scholarly journals Pengembangan Kompetensi Profesionalisme Guru di Era Digital (Abad 21)

2019 ◽  
Vol 3 (2) ◽  
pp. 54
Author(s):  
Zainuddin Notanubun
Keyword(s):  
21St Century ◽  
Learning Experience ◽  
Educational Innovation ◽  
Digital Environment ◽  
Professional Teacher ◽  
Information And Communication ◽  
Ict Development ◽  
21St Century Learners ◽  
Creativity And Innovation

The development of information and communication technology (ICT) brings change in all lines of life. 21st century Learners live in a digital environment full of information flows. Many negaries reform the objectives and practice of education due to the influence of ICT development and various forms of educational innovation. The greatest hope of educational innovation is the support and integration of ICT in the learning process, thus enhancing the quality of student learning experience. The characteristics of 21st century students are very different from previous era students. In the 21st century one must have four skills (communication, colaboration, critical Thinking and problem Sorving and Creativity and Innovation). This skill has always been reflected in the learning that will be implemented by a professional teacher, by having the competence of pedagogic, professional, personality, and social competence.

Acknowledging the Distance Learner

2013 ◽  
pp. 242-254
Author(s):  
Trish Andrews
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Communication Technologies ◽  
Effective Learning ◽  
Distance Learner ◽  
Information And Communication ◽  
E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

scholarly journals Informatization of Education. Media Education and Media Literacy

2021 ◽  
Vol 19 (1) ◽  
pp. 88-99
Author(s):  
Lilit ANTONYAN
Keyword(s):  
Information And Communication Technologies ◽  
Media Literacy ◽  
21St Century ◽  
Public Awareness ◽  
Communication Technologies ◽  
Media Education ◽  
Quality Of Education ◽  
Information And Communication ◽  
Teachers Training

Recent studies have shown that education in the 21st century cannot be imagined without using information and communication technologies, digital and media tools. As a result of teachers’ training, it has become clear that there is a need to promote teachers, ICTs, media education and media literacy. The article presents the informatization of education, which will promote the development of professional abilities and skills of teachers, lecturers, raising public awareness and improving the quality of education.

scholarly journals Gamification and Game-Based Learning: Two Strategies for the 21st Century Learner

2016 ◽  
Vol 3 (2) ◽  
pp. 507 ◽  
Author(s):  
Jorge F. Figueroa-Flores
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Game Design ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Game Based Learning ◽  
Student Profile ◽  
Emergent Technologies ◽  
21St Century Learners ◽  
Clear Description

<p>The use of emergent technologies in education has evolved tremendously since the 21st century. For<br />plenty of educators this has become a challenging task, most of all when 21st century learners fill the<br />classrooms. But these digital natives differ tremendously from those who started the millennium. These<br />students want to be challenged, engaged and motivated through a learning process, which connects<br />them to a different learning experience. This has become a challenging task for educators due to the<br />student profile and characteristics. Although to achieve the learning outcomes necessary for the 21st<br />century, educators are adapting approaches suited for these learners, involving game theory, video<br />games, and gamifying instruction. Two of these approaches are Gamification and Game-Based<br />Learning (GBL). These two approaches have been widely used based on the theoretical approach<br />towards game design and the opportunity they bring for the learner to be engaged and motivated<br />throughout instruction. The following article provides a clear overview of both strategies, and how<br />motivation is integrated with both. In addition it provides a clear description on planning effective<br />instruction using aligned learning objectives, research and educational implications, and resources for<br />the teaching and learning process using these approaches and strategies.</p>

scholarly journals Expertise in the Selection of Electronic Educational Resources – Conceptual Vision

2019 ◽  
Vol 14 (07) ◽  
pp. 216
Author(s):  
Nikolay Tsankov ◽  
Ivo Damyanov
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Resources ◽  
Digital Environment ◽  
Information And Communication ◽  
Digital Competency ◽  
Main Component ◽  
Current Stage ◽  
Selection Of

The current stage of training of pedagogical specialists is associated with the search for opportunities for the continuous development of their digital competences. It is viewed as a dynamic system that integrates the constantly expanding set of competencies given the dynamic development of information and communication technologies and the requirements for training in a digital environment. The main component (competency) in the digital competency profile of pedagogical specialists is the expertise in the selection and combination of electronic educational resources for the creation of a dynamic technologically enriched digital environment, which guarantees higher quality of education and consequently – higher educational results. This article presents an author's system of criteria and indicators as a conceptual vision for expert evaluation of electronic educational resources, which can be enriched and expanded in a technological and methodological context.

scholarly journals Teacher professionalism in digital era

2021 ◽  
Vol 6 (2) ◽  
pp. 586
Author(s):  
Sugiyanto Sugiyanto ◽  
Nur Ahyani ◽  
Nila Kesumawati
Keyword(s):  
Learning Process ◽  
Educational Innovation ◽  
Teacher Professionalism ◽  
Educational Goals ◽  
Literature Study ◽  
Educational Innovations ◽  
Digital Era ◽  
Technological Developments ◽  
Information And Communication

Technological developments make changes in life. Students are in a digital environment full of information. Countries change educational goals. Many educational innovations have also been carried out to support this. The hope of educational innovation is the support and integration of information and communication technology (ICT) in the learning process. So that there is an increase in the quality of student learning. Students today must have communication, collaboration, critical thinking and creative and innovative skills. These skills must be included in the learning process in class. To support this, all teacher competencies must be improved, especially professional competences. This research uses literature study. The purpose of this study is to reveal how the professionalism of teachers in the 4.0 revolution era in improving the quality of education.

