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.

scholarly journals HIGHER EDUCATION IN EVOLVING WORLD: ACCELERATING THE PACE OF CHANGE IN TEACHING FOR LEARNING

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Jane Irene Dawo ◽  
James Sika
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Digital Literacy ◽  
Sense Of Self ◽  
Deep Understanding ◽  
Modern Society ◽  
Societal Challenges ◽  
Wide Range ◽  
Quality Learning

<p>World-wide, 21st century higher education (HE) involves knowledge acquisition focused on addressing societal challenges. Fundamentally valuable are high order skills, such as critical thinking, creative problem solving, teamwork, evaluation, analysis, digital literacy, adaptability, and communication which can be used to navigate across a wide range of disciplines attributive to success in modern society. This is achievable through quality teaching for quality learning and hence the need for modernized pedagogical experience. In this regard, modern pedagogy in HE demands beyond routinized merely teachers’ transmission of information versus students’ retention efforts. It delves into the teaching of students on how to handle, address and interpret concepts, evidence and ideas, how to think and act as experts and how to produce original insights and valuable knowledge for the benefit of society, and ultimately, how to remain ahead of foreseeable societal challenges. Due to this, universities should change pedagogical approaches from fact-based traditional lecturing to interactive teaching with the aim of fostering deep understanding and expert-mindedness for problem-solving. This would result in graduates who fit the emerging economic, social and political situations that nations experience. They should be able to; approach societal challenges given their grounded curiosity, critical thinking and creativity, apply innovative skills in addressing real world problems, display a strong sense of personal and professional identity, and portray a high sense of self-efficacy. This paper is an attempt to explain how HE can give forth products who are world leaders in their specific disciplines in respect of teaching, research and community service.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /></p>

scholarly journals PENGEMBANGAN MEDIA BRIGHT BARCODE BOX STORAGE BERBASIS DIGITAL LITERACY ACCELERATION SKILLS IN THE KNOWLEDGE AGE UNTUK MENINGKATKAN KETERAMPILAN BELAJAR ABAD 21

WAHANA ◽  
2020 ◽  
Vol 72 (1) ◽  
pp. 29-42
Author(s):  
Feri Tirtoni
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Knowledge Age ◽  
Game Board ◽  
Creativity And Innovation

Abstrak : Latar belakang dan Urgensi dalam penelitian ini adalah sejalan dengan perkembangan isu-isu pendidikan yang telah memasuki Era Literacy Acceleration In The Knowledge Age yang mewajibkan peserta didik wajib menguasai Keterampilan Belajar Abad 21(The 21st  Century Skills). Untuk itu peneliti melakukan pengembangan desain media yang inovatif yaitu “(B3-S) Bright Barcode Box Storage Berbasis Digital Literacy Acceleration Skills In The Knowledge Age “Media yang dapat meningkatkan kemampuan skill literasi  digital sejalan dengan tuntutan pendidikan di Era Pembelajaran Abad 21 (The 21st  Century Skills) pada siswa kelas III SD pada saat proses pembelajaran. Adapun system Penggunaan media yang dikembangkan tersebut bersubstansi pada penguasaan keterampilan  belajar Abad 21 dimana akan membekali siswa dengan pengalaman belajar yang kreatif inovatif dan menyenangkan dalam suasanan belajar melalui optimalisasi 4 jenis keterampilan sekaligus yaitu Communication, Collaboration,  Critical Thinking and Problem Solving, Creativity and Innovation (C. Asri Budiningsih ,2010 : 46), dimana dalam penggunaan media (B3-S) Bright Barcode Box Storage siswa diberikan kesempatan menggunakan kemampuannya untuk mengutarakan ide-ide dari siswa pada saat melakukan aktifitas literacy  melalui problem solving melalui fitur tools berupa game board advance berteknologi barcode system, serta barcode flash card  baik itu pada saat berdiskusi dengan teman-temannya maupun ketika siswa menyelesaikan soal yang berisi problem solving secara mandiri pada mata pelajaran tematik tersebut.  

scholarly journals 21 ST CENTURY SKILLS IN SCHOOL EDUCATION IN THE UNITED KINGDOM

2021 ◽  
pp. 202-206
Author(s):  
M. TIMENKO
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Problem Solving ◽  
Knowledge Transfer ◽  
21St Century ◽  
Self Regulation ◽  
Economic Literacy ◽  
Innovative Schools ◽  
It Skills

The author of the article considers and characterizes the main current trends in the development of school education in the UK. The author describes the necessary skills of the XXI century for students of secondary schools in Great Britain and the conditions of their formation. These are skills such as: joint problem solving, responsibility, critical thinking, creativity, emotional intelligence, cooperation, decision making, IT skills, self-regulation, communication, flexibility and adaptability, respect, information and economic literacy, etc. The author also describes the so-called soft skills (flexible) and hard skills (hard). The article notes the role of the 21st century teacher, which today cannot be limited to knowledge transfer, but to focus, discuss and, of course, evaluate students' progress so that they know when more support is needed, as today's innovative schools design classes for knowledge. , not its transportation. It is argued that modern and relevant and key skills of the 21st century include: problem solving, critical thinking, creativity, collaboration, decision making, IT skills, self-regulation, communication, respect, information and economic literacy, which in turn require appropriate teaching methods of the 21st century. The role of teachers can no longer be limited to knowledge transfer, but should be well-guided, discussed and, of course, evaluated by students' progress so that they know when more support is needed. Today, innovative schools design classrooms for the pursuit of knowledge, not its transportation.

