scholarly journals PENGEMBANGAN PROFESIONALISME GURU MADRASAH IBTIDAIYAH PADA ABAD 21 DALAM MEMBUAT BAHAN AJAR LEAFLET

2018 ◽  
Author(s):  
maulana arafat lubis
Keyword(s):  
21St Century ◽  
School Teacher ◽  
Teaching Material ◽  
Innovative Work ◽  
Teaching Learning ◽  
Main Factor

21th century is one of main factor in appreciating the success of the country construction, function and the role of teacher are also important. before 21st century the role of teacher is as educator, now teachers are demanded to develop their professional, they do not do teaching learning , but also they are demanded to have role in developing education world in wide meaning. The professional islamic elementry school teacher must work hard in developing self ability for getting new inovation. The professional islamic elementry school teacher must have dedication and productivity to keep learning in making teaching material like leafet. That is why, it is needed to have proffession development of teacher like innovative work by making teaching material leaflet. There are some factors in designing teaching material of leaflet such as, shape, colour, ilustration, language, and letter. There is a strength on leaflet such as : simple and very cheap, easy to bring because its form is light and small, can be kept long and used repeatly, can be studied and read whenever and wherever, the information is gotten easily by the readers.

scholarly journals The Effects Of Information And Communication Technologies (ICT) On The Teachings/ Learning Of Arabic And Islamic Studies

2015 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Kamal-deen Olawale Sulaiman
Keyword(s):  
Information And Communication Technologies ◽  
21St Century ◽  
Future Development ◽  
Communication Technologies ◽  
Professional Lives ◽  
Islamic Studies ◽  
Information And Communication ◽  
Modern Information ◽  
Teaching Learning

<p>Arabic and Islamic Studies are very wide to be covered extensively within the confines of classroom lessons. These confines can be broadening to cover all areas of the subjects using modern information and communication technologies to meet and stimulate the interest, appreciation and curiosities of students. This paper, therefore, intends to investigate the overall effects of ICT in the teaching/learning of Arabic and Islamic Studies for the 21st century in Nigeria. It, also, investigates the role of ICT in the teaching/learning of the two subjects and the challenges facing the teachers of the subjects. The ICT resources for teaching/learning of the subjects would also be examined. The methodology employed in this study was derived from books, journals, archives, newspapers, reports, internet and the Holy Qur’an. The paper emphasizes the importance of making schools conducive for learning and one major factor that contributes to learning process is the use of ICT. It, also, revealed that, ICT is used as a teaching aid possibly in the demonstration and discussion processes. The paper recommended that it is significantly important for the Arabic and Islamic studies teachers to understand the skills and knowledge required in the ICT era. Also, priorities for future development and acquiring of ICT knowledge is essential to Arabic and Islamic Studies teachers so as to be able to apply ICT knowledge where appropriate in their professional lives as educators, education analysts and school managers. While it concluded that the ICT has a lot of roles in the teaching/learning of Arabic and Islamic studies.</p>

scholarly journals EDUCAÇÃO A DISTÂNCIA E O EDUCADOR DO SÉCULO XXI

2018 ◽  
Vol 7 (2) ◽  
pp. 43
Author(s):  
Welyda de Lucena Brasil ◽  
Maria do Socorro Ferreira Osterne
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
21St Century ◽  
Learning Process ◽  
Communication Technologies ◽  
Quality Education ◽  
Design Quality ◽  
The World ◽  
Teaching Learning

