scholarly journals Modern teacher and the challenges of the twenty-first century: المعلم العصري وتحديات القرن الواحد والعشرين

2020 ◽  
Vol 4 (19) ◽  
Author(s):  
Fatma Moustafa Swilam Youssef
Keyword(s):  
Teacher Preparation ◽  
Educational Process ◽  
First Century ◽  
New Developments ◽  
Study Results ◽  
E Learning ◽  
Descriptive Approach ◽  
Twenty First Century ◽  
New Generation ◽  
Modern Era

The current study aimed to reveal how to prepare the teacher in light of the challenges of the twenty-first century and how can he Confrontation them?, The current study is based on a descriptive approach to monitoring the current reality of teacher preparation and the challenges it faces in the twenty-first century and How did the teacher prepare in the field of e-learning in terms of skills and competencies necessary for that field so that the teacher can meet these challenges and new developments In the modern era. The study results are summarized in terms of teacher preparation in the various disciplines, adequate preparation, whether it is before service or during it, and that the job of the teacher changes with the change of contemporary life and its requirements and then he has to adapt these changes in order to build a new generation, Whereas, The criteria for judging the level of education in any country is the level of teacher preparation and training programs, and this requires comprehensive preparation for the teacher, especially with the massive expansion in the amount of scientific and human knowledge. The study recommends that the teacher must keep abreast of everything new in his field, whether on the scientific or professional level, and acquire some skills and competencies that help to Keep up with the challenges of the twenty-first century and employ technology in the educational process.

scholarly journals Extent of mastering Twenty-First-Century E-Learning competencies among Prince Sattam Bin Abdulaziz University Staff

2021 ◽  
Vol 10 (41) ◽  
pp. 237-249
Author(s):  
Majed Al-Sharidah
Keyword(s):  
Technology Use ◽  
Educational Process ◽  
First Century ◽  
Research Approach ◽  
Moderate Degree ◽  
Academic Degree ◽  
Staff Members ◽  
E Learning ◽  
Twenty First Century ◽  
Learning Competencies

This study aims to identify the extent of mastery of the lecture staff of Prince Sattam Bin Abdulaziz University over e-learning competencies in the twenty-first century. Hence, the study population comprised all Prince Sattam staff members (N=436); from this population, a random sample was selected (N=102). The study followed the descriptive research approach. The questionnaire results revealed that the staff members have high e-knowledge, with an average degree of 4.09, and master the competency of using technologies in the educational process to a high degree, average of 4.04. Furthermore, they master the competency to design and manage e-courses to a moderate degree (3.39). Notably, the study showed statistically significant differences (at a level of a=0.5) between male and female participants in the domains of e-knowledge, use of technologies in the educational, and design and management of e-courses and demonstrated better performance in these aspects by female participants. Moreover, the results showed that there were statistically significant differences at a=0.05 level according to the participants’ academic degree (demonstrator and lecturer or assistant professor to professor) and that staff members such as demonstrators and lecturers master the domains of e-knowledge and technology use in the educational more easily than other staff members.

The Twenty-first Century

2018 ◽  
Author(s):  
Alexander Gillespie
Keyword(s):  
Environmental Sustainability ◽  
First Century ◽  
Bad News ◽  
Good News ◽  
Species Loss ◽  
The Past ◽  
Scientific Terms ◽  
Twenty First Century ◽  
Open Question ◽  
New Generation

The cumulative environmental challenge of sustainable development in the twenty-first century is larger than anything humanity has ever had to deal with in the past. The good news is that solid progress is being reached in the understanding of issues in scientific terms and understanding what needs to be done. The bad news is twofold. First, although many of the environmental problems of earlier centuries are now being confronted, a new generation of difficulties is eclipsing what were the older difficulties. Secondly, much of the progress is being achieved by the wealthier parts of the planet, rather than the developing world. From population growth to climate change to unprecedented habitat and species loss, whether environmental sustainability can be achieved in the twenty-first century is an open question.

THATCampQueensU: Bringing Digital Humanities to Queen's

2016 ◽  
Author(s):  
Maya Bielinski
Keyword(s):  
Digital Humanities ◽  
First Century ◽  
Strong Sense ◽  
Digital Tools ◽  
Skill Levels ◽  
Research And Teaching ◽  
Research Questions ◽  
Twenty First Century ◽  
Queen's University ◽  
New Generation

There is a new generation of scholarship in the humanities, and it is rooted in twenty-first century technology. In response to what some have called the "crisis in humanities," scholars have begun to tackle their research questions armed with digital tools and a strong sense of collaboration in order to think across disciplines, allow for greater accessibility, and ultimately to create bigger impact. Digital Humanities, or DH, is this exciting and growing field--or maybe methodology--used by humanities scholars to share and create scholarly content.Despite the growing fervour for DH across Canada, many scholars at Queen's have yet to take advantage of the opportunities for research and teaching afforded by DH. I believe that by bringing together Digital Humanities practitioners at Queen's University, more scholars, faculty, and students would learn about and engage in dialogue about fostering and furthering DH scholarship across all disciplines. The best way to begin, I believe, is by hosting THATCamp at Queen's. The Humanities and Technology Camp is an open, inexpensive meeting where humanists and technologists of all skill levels learn and build together in sessions proposed on the spot.