scholarly journals 21-AM KATRAL KARPPITTALIL NAAVALKALAIT TALUVI URUVAAKKAPPADUM TIRAIPPADANGGAL OOR AAIVU [21-ST CENTURY STUDY ON ADAPTATION OF NOVELS IN FILMS]

2020 ◽  
pp. 53-59
Author(s):  
R. KANESAN ◽  
S. ILANGKUMARAN ◽  
T. JANSIRANI
Keyword(s):  
Human Capital ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Digital Literacy ◽  
Core Competencies ◽  
Thinking Skills ◽  
21St Century Education ◽  
Written Form

21st-century education is generally used to refer certain core competencies such as collaboration, digital literacy, critical thinking, and problem-solving that advocates believe schools need to teach to help students thrive in today's world. However, the idea of what learning in the 21st century should look like is open to interpretation and controversy. The quality of human capital is an important component for the country. In this case, teachers have to produce multitalented generation by their teaching skill in classroom. This article is aimed at scrutinizing the transformation across genre, that is from novels to films. Seen from the perspective of literature, this effort could increase the reading motivation. The adaptation of literary into film have to be analyse to improve thinking skills among students. In relation to this, the objective of this article is to analyse the changes of written form novel into visual form of film. The result of this adaptation shows that how far literary values are adapted into visual forms. The students get more interested to read a novel and visualise it into his own imagination. They will get various interesting elements befitting the needs of today’s generation on their 21-st century studies.

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 EVALUATION OF THE PROBLEM-SOLVING APPROACH IN TERMS OF VARIOUS THEORIES

2021 ◽  
pp. 50-58
Author(s):  
Betül Çolpan Kuru
Keyword(s):  
Social Sciences ◽  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Effective Intervention ◽  
Problem Solver ◽  
Final Approach ◽  
History Of ◽  
Definition Of

The history of the age of problem solving is seen as a cipher that is actively used in social sciences as well as in science. Problems that can leave psychological and / or physical marks on people appear in life. It can vary depending on the importance and size. Individuals use various schemes to be affected by these scars with the least damage and to overcome the problems with fast and effective intervention methods. In this cryptic cipher passwords, it begins to occur during the cryptic period periods. In our schools, dealing with problem solving stages in verbal lessons as well as in numerical lessons enables them to solve the problems they will encounter throughout their lives. In addition, people who have gained the competence to solve similar problems on their own can also be independent. In this review, the definition of the concept of problem and problem -solving is made and the problem solving stages of various theorists are explained. Thinking as a thought (critical thinking) perspective and problem-solving approach as a final approach, including determining, analyzing and evaluating situations, ideas and information to formulate responses and solutions, taking their own importance in the 21st century skills. has been. The aim of the article is to help readers create their own solution diagrams by creating a perspective on problem solving and at the same time contributing to how to be a problem solver as a good thinker.

scholarly journals LIBRARIES, SCHOOLS AND MODERN AGE

2016 ◽  
Vol 6 (1) ◽  
pp. 105-108
Author(s):  
Borjanka Trajković ◽  
◽  
Dragana Litričin Dunić ◽  
Keyword(s):  
21St Century ◽  
New Technologies ◽  
Modern Society ◽  
The Other ◽  
New Era ◽  
Modern Education ◽  
Modern Age ◽  
New Ideas ◽  
The One

For centuries the role of the library was defined as a warehouse of books. Now, in the 21st century, the library is facing perhaps the biggest challenge – its physical survival. The role of librarians is re-branded to reflect their expertise as curators of content and reliable navigators in an evergrowing ocean of information - in any format they might exist. The future libraries shall be open to all the new ideas on how to work better and accept the new technologies. On the one hand, they must recognize the need to change their methods, but on the other hand - to preserve the continuity of their objectives and mission. The new era requires modern models of learning and the attractiveness of the curricula, that is, a modern education system that shall adapt the curricula to the needs of modern society and reconcile centuries of man's need for knowledge, reading books and education in general with the new technologies.

scholarly journals The Role of Critical Thinking in Helping Students Cope with Problems

2020 ◽  
Vol 1 (2) ◽  
pp. 198-217
Author(s):  
Violla Makhzoum ◽  
Lama Komayha
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Problem Solving ◽  
Private Universities ◽  
Education Programs ◽  
Problem Solving Skills ◽  
American System ◽  
The Difference ◽  
The University

Purpose: This research study aims to address the role of higher education programs in developing students’ critical thinking and problem-solving skills, emphasizing on the importance of the university professors’ role in nurturing these skills through the means they use in the classroom. The research also aims to highlight the difference in developing these skills among students between universities that follow the Francophone system and universities that follow the American system. Approach/Methodology/Design: To achieve the goal of this research, a descriptive approach was adopted to test the validity of the research hypotheses which are based on correlations between research variables related to higher education programs and the skill of critical thinking. A questionnaire was employed to collect data from the sample, which consisted of four private universities, divided into two groups which are two private universities that follow the American system, and two private universities that follow the Francophone system. The sample consisted of 120 students from universities that follow the American system, and 132 students from universities that follow the Francophone system. The students were selected from the Faculty of Economics and Business Administration. Findings: It was found out that there are statistically significant differences between the students’ answers regarding the extent of their ability to possess the skills of critical thinking and problem-solving in concerning to the universities in which they study, and we have also found that there are statistically significant differences in the student’s acquisition of these skills between the programs of Francophone and American universities according to their demographic characteristics and majors. Practical Implications: The study will be of great use for concerned authorities, emphasizing on critical thinking and problem-solving skills. Originality/value: The findings revealed a significant correlation between university programs and critical thinking and problem solving skills.

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