Muitos são os embates acirrados nas academias que se posicionam contra (ou a favor) da educação à distância, sem ao menos um debruçar teórico-metodológico-prático sobre os limites e possibilidades que esta modalidade pode ocasionar no processo de ensino-aprendizagem. Assim este trabalho tem como objetivo, através de uma pesquisa bibliográfica, verificar como a educação a distância está sendo percebida pelos estudiosos na literatura, para isto, autores como Belloni(2001), Demo(2007), Morin(2001), Fróes(1999); Gouvêa (2006), dentre outros, foram lidos e suas ideias apresentadas. Para melhor entendermos essa modalidade, tratamos de sua historicidade, origem, limites e possibilidades, datas e acontecimentos marcantes no mundo e no Brasil, em seguida, algumas colocações sobre a função dos educadores e/ou tutores e orientadores, e como os profissionais dessa modalidade entendem o processo ensino-aprendizagem, para que ao ensinar verdadeiramente aconteça o aprender. Outra questão importante abordada neste artigo é a linguagem das tecnologias de comunicação como um dos fatores que influenciam a performance do educador nesta modalidade de ensino. Conclui-se que o ensino a distância não é algo novo e não deve ser analisado por atitudes maniqueístas, ou seja, como algo totalmente bom ou totalmente ruim. Há necessidade de competência(s) para se desenhar um ensino de qualidade, seja à distância, ou não, para não se oferecer apenas “perfumarias” baratas para serem comercializadas, pois cada vez mais a educação está sendo um direito inalienável e essencial para a sociedade. DISTANCE EDUCATION AND THE EDUCATOR OF THE 21ST CENTURY ABSTRACT Many are the conflicts in the academies that oppose (or favor) distance education, without at least a theoretical-methodological-practical approach to the limits and possibilities that this modality can cause in the teaching-learning process. Thus, this work aims, through a bibliographical research, to verify how distance education is being perceived by scholars in the literature, for this, authors such as Belloni (2001), Demo (2007), Morin (2001), Fróes (1999) ); Gouvêa (2006), among others, were read and their ideas presented. In order to better understand this modality, we deal with its historicity, origin, limits and possibilities, dates and events in the world and in Brazil, then some positions on the role of educators and / or tutors and counselors, and how the professionals of this modality understand the teaching-learning process, so that when teaching truly happens, learning happens. Another important issue addressed in this article is the language of communication technologies as one of the factors that influence the performance of the educator in this modality of teaching. It is concluded that distance learning is not something new and should not be analyzed by Manichean attitudes, that is, as something totally good or totally bad. There is a need for competence (s) to design quality education, whether at a distance or not, so as not to offer only cheap "perfumeries" to be marketed, since education is increasingly an inalienable and essential right for the society.

scholarly journals In Between 21st Century Skills and Constructivism in ELT: Designing a Model Derived From a Narrative Literature Review

2021 ◽  
Vol 11 (2) ◽  
pp. 166
Author(s):  
Suheyla Demirkol Orak ◽  
Mohammad H. Al-khresheh
Keyword(s):  
21St Century ◽  
Position Paper ◽  
Learning Approach ◽  
Constructivist Teaching ◽  
Technological Advancement ◽  
Teachers And Students ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
Teaching Learning

While the 21st-century demands the learners to be technologically competent and self-driven to cope with technological advancement, the educational practitioners find it challenging to prepare the young learners to keep pace with this demand. However, in doing so, to prepare the learners as adaptable to the 21st-century demands, constructivism can be envisaged as the most time-appropriate and updated theory of the teaching-learning process, compared to other approaches. Specifically, because one of the requirements from the learners of the 21st-century is to be self-driven and take ownership of the learning, constructivism is the closest theory to achieve this goal. This position paper aims to build a procedural link within 21st-century expectations and its cooperation with the constructivist learning approach. The paper also offers a design for constructivist teaching in ELT classrooms in the 21st-century and defines the role of teachers and students, as established by the literature.

scholarly journals Implications of Constructivist Approaches in the Classrooms: The Role of the Teachers

2020 ◽  
pp. 17-25
Author(s):  
Vaishali . ◽  
Pradeep Kumar Misra
Keyword(s):  
Problem Solving ◽  
Educational Policy ◽  
21St Century ◽  
Teaching And Learning ◽  
Constructivist Approach ◽  
Policy Makers ◽  
Pedagogical Skills ◽  
Teaching Learning ◽  
Constructivist Approaches

There is popular expectation at the level of society and educational policy makers that teachers’ must adopt different approaches in classrooms to prepare learners to meet the needs of 21st century. In this context, it is expected from the teachers to be aware of emerging approaches in learning and use them appropriately in classroom conditions. Constructivist approach of learning is one such emerging approach. Constructivist approaches are slightly different from the conventional approaches of teaching and learning. These approaches emphasize that the role of teacher must be changed from the ‘sage on stage’ to ‘guide from the side’. In fact, it is expected that a teacher equipped with constructivist approaches can encourage the learners to take active part in teaching learning process and foster their critical thinking, creativity and problem solving abilities. Extending these arguments, the present paper describes constructivism and associated pedagogical skills, enlists different constructivist approaches, and discusses the role of the teachers in implications of constructivist approaches in the classrooms.