Improving 21st-century teaching skills: The key to effective 21st-century learners

2019 ◽  
Vol 14 (1) ◽  
pp. 99-117 ◽  
Author(s):  
Sharon Kim ◽  
Mahjabeen Raza ◽  
Edward Seidman
Keyword(s):  
21St Century ◽  
Teacher Skills ◽  
The Social ◽  
Classroom Processes ◽  
Teacher Professional ◽  
21St Century Learners ◽  
Development Of Competencies ◽  
Context Specific ◽  
Teacher Instructional Practices

The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the efforts made to develop and measure teacher practices and classroom processes using the Teacher Instructional Practices and Processes System© (TIPPS) in three different contexts: Uganda (secondary), India (primary), and Ghana (pre-school). By examining how such a tool can be used for teacher feedback, reflective practice, and continuous improvement, the hope is to pave the way toward enhanced 21st-century teacher skills and, in turn, 21st-century learners.

Factors Influencing Student Engagement During COVID-19 Emergency Remote Teaching

2021 ◽  
pp. 127-144
Author(s):  
Murat Ekici ◽  
Didem Inel Ekici
Keyword(s):  
Student Engagement ◽  
Learning Experience ◽  
Course Delivery ◽  
Strongly Correlated ◽  
School Closures ◽  
Online Student ◽  
Turkish University Students ◽  
Information And Communication ◽  
E Learning

Student engagement is an important construct of education that is strongly correlated with the quality of learning outcomes. Educators have long been looking for ways to increase student engagement. It has become even more critical in the global COVID-19 pandemic where schools and universities switched to entirely online as a consequence of school closures. This chapter reports on the results of a comprehensive study on student engagement during emergency remote teaching. The aim of this study is to take a snapshot and explore the effects of personal and institutional variables on online student engagement. Research data was collected from 1,027 Turkish university students from both state and private universities. Data analysis showed that having a personal computer, owning a room for study and household internet connection, perceived information and communication self-efficacy, past e-learning experience, as well as course delivery format affect behavioral, emotional, and cognitive aspects of online student engagement.

EVALUATING THE POTENTIALS OF ICT INTEGRATION IN TEACHING WITH THE AIM OF INTENTIONALLY DEVELOPING COMPETENCIES FOR THE 21ST CENTURY IN PUPILS

2015 ◽  
Author(s):  
Mateja Ploj Virtič ◽  
◽  
Kosta Dolenc ◽  
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Modern Technology ◽  
Learning Activities ◽  
Educational Institutions ◽  
Technological Gap ◽  
Integration Of Technology ◽  
Information And Communication ◽  
21St Century Learners ◽  
Development Of Competencies

With an increasing impact of information and communication technology (ICT) on the way we live and work, the educational institutions also try to transform educational curricula and learning environments in order to fill the technological gap that has emerged in the field of education. This conversion process requires the effective integration of technology into an existing learning environment, and in the first place train the teachers, whose role in the classroom completely changes by introducing technology. The paper presents an example of integrating innovative pedagogy in the process of future teachers’ education and qualitative research, which examines the usefulness of ICT in learning activities for intentional development of competencies for the 21st century learners. Key words: ICT, learning activities, learning environment, modern technology.

scholarly journals Foreign Language Teaching Practices: Online Projection

2021 ◽  
Vol 30 (2) ◽  
pp. 3409-3420
Author(s):  
Elena G. Tareva
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Learning Experience ◽  
Foreign Languages ◽  
Educational Technologies ◽  
Educational Practices ◽  
Digital Environment ◽  
The Subject

Nowadays, educational technologies, in particular, digital means and methods of teaching have become the subject of research studied from different angles. Of interest are educational practices that most successfully disseminate a positive learning experience. The purpose of this paper is to consider the phenomenon of ‘best/effective educational practices’ and present a set of those that have successfully proven to be effective in teaching foreign languages in a digital environment, in the context of distance learning. The research methods comprised an analysis of existing approaches to productive educational practices, their classification and spheres of application and a survey of 48 experienced higher education teachers followed by the processing and systematization of the data obtained. The research results are an innovative classification of educational practices recommended for teaching foreign languages in a digital environment followed by recommendations for the development of new teaching technologies that can ensure the quality of development of foreign language communicative competence of students.

Sign in / Sign up

Export Citation Format

Share Document