scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI INFORMASI DALAM MENINGKATKAN MUTU PEMBELAJARAN PENDIDIKAN AGAMA HINDU ABAD 21

2019 ◽  
Vol 4 (2) ◽  
pp. 168
Author(s):  
Niluh Ari Kusumawati ◽  
Kadek Aria Prima Dewi PF
Keyword(s):  
Information Technology ◽  
Problem Solving ◽  
21St Century ◽  
Transfer Of Knowledge ◽  
21St Century Education ◽  
Process Learning ◽  
Teachers And Students ◽  
Main Support ◽  
Creativity And Innovation

<p>In this globalization era the role of science and technology covers various aspects of life, especially the world of Education. Education is an aspect of supporting the success of a nation. Hinduism Education is a subject that instills Hinduism. In learning Hinduism Education learning media becomes the main  support of the learning process. Learning  media as a channel for information and messages in learning. Information technology-based learning media is a demand in facing the challenges of 21st century Education. 21st century education has four skills in learning communication (Communication), Collaboration (Collaboration), Critical Thingking and Problem Solving (Critical Thinking and problem solving) and Creativity and Innovation (Creativity and Innovation). With the guidance of the age development, the use of IT-based learning  media  in  learning  Hinduism Education  will  facilitate the transfer  of knowledge  in learning. The benefit of using IT-based learning media is to facilitate the interaction between teachers and students so that learning activities become effective and efficient The use of Information Technology-based learning media such as the internet, mobile phones, flash disks, etc. facilitates the transfer of knowledge in learning.</p>

scholarly journals PEMANFAATAN MEDIA DAN SUMBER BELAJAR ABAD 21

2021 ◽  
Vol 9 (2) ◽  
pp. 93-112
Author(s):  
Mulyono ◽  
Ilham Ampo
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
21St Century ◽  
Life Skills ◽  
Rapid Development ◽  
Learning Problems ◽  
Learning Resources ◽  
21St Century Education ◽  
The Media ◽  
Creativity And Innovation

ABSTRAK Artikel ini bertujuan  untuk mendeskripsikan tentang pemanfaatan sumber dan media belajar di era modernisasi dan globalisasi seperti di abad ke 21 ini, pendidikan menjadi semakin penting untuk menjamin peserta didik memiliki keterampilan (life skills). Hal ini sesuai dengan tuntutan abad 21 dimana peserta didik harus memiliki kompetensi berpikir dan belajar. Kompetensi-kompetensi tersebut diantaranya adalah kompetensi komunikasi (communication), kolaborasi (collaboration), berpikir kritis dan memecahkan masalah (critical thinking and problem solving) kreatif dan inovatif (creativity and innovation). Dalam  pesatnya perkembangan IPTEK menuntut berbagai perubahan mendasar termasuk perubahan dalam memanfaatkan penggunaan media dan sumber belajar. Sehingga dengan adanya media dan sumber belajar yang lebih bervariatif, maka akan menjawab berbagai permasalahan pembelajaran sehingga akan menciptakan tujuan hasil pembelajaran yang lebih maksimal. Kata kunci: Media, Sumber, Belajar   ABSTRACT   This article aims to describe the use of learning resources and media in the era of modernization and globalization such as in this 21st century, Education to be more and more important to guarantee the member of education to have skills (life skills).It is in accordance with the 21st century pursuit , where they should have the competence of thinking and learning. Those competences are such as competence to communicate, collaborate, think critically, solve problems, and to be creative and innovative. Along with rapid development of Science and Technology it pursue many basic – changes including the changes in utilizing the use of media and learning resources.So that with the media and learning resources that are more varied, it will answer various learning problems so that it will create a goal of learning outcomes that is more leverage.Keyword: Media, Resources, Learning

К ВОПРОСУ О ПОНЯТИИ ЦИФРОВОЙ ГРАМОТНОСТИ

2020 ◽  
Author(s):  
Olga Eltsova ◽  
Marina Emelyanova
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Digital Literacy ◽  
Modern Society ◽  
Main Components

В настоящей статье автором рассматривается вопрос о цифровой грамотности. Изучаются роль цифровой грамотности в современном обществе, история возникновения понятия. Приводятся ведущие определения и подходы к структуре понятия «цифровая грамотность». Рассмотрены основные компоненты цифровой грамотности, определена необходимость формирования цифровой грамотности на всех уровнях образования. Сделан вывод о том, что цифровая грамотность - важнейший навык, необходимый для успеха в XXI веке, наравне с умениями критически мыслить, вести коммуникацию, сотрудничать, решать проблемы.This article addresses the issue of digital literacy; considers the role of digital literacy in modern society, the origin of the concept; provides the key definitions and approaches to the structure of digital literacy. The article also considers the main components of digital literacy, determines the need to develop digital literacy at all the levels of education; concludes that digital literacy is the most important skill for being successful in the 21st century along with the ability of critical thinking, communication, cooperation and problem solving.