Influence of digital learning orientation and readiness for change on innovative work behaviour: reflections from the higher education sector

2019 ◽  
Vol 34 (2) ◽  
pp. 25-28
Author(s):  
Nimitha Aboobaker ◽  
Zakkariya K.A.
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Readiness For Change ◽  
Learning Orientation ◽  
Digital Learning ◽  
Content Type ◽  
Innovative Work ◽  
Innovative Work Behaviour ◽  
Teaching Learning

Purpose The paper aims to examine the influence of students’ digital learning orientation on their readiness for change and innovative work behaviour. Elaborations are made on how these concepts can be utilized for strengthening the teaching-learning process in higher education institutions, and help them gain more cutting-edge competencies in areas of learning delivery and learning engagement. Design/methodology/approach The respondents for this descriptive study were drawn through random sampling, from an end-semester student group, who had taken up post-graduate courses in science and technology streams of a prominent science and technology university. Data was collected by administering self-reporting questionnaires. Findings The study revealed that higher digital learning orientation is associated with improved attitude towards change and higher innovative behaviour. With conflicting results in exiting literature, regarding the influence of digital learning orientation on learning outcomes, this study adds to the body of knowledge by testing previously unexplored propositions in a student sample. Originality/value This study is pioneering in conceptualizing and testing the proposed model. The paper emphasizes the role of digital learning orientation, especially in the context of today’s students being referred to as ‘digital natives’. It is thus imperative to understand how the same can be translated into learning outcomes. The results of the study highlights the need for augmenting the role of digital orientation in the teaching-learning process, so as to transform educational institutions sustainable in producing graduates with readiness for change and innovative work behaviour, in the context of an emergent digital economy.

The Assistant Principal as Instructional Leader: The Redesign of the AP Position in the 21st Century

2021 ◽  
Vol 6 (1) ◽  
pp. 43-51
Author(s):  
Andrea Somoza-Norton ◽  
Natasha Neumann
Keyword(s):  
Instructional Leadership ◽  
21St Century ◽  
Assistant Principal ◽  
Educational Environment ◽  
Instructional Leader ◽  
Student Diversity ◽  
Equity And Access ◽  
Standards Based Reform ◽  
Teaching Learning

Every campus leader is critical in supporting student achievement, most notably the principal and the often-unnoticed assistant principal (AP). The problem this study addresses is the lack of advancement in the AP’s role as an instructional leader in light of educational reform and the demands of the 21st century. To address this issue, the purpose of this study was to mine the literature to understand the role of the AP. A semi-systematic review of the limited literature on this topic indicated the AP, whose role has historically been a manager and disciplinarian, must be redefined to reflect an instructional and equitable leader actively seeking to ensure access and opportunity for all students. These findings suggest that the AP should be duly prepared and supported as teaching, learning, and educational leadership continue to evolve in these extraordinary times. Based on a synthesis of the literature, we argue for a revision of the outdated AP role to one more reflective of increased awareness regarding instructional leadership, student diversity, equity, and access within the current educational environment of standards-based reform.

Role of Transcriptional Read-Through in PRE Activity in Drosophila melanogaster

Acta Naturae ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 79-86 ◽  
Author(s):  
P. V. Elizar’ev ◽  
D. V. Lomaev ◽  
D. A. Chetverina ◽  
P. G. Georgiev ◽  
M. M. Erokhin
Keyword(s):  
Dna Sequences ◽  
Cell Types ◽  
Transcription Terminator ◽  
Response Elements ◽  
Polycomb Response Elements ◽  
The Individual ◽  
Multicellular Organisms ◽  
Different Cell Types ◽  
Main Factor

Maintenance of the individual patterns of gene expression in different cell types is required for the differentiation and development of multicellular organisms. Expression of many genes is controlled by Polycomb (PcG) and Trithorax (TrxG) group proteins that act through association with chromatin. PcG/TrxG are assembled on the DNA sequences termed PREs (Polycomb Response Elements), the activity of which can be modulated and switched from repression to activation. In this study, we analyzed the influence of transcriptional read-through on PRE activity switch mediated by the yeast activator GAL4. We show that a transcription terminator inserted between the promoter and PRE doesnt prevent switching of PRE activity from repression to activation. We demonstrate that, independently of PRE orientation, high levels of transcription fail to dislodge PcG/TrxG proteins from PRE in the absence of a terminator. Thus, transcription is not the main factor required for PRE activity switch.

Sign in / Sign up

Export Citation Format

Share Document