which means ‘Transparent, Accountable, Responsive, Simple and Moral’ governance. In other words, it can be defined as the process of interaction between the government of a country and its citizens as well as internal governmental operations for effective implementation of different government policies with the application of ICT. It is believed that e-governance is a major weapon which is wielded to remove corruption and to make public delivery system clutter-free. The main purpose of this paper is to show the importance of the ICT in the processes of e-governance which will in turn ensure good governance.

Conclusion

10.1093/oso/9780190876791.003.0009 ◽

2018 ◽

Author(s):

Florian Schneider

Keyword(s):

Digital Media ◽

First Century ◽

Imagined Communities ◽

Policy Makers ◽

Digital Capitalism ◽

Technology Users ◽

China Today

The concluding chapter of China’s Digital Nationalism retraces the central findings and arguments of the book. It first summarizes how digital discourses are managed in China today, and it then asks what implications digital nationalism has for the PRC and its regional relations. Following this discussion on East Asia, the chapter turns to more general findings about imagined communities and networked societies, and it summarizes how nationalism changes in a time of ubiquitous digital media use. Finally, the chapter concludes with a personal, normative assessment, which is that without serious rethinking on the part of policy-makers, information gate-keepers, tech innovators, and information and communication technology users, the twenty-first century is bound to again be a century of nations and nationalism, now filtered through the networks of neoliberal digital capitalism. Without intervention, this will be a parochial world, ultimately ill-equipped to handle the daunting challenges humanity faces today.

Smart Agriculture on Computers and Handheld Devices

International Journal of Advanced Trends in Computer Science and Engineering ◽

10.30534/ijatcse/2021/991022021 ◽

2021 ◽

Vol 10 (2) ◽

pp. 1177-1182

Keyword(s):

Large Population ◽

First Century ◽

Handheld Devices ◽

Literacy Rate ◽

Use Of Technology ◽

Smart Agriculture ◽

Female Literacy

Technology plays an important role in development, even though it seems that technology has modified certain aspects of it in areas where development is challenging. Telecom has been successfully implemented all over the world. In a developing country like Pakistan, technology can be found in even the most remote villages. Nowadays, a mobile tower can be seen anywhere, and many people use mobile phones. With the help of Information and Communication Technology, this beautiful use of technology has helped growth of almost every profession. Saving crops from diseases has become a major concern for policymakers in the twenty-first century. Countries are also working to increase yields in order to satisfy rising domestic demand and generate exportable surpluses. Farmers fertilize a variety of crops for food, fiber, and hay for their livestock. The available resources are limited and cannot be increased. Different diseases, such as black stem rust of wheat, orange or leaf rust of wheat, fungicides, and others, cause damage to wheat, cotton, maize, and millet, resulting in a marginal to 100% loss in production. All major food crops, such as wheat, cotton, maize, and millet, are continuously attacked by unique diseases, making it difficult to enforce policies or procedures that would improve per-hectare production. There are several apps available for agricultural guidance, but ours is interesting in that it is written in Sindhi, while other apps are written in English. Sindh has a large population, and the female literacy rate was 43% last year, compared to 47% the year before. In contrast to 2012-19, male education in Sindh has decreased from 72% to 67%. So, if a person does not understand the language, how can he be properly guided? That is why we have developed an app in Sindhi

NASKAH MELAYU DIGITAL: SEBUAH INOVASI SUMBER KAJIAN PENDIDIKAN ISLAM BERBASIS INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

POTENSIA Jurnal Kependidikan Islam ◽

10.24014/potensia.v5i1.6473 ◽

2019 ◽

Vol 5 (1) ◽

pp. 44

Author(s):

Ellya Roza ◽

Mudasir Mudasir

Keyword(s):

Content Analysis ◽

Cultural Heritage ◽

Islamic Education ◽

The Internet ◽

Educational Culture ◽

The People ◽

Language Literature

This paper aims to find out the digital Malay manuscript as a source of studies in the field of Islamic education. Malay manuscript is one of the nation's documents written manually using Arabic-Malay characters and in Malay. This means that the Malay manuscript is a stroke of the local genius of the nation and is an intellectual icon of the people of his day. But along with advances in technology, the Malay manuscript also experienced development through this technology by means of digitalization. In terms of methodology, this paper is a study of historical and cultural heritage involving Malay manuscript, so this study uses descriptive qualitative methods that are linked to analysis and interpretation and finally focuses on content analysis. At the end of the study it was found that in addition to the Quran and Hadith which are the sources of Islamic education studies, it turns out that the digital Malay manuscript can be used as the next source, because the Malay manuscript is a legacy of cultural heritage that is loaded with noble values of life such as social, political, religious, educational, culture, economics, language, literature and so on. Therefore, digital Malay manuscript is an ICT-based innovation that can be used as a source of study of Islamic education. Digital Malay manuscripts are very easy to obtain because in various places where Malay manuscripts have been digitalized, scientists can use them. In addition, digital Malay manuscripts can be accessed through the internet with various sites.