Popplet in Education

2022 ◽  
pp. 171-185
Author(s):  
Abir El Shaban
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
Graphic Organizers ◽  
Teacher Educator ◽  
Mental Image ◽  
Web Based ◽  
Teaching Pedagogy ◽  
Present Information ◽  
Teachers And Students ◽  
Approach To Teaching

Aristotle once said, “The soul never thinks without a mental image.” From the author's experience as an ESL program director, ESL instructor, technology coach, and teacher educator, this saying is absolutely true. This chapter reviews an innovative web-based platform and a technology-based approach to teaching called Popplet that can be found at www.popplet.com. Popplet is a mind mapping application and a graphic organizer that allows teachers and students to create visually pleasing graphic organizers that integrate different features such as colors, texts, images, videos, and links to organize and present information. In addition to its use to enhance students' brainstorming, presentation, and discussion techniques, Popplet can also support the students' 21st century skills such as problem solving, critical thinking, and collaboration. This chapter will highlight some of Popplet's important features for teachers who would consider implementing it in their teaching pedagogy in the future.

scholarly journals Analysis of Teachers' Resources for Integrating the Skills of Creativity and Innovation, Critical Thinking and Problem Solving, Collaboration, and Communication in Science Classrooms

2021 ◽  
Vol 10 (1) ◽  
pp. 92-102
Author(s):  
E. Haryani ◽  
W. W. Coben ◽  
B. A-S. Pleasants ◽  
M. K. Fetters
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Science Teachers ◽  
21St Century ◽  
Professional Education ◽  
Science Instruction ◽  
Cultural Knowledge ◽  
High School Science ◽  
Collaboration And Communication ◽  
Creativity And Innovation

The significance of learners acquiring the skills required in the 21st century, including communication skills, teamwork, ICT-related skills and socio-cultural knowledge, imagination, critical thinking, and problem-solving, has been extensively discussed. Integrating the 21st century into the curriculum requires teachers to have knowledge and resources to foster classroom practices. This qualitative study was designed to explore the resources that Indonesian science teachers use in supporting the implementation of the skills of creativity and innovation, critical thinking and problem solving, collaboration, and communication (4Cs) integrated science instruction. Data analyses include surveys, audio recordings of smalls and large group discussions, and group discussion artifacts of 28 Indonesia vocational high school science teachers to identify the type of resources that teachers have had access to support the integration of 4C into science instruction and the extent to which these resources promote the 4C integration into science instruction. The analysis indicates that teachers use multiple resources to help them prepare for 4C integration into teaching practices, including various professional development (PD) programs, various teacher collaborations, curriculum guidelines, and open resources. Teachers found that Teacher Professional Education (TPE) was the most favorable PD program, and curriculum guideline was the least effective for advancing 4C integration. Implications are discussed further.

scholarly journals PENERAPAN KOMPETENSI PEDAGOGI GURU ABAD 21 DALAM PEMBELAJARAN DARING

2021 ◽  
Vol 2 (2) ◽  
pp. 172-178
Author(s):  
Hannah Dea ◽  
Wiputra Cendana ◽  
Bill Areal Sharon Djaduhu Daeli
Keyword(s):  
Online Learning ◽  
21St Century ◽  
Teaching Practice ◽  
Interactive Media ◽  
Lesson Plans ◽  
Learning Methods ◽  
Pedagogical Competence ◽  
Teachers And Students ◽  
Feedback Data

In online learning, there are several problems for both teachers and students. namely, skills in utilizing technology, limited facilities and infrastructure, interactive media. The solution is the role of the teacher in designing learning with pedagogical competence in the 21st century. The teacher must use effective and interactive technology in communicating with students. The purpose of this study is to describe the efforts of teachers in applying the pedagogical competences of 21st century teachers in online learning through 3 learning components, namely materials, media and learning methods. The research method used descriptive qualitative with supporting data in the form of lesson plans, reflection sheets, and teacher feedback. Data collection techniques used observation sheets, lesson plans, teaching reflection, teaching feedback and documentation. The author uses feedback from teaching journals and reflection journals after the teaching process as the main data. Supporting sources are scientific journals and books that correspond to the problems the author finds. Analyzing data, researchers looked for solutions to problems that occur in teaching practice. The solution was for the teacher to design attractive learning methods, present learning materials by involving students, and utilizing technological media in the learning process. As a result, obstacles in online learning can be overcome through teacher pedagogical competences in the 21st century. The suggestion are that teachers should continue to improve themselves in developing their own pedagogical competences, and have effective communication with students.