The Role of Education Colleges in Yemeni Universities to Develop Twenty-First Century Skills among Students

2021 ◽  
Vol 14 (47) ◽  
pp. 103-130
Author(s):  
عبد الغني أحمد علي الحاوري ◽  
محمد عبد الله حسن حميد
Keyword(s):  
Creative Thinking ◽  
Effective Communication ◽  
First Century ◽  
Self Management ◽  
Colleges Of Education ◽  
Use Of Technology ◽  
Study Results ◽  
Twenty First Century ◽  
Twenty First Century Skills

The study aimed to examine the role of colleges of education in Yemeni universities in developing the twenty-first century skills among students. The skills include critical thinking and problem-solving; creative thinking; effective communication and cooperation with others; flexibility; adaptation and change management; self and continuous learning; leadership and working with a team; taking responsibility and making decisions; using technology efficiently; understanding and interacting with diverse cultures; and work and self-management. The followed the descriptive and analytical method, using a questionnaire that was distributed to a random sample of (408) students selected from the fourth level of the Faculties of Education in four public universities: Sana'a, Hajjah, Amran, and Hodeidah.  The study results revealed a medium role that the colleges of education in Yemeni universities play in developing the twenty-first century skills among their students. The skill of effective communication and cooperation with others received the highest attention, while the skills of work, self-management and the skills of using technology efficiently received the lowest level of attention.  The study concluded with a number of conclusions, including absence of a vision for the challenges and requirements of the twenty-first century and lack of support provided to colleges to purchase facilities and equipment. The study recommended that the colleges of education should pay more attention to developing the twenty-first century skills, especially work and self-management skills and the efficient use of technology. Keywords: role, education college, skills, twenty-first century, Yemeni universities.

scholarly journals Implementation of E-Learning Innovative Technologies in The Process of Studying Foreign Languages by Students of Agrarian Universities

2020 ◽  
Vol 8 (1) ◽  
pp. 75-84
Author(s):  
Marina Anatoliivna Bilotserkovets ◽  
◽  
Oksana Yuriivna Gubina ◽  
Oleksandr Mykolaiovych Kobzhev ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Foreign Languages ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Educational Materials ◽  
Study Results ◽  
E Learning

The article reveals the implementation of innovative e-learning technologies in the process of mastering the discipline “Foreign language in the professional direction” by students of agricultural universities. Actual approaches to teaching humanities require the use of information-communication technologies (ICT) for educational purposes, that allows increasing the volume of educational materials and modernizing it with the help of multimedia presentation tools. The application of information-communication technologies contributes to the students’ mastering of foreign languages knowledge as a tool of communication in a global society and the development of their information competencies. Particular attention is paid to the characteristics of the content, structure and objectives of the electronic training course on learning English, German, Ukrainian and Russian as foreign languages for students of the distance learning form of Sumy National Agrarian University. The presented distance learning course is an innovative development exemplar, that provides learners’ study of educational textual, audio and video materials in the mode of independent work with a computer and facilitates regulating the order of interaction of students with a computer. Such interaction contributes to the improvement of the efficiency of the educational process through the introduction of new methods and means of teaching educational materials; stimulates students’ interest in the study of foreign languages through the use of innovative information-communication technologies; responsiveness of the feedback and the possibility of direct consultation with the teacher in the educational environment of the Moodle platform. The analysis of the experimental study results showed predominantly sufficient and high levels of humanitarian knowledge in experimental groups that were trained on the basis of the electronic course in the educational environment of Moodle platform; in contrast to the low and initial levels in the control groups.

scholarly journals New Chinglish and the Post-Multilingualism challenge: Translanguaging ELF in China

2016 ◽  
Vol 5 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Li Wei
Keyword(s):  
New Media ◽  
Native Speakers ◽  
Theoretical Perspective ◽  
First Century ◽  
Chinese Speakers ◽  
Chinese Characteristics ◽  
Language And Communication ◽  
New Form ◽  
Twenty First Century ◽  
New Generation

AbstractBuilding on the extensive ELF research that aims to reconceptualise English as a resource that can be appropriated and exploited without allegiance to its historically native speakers, this article explores the issue of English in China by examining New Chinglish that has been created and shared by a new generation of Chinese speakers of English in China and spread through the new media. This new form of English has distinctive Chinese characteristics and serves a variety of communicative, social and political purposes in response to the Post-Multilingualism challenges in China and beyond. I approach New Chinglish from a Translanguaging perspective, a theoretical perspective that is intended to raise fundamental questions about the validity of conventional views of language and communication and to contribute to the understanding of the Post-Multilingualism challenges that we face in the twenty-first century.

Cyber-Diplomacy: Managing Foreign Policy in the Twenty-First Century

2004 ◽  
Vol 37 (4) ◽  
pp. 1066-1068
Author(s):  
David Mutimer
Keyword(s):  
Foreign Policy ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
First Century ◽  
First Line ◽  
Global Village ◽  
New Developments ◽  
Information Order ◽  
Information And Communication ◽  
Twenty First Century

Cyber-Diplomacy: Managing Foreign Policy in the Twenty-First Century, Evan H. Potter, ed., Montreal & Kingston: McGill-Queen's University Press, 2002, xii, 208.We are repeatedly told that we live in a revolutionary age, a time in which dramatic new developments in information and communication technologies (ICTs) will fundamentally transform the ways in which we live and work. Even the collapse of the dot.com bubble in 2000 has not much dampened the spirits of the techno-utopians. Given these often-exaggerated claims, I approached Cyber-Diplomacy with some trepidation, as the editor cites Marshall McLuhan's ‘global village’ in the first line of his introduction, and speaks of an information revolution in his second paragraph. However, as I pressed on in the text I was very pleasantly surprised to find that the editor and authors of this short volume are well aware of the dangers of overstatement in relation to ICTs, and work very hard throughout to avoid techno-utopianism. Instead, the authors attempt to take a fairly sober look at “how diplomacy is adapting to the new global information order” (7).

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