Cyberbullying of children: Challenges of victim support

Temida ◽

10.2298/tem1802249p ◽

2018 ◽

Vol 21 (2) ◽

pp. 249-268

Author(s):

Nikola Paunovic

Keyword(s):

Legal Framework ◽

Integral Problem ◽

Theoretical Approaches ◽

Victim Support ◽

New Type ◽

The Subject

Bullying in the form of verbal, physical and social harassment is an integral problem for all societies. With the development of information and communication technology, cyberbullying of children as a new type of bullying increasingly attracts the attention of scholars. Bearing in mind that cyberbullying of children is the subject of this paper, various theoretical approaches, defining this phenomenon, are analyzed. Furthermore, special attention is paid to existing international, European and national legal framework in the context of cyberbullying of children. Finally, starting from the phenomenological forms of cyberbullying of children, the focus is on the challenges of providing victim support. In concluding remarks, it is stated that the lack of a single understanding of cyberbullying of children is a consequence of the absence of a comprehensive legally binding document devoted to this problem. The main goal of the article is to raise awareness about the need to adopt a comprehensive legally binding document devoted to cyberbullying of children in order to protect the rights of victims in cyberspace.

TPACK updated to measure pre-service teachers’ twenty-first century skills

Australasian Journal of Educational Technology ◽

10.14742/ajet.3518 ◽

2017 ◽

Vol 33 (3) ◽

Cited By ~ 33

Author(s):

Teemu Valtonen ◽

Erkko Sointu ◽

Jari Kukkonen ◽

Sini Kontkanen ◽

Matthew C. Lambert ◽

...

Keyword(s):

First Century ◽

Ict In Education ◽

Pedagogical Content ◽

Confirmatory Factor ◽

Innovative Thinking ◽

Twenty First Century ◽

Twenty First Century Skills ◽

Significant Attention

Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development of their students’ twenty-first century skills. The technological pedagogical content knowledge (TPACK) framework provides a theoretical model for studying the ways in which teachers use ICT in education. Still, the TPACK framework faces certain difficulties, especially concerning the instruments currently used for studying TPACK. These challenges are primarily related to the psychometric properties of the instruments and areas of pedagogical knowledge. Within this paper we introduce a new TPACK questionnaire, the TPACK-21 questionnaire which is grounded on twenty-first century skills. The TPACK-21 questionnaire is validated using confirmatory factor analysis (CFA). Results provide a six factor CFA model aligning with the TPACK theoretical framework. Also, the associations among TPACK sub-constructs, and the weak and strong areas of pre-service teachers’ TPACK will be discussed.

Information and Communication Technology and Cultural Change

Social Psychology ◽

10.1027/1864-9335/a000123 ◽

2012 ◽

Vol 43 (4) ◽

pp. 222-231 ◽

Cited By ~ 14

Author(s):

Nina Hansen ◽

Tom Postmes ◽

Nikita van der Vinne ◽

Wendy van Thiel

Keyword(s):

Cultural Values ◽

Cultural Change ◽

Control Group ◽

Self Construal ◽

The Impact ◽

Ict For Development ◽

Practical Implications

This paper studies whether and how information and communication technology (ICT) changes self-construal and cultural values in a developing country. Ethiopian children were given laptops in the context of an ICT for development scheme. We compared children who used laptops (n = 69) with a control group without laptops (n = 76) and a second control group of children whose laptop had broken down (n = 24). Results confirmed that after 1 year of laptop usage, the children’s self-concept had become more independent and children endorsed individualist values more strongly. Interestingly, the impact of laptop usage on cultural values was mediated by self-construal (moderated mediation). Importantly, modernization did not “crowd out” traditional culture: ICT usage was not associated with a reduction in traditional expressions (interdependent self-construal, collectivist values). Theoretical and practical implications are discussed.