scholarly journals Smart social networking: 21st Century teaching and learning skills

2017 ◽  
Vol 7 (2) ◽  
pp. 21-29 ◽  
Author(s):  
Helen Boholano
Keyword(s):  
Social Networking ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Skills

scholarly journals Comparative study of 21st Century Skills of Science Teachers and Students of Formal and Non-Formal Educational Institutes

2021 ◽  
Vol 4 (1) ◽  
pp. 231-241
Author(s):  
Farkhunda Rasheed Choudhary ◽  
Sadaf Zamir Ahmed ◽  
Sohaib Sultan ◽  
Sidra Khushnood
Keyword(s):  
Critical Thinking ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Skills ◽  
Teachers And Students ◽  
Current Scenario ◽  
21St Century Learners

It is very essential for teachers to practice 21st century teaching and learning skills while teaching in order to foster these skills in 21st century learners. The focus of this study was to explore the skills of science teachers regarding 21st century skills. For this purpose, an online survey was conducted to assess the 21st century skills of science teachers. The survey questionnaire was comprised of different subscales regarding 21st century skills namely as critical thinking, collaboration, communication and creativity. The questionnaire consisted of 5-point Likert scale. The overall results of the study reflected that science students possess more 21st   century skills than their teachers. It was recommended for science teachers of formal educational setup to practice 21st century teaching and learning skills more often as possible to inculcate 21st century skills among the students. It is also recommended that teachers of formal educational setup must enhance critical thinking and increase collaboration with students. This study is significant in the way that it reveals the current scenario of the skills of the teachers that will readily be imparted to the 21st century learners.

Top 10 Technologies for Designing 21st Century Instruction

2013 ◽  
Vol 9 (3) ◽  
pp. 80-93 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Social Networking ◽  
21St Century ◽  
Time Management ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
Student Response ◽  
Ict Literacy ◽  
Instructional Technologies ◽  
Problem Solving Skills ◽  
Advantages And Disadvantages

Faculties at all levels of education continue to ask, “How does technology fit into my teaching?” How can I teach my students to become technologically literate?” For some, the answers seem quite simple. Technology should be integrated into as many levels of the curriculum as possible. If we aspire to prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. The key is to know what works best in each classroom situation. Podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others are the latest in instructional technologies. Teachers use these tools to address the growing inventory of requisite 21st century skills that include: global awareness, self-directed learning, ICT literacy, problem solving skills, time management and personal responsibility, lifelong learning, financial, economic, business and entrepreneurial literacies, communications, collaboration, and more. This article explores best practices that lead to change and shares ideas about the use of these tools in the classroom. Emphasis is placed on many real-world examples of how technology has improved teaching and learning. This information paper will examine the hardware and software aspects of the following technologies: interactive white boards, web cameras, videoconferencing, iPods, digital cameras, digital video, wikis and blogs, social networking, digital electronic books, and student response systems. While the paper is not a scholarly endeavor, it is hoped that the review of important teaching and learning tools will provide the reader with an update on the latest in instructional technologies for the classroom. In addition to an introduction that includes a description of the technology, its primary features, advantages and disadvantages, there are links to online videos demonstrating each technology that bear witness to how these technologies actually impact the classroom. Finally, a link to current research pertaining to each technology is offered.

A Survey on Crypto-Steganographic Schemes and A Use Case in Healthcare System

2019 ◽  
Vol 1 (2) ◽  
pp. 25-33
Author(s):  
Mei Ling Phang ◽  
Swee Huay Heng
Keyword(s):  
Social Networking ◽  
Information Sharing ◽  
Healthcare System ◽  
Double Layer ◽  
21St Century ◽  
Electronic Devices ◽  
Third Party ◽  
Use Case ◽  
Comparison Analysis ◽  
Information Assets

Information sharing has become prevalent due to the expansion of social networking in this 21st century. However, electronic devices are vulnerable to various kinds of attacks. Information might be disclosed, modified and accessed by an unauthorised third party which consequently leads to the breach of confidentiality, integrity and availability of the information. Therefore, it is of utmost importance to employ the technology of cryptography and steganography to protect information assets. Cryptography and steganography have weaknesses when they are working alone. Therefore, crypto-steganography, the combination of cryptography and steganography are introduced to overcome the weaknesses in order to provide a double layer of security and protection. This paper provides a general overview of steganography and cryptography as well as a comparison analysis of different crypto-steganographic schemes. A secure crypto-steganographic system for healthcare is then developed with the implementation and integration of the secure crypto-steganographic scheme proposed by Juneja and Sandhu. This healthcare system enables users to store and deliver message in a more secure way while achieving the main goals of both cryptography and steganography.

Student Learning and the Role of Information and Communication Technology (ICT) in 21st Century: A Review

2020 ◽  
Vol 3 (9) ◽  
pp. 181-185
Author(s):  
Jaspreet Singh ◽  
Amir Shamim Shiekh ◽  
Manmeet Kour ◽  
Pankaj Kumar
Keyword(s):  
Student Learning ◽  
Information And Communication Technologies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Teaching And Learning ◽  
Non Governmental Organizations ◽  
Information And Communication ◽  
Secondary Information

In the last few decades, Information Technology has transformed the entire world into a village, known as Global Village, as proposed by Marshal McLuhan. ICT has increased its influence in every field like the education sector, defense sector, technology etc. In the 21st century, information and communication technology (ICT) has become an important and integral part of most educational organizations throughout the world.. The use of ICT in classroom teaching and learning processes has become indispensable as it gives teachers and learners the opportunity to operate, store, control and retrieve data in addition to promoting self-regulated and active learning. (Ali, Haolader & Muhammad, 2013) Today we are dependent on technology and the role of ICT is increasing day by day and is believed to be a new normal. Keeping that in view, the present paper attempts to examine the relationship between information and communication technologies (ICT) and student learning. This conceptual paper  is based on secondary information collected from different sources such as books, journal articles, newspapers, reports of various government organizations, non-governmental organizations and soon.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

scholarly journals Students’ Involvement in Social Networking and Attitudes towards Its Integration into Teaching

2016 ◽  
Vol 9 (9) ◽  
pp. 250
Author(s):  
Ukeme Ekpedeme Umoh ◽  
Etuk Nssien Etuk
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sampling Technique ◽  
Full Time ◽  
Ex Post ◽  
Significant Difference ◽  
Research Questions ◽  
The University

<p class="apa">The study examined ‘Students’ Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was ‘Students’ Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach’s Alpha Statistical method was used to determine the reliability coefficient of .70 for the instrument. Two research questions and two null hypotheses tested at .05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students’ involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.</p>

Web Sites for Young Children: Gateway to Online Social Networking?

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300
Author(s):  
Sheri Bauman ◽  
Tanisha Tatum
Keyword(s):  
Young Children ◽  
Social Networking ◽  
School Counselors ◽  
21St Century ◽  
Web Sites ◽  
21St Century Skills ◽  
The Internet ◽  
Online Social Networking ◽  
Basic Information ◽  
Developmental Issues

Traffic on Web sites for young children (ages 3-12) has increased exponentially in recent years. Advocates proclaim that they are safe introductions to the Internet and online social networking and teach essential 21st-century skills. Critics note developmental concerns. In this article, we provide basic information about Web sites for young children, discuss developmental issues, and make recommendations for school counselors to be proactive and aware of the advantages and dangers inherent in these sites.

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