A Critical Analysis of the Challenges Facing e-Leaders in the 21st Century: A Review and Comparison of the Information and Communication Technology Development of a Public School and a Public Independent School in Hong Kong

2012 ◽  
Vol 18 (3) ◽  
pp. 131-146
Author(s):  
Patrick Hak-Chung Lam ◽  
Peter Woodhead
Keyword(s):  
Hong Kong ◽  
Public School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Critical Analysis ◽  
Technology Development ◽  
Independent School ◽  
Information And Communication

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.

scholarly journals ISSUES AND CHALLENGES USE OF FROG VLE IN SCIENCE LEARNING

2018 ◽  
Author(s):  
Titik Rahayu ◽  
Syafrimen Syafril ◽  
Mohamed Yusoff bin Mohd Nor ◽  
Agus Pahrudin ◽  
Nur Rohmatul Aini ◽  
...  
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Science Learning ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Learning Science ◽  
Information And Communication ◽  
Support Teacher ◽  
Century Science

Frog Virtual Learning Environment (Frog VLE) is one of the supporting learning applications utilizing Information and Communication Technology (ICT) in 21st-century science learning. This paper concept tries to look at various issues in using VLE Frog to carry out science learning activities. Some previous studies were analyzed in depth for this purpose. The results of the analysis show that Frog VLE has not been widely used to support teacher science learning. In fact, the VLE Frog needs to be given a serious support to add to the process of learning science in the future, the teacher must be given continuous and consistent training in the use of the Frog VLE in the process of learning science.

Technology Leadership

2017 ◽  
pp. 293-312 ◽  
Author(s):  
Nisrine Adada ◽  
Ahmad Shatila ◽  
Nabil M. Mneymneh
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
School Leaders ◽  
Technology Leadership ◽  
Qualitative Approach ◽  
Role Change ◽  
Problems And Solutions ◽  
Information And Communication ◽  
K 12

Technology has invaded our lives and the lives of our children. In every single aspect of their lives, social, educational, and vocational, technology has a role. Change, nowadays, for the 21st century school leaders means tech-implementation into K-12 settings. This is where tech leadership emerges; if school leaders are not competent in the Information and Communication Technology (ICT) field, then they cannot expect teachers to welcome this kind of change. The purpose of our study was to find out the perceptions of K-12 school leaders about the problems they faced during the introduction or facilitation of technology, and solutions they proposed, and then provided them with implications to bridge the gap between the problems and solutions. We followed a qualitative approach to collecting and analyzing the data in our research. Thirty school leaders agreed to be part of the study, all randomly selected schools were K-12 schools. Findings indicated that Lebanese school leaders still have a long way to go to properly incorporate technology into their schools.

scholarly journals The Modern Trends and Applications in the Development of Academic Staff in the University of Maryland & George Mason University

2017 ◽  
Vol 10 (10) ◽  
pp. 102
Author(s):  
Alaa A. Asowayan ◽  
Sammar Y. Ashreef ◽  
Haya S. Aljasser
Keyword(s):  
Teacher Education ◽  
Saudi Arabia ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Faculty Members ◽  
Teaching Staff ◽  
University Of Maryland ◽  
Information And Communication ◽  
The University

Several changes have occurred over the past century in the education system of Saudi Arabia. The changes have largely been associated with the fact that in the 21st century, information and communication technology is highly applied in the learning process, thereby leading to a major transformation of the process. The application of information and communication technology has also transformed interactions and rapidly changed the learning process, giving a new meaning to social interactions. Enterprises that operate in the information age enjoy information interchange, collaboration, and adoption and application of innovative tendencies and shared decision-making. Students’ demands have changed in that they no longer hope for middle-class success or application of routine skills, but they measure success in terms of ability to share, communicate and apply information to arrive at solutions to complex problems. The changing learning environment requires that the teaching staff learns new tendencies and skills that they can apply to cope with the ever-changing learner and general society expectations. Teachers’ competence at work is measured in terms of their ability to improve the power of technology in enhancing creation of new knowledge. Therefore, leaders of teacher education programs are responsible for developing sustainable programs that allow for teacher education. Training has become part of the ethics of the teaching profession, and members of the teaching staff must be ready for training throughout their profession. This paper will shed light on the training program of faculty members in two well-known universities in the United States: the University of Maryland & George Mason University, as an attempt to compare the above educational establishments with the conditions of training of faculty members of King Saud University in Saudi Arabia to suggest a training plan to develop training programs in KSU. It is time when leaders in educator preparation should critically reexamine their roles in the 21st century knowledge and skills whose landscape has largely changed.

scholarly journals Education and Learning in the 21st Century: An Emergency Agenda for Sustainable Development

2012 ◽  
Vol 3 (10) ◽  
pp. 313-318
Author(s):  
Ivan Siqueira
Keyword(s):  
Sustainable Development ◽  
Latin America ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
21St Century ◽  
Changing Environment ◽  
Social Patterns ◽  
The Future ◽  
Information And Communication ◽  
The Relationship

The 21st Century has observed an increase transformation based on economy and social patterns. The challenging of education is now prepared for the future, not for the present. The changing environment of learning is related to competencies and skills rather than in particular subjects and theories. How to teach what is not present yet? Why education must be profoundly related to both Information and Communication Technology and human ethnic? This paper is dedicated to highlight some of these points, bringing some reflections regarding these topics about the relationship between Africa and Latin America, especially Brazil.

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