21st Century Learning

2012 ◽  
pp. 782-799 ◽  
Author(s):  
Jesus H. Trespalacios ◽  
Barbara Chamberlin
Keyword(s):  
New Mexico ◽  
Problem Solving ◽  
Content Knowledge ◽  
21St Century ◽  
21St Century Skills ◽  
State University ◽  
Game Development ◽  
New Mexico State University ◽  
Workforce Skills ◽  
Creativity And Innovation

Today’s students need more than just content knowledge to be able to work and excel in the 21st century workforce. Skills in problem solving, communication, collaboration, creativity, and innovation are essential for students to succeed. An increasing body of evidence suggests video games are powerful ways to give students these skills. This chapter includes a description of 21st century skills and provides information on generative gaming based on the generative learning theory, which requires students to generate their own learning based on their experiences in an individualized environment. It concludes with an example of a mathematics-based game development initiative at New Mexico State University that teaches content knowledge and fosters 21st century skills by enabling generative gaming.

Toward a Theory of Game-Media Literacy

2014 ◽  
pp. 1-17 ◽  
Author(s):  
Idit Harel Caperton
Keyword(s):  
Stem Education ◽  
Media Literacy ◽  
21St Century ◽  
Digital Literacy ◽  
Game Playing ◽  
Computing Education ◽  
Skill Sets ◽  
21St Century Education ◽  
Global Computing ◽  
Creativity And Innovation

This paper discusses varied ideas on games, learning, and digital literacy for 21st-century education as theorized and practiced by the author and James Paul Gee, and their colleagues. With attention to games as means for learning, the author links Gee’s theories to the learning sciences tradition (particularly those of the MIT Constructionists) and extending game media literacy to encompass “writing” (producing) as well as “reading” (playing) games. If game-playing is like reading and game-making is like writing, then we must introduce learners to both from a young age. The imagining and writing of web-games fosters the development of many essential skill-sets needed for creativity and innovation, providing an appealing new way for a global computing education, STEM education, for closing achievement gaps. Gee and the author reveal a shared aim to encourage researchers and theorists, as well as policymakers, to investigate gaming with regard to epistemology and cognition.

Re-Establishing the School in the Light of Information Technology

2020 ◽  
pp. 184-202
Author(s):  
Süheyla Bozkurt
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Information Technologies ◽  
Educational Institutions ◽  
The Internet ◽  
School Structure ◽  
The World ◽  
The Future ◽  
Insight Into

The aim is to open the discussion of the concept of education and school that emerged as a result of the changes in information technologies and to provide insight into the future educational institutions. Firstly, the effects of changes in the world on educational institutions were discussed. The skills needed by the world were introduced and finally the 21st century Web 1.0, 2.0, 3.0, and 4.0 technologies, which are information sharing methods that enable data sharing over the internet. In the conclusion part, a school structure where principles such as personalized ways and methods of access to information, development of creativity, acquisition of necessary methods for reasoning, integration of information with systematic attitude is proposed. For the schools of the future, it has been concluded that the elements of education such as classrooms, technique, methods, tools, and materials, and the role of the teacher should be reconsidered, and the school should be designed in a way that individuals can establish their own knowledge sphere within the boundaries of the school buildings.

Toward a Theory of Game-Media Literacy

2010 ◽  
Vol 2 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Idit Harel Caperton
Keyword(s):  
Stem Education ◽  
Media Literacy ◽  
21St Century ◽  
Digital Literacy ◽  
Game Playing ◽  
Computing Education ◽  
Skill Sets ◽  
21St Century Education ◽  
Global Computing ◽  
Creativity And Innovation

This paper discusses varied ideas on games, learning, and digital literacy for 21st-century education as theorized and practiced by the author and James Paul Gee, and their colleagues. With attention to games as means for learning, the author links Gee’s theories to the learning sciences tradition (particularly those of the MIT Constructionists) and extending game media literacy to encompass “writing” (producing) as well as “reading” (playing) games. If game-playing is like reading and game-making is like writing, then we must introduce learners to both from a young age. The imagining and writing of web-games fosters the development of many essential skill-sets needed for creativity and innovation, providing an appealing new way for a global computing education, STEM education, for closing achievement gaps. Gee and the author reveal a shared aim to encourage researchers and theorists, as well as policymakers, to investigate gaming with regard to epistemology and cognition.

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