Top 10 Technologies for Designing 21st Century Instruction

2013 ◽  
Vol 9 (3) ◽  
pp. 80-93 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Social Networking ◽  
21St Century ◽  
Time Management ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
Student Response ◽  
Ict Literacy ◽  
Instructional Technologies ◽  
Problem Solving Skills ◽  
Advantages And Disadvantages

Faculties at all levels of education continue to ask, “How does technology fit into my teaching?” How can I teach my students to become technologically literate?” For some, the answers seem quite simple. Technology should be integrated into as many levels of the curriculum as possible. If we aspire to prepare students for the future, teachers must seize every opportunity to infuse the technologies their students will be using whenever possible. The key is to know what works best in each classroom situation. Podcasting, interactive whiteboards, blogs, wikis, social networking, virtual classrooms, and others are the latest in instructional technologies. Teachers use these tools to address the growing inventory of requisite 21st century skills that include: global awareness, self-directed learning, ICT literacy, problem solving skills, time management and personal responsibility, lifelong learning, financial, economic, business and entrepreneurial literacies, communications, collaboration, and more. This article explores best practices that lead to change and shares ideas about the use of these tools in the classroom. Emphasis is placed on many real-world examples of how technology has improved teaching and learning. This information paper will examine the hardware and software aspects of the following technologies: interactive white boards, web cameras, videoconferencing, iPods, digital cameras, digital video, wikis and blogs, social networking, digital electronic books, and student response systems. While the paper is not a scholarly endeavor, it is hoped that the review of important teaching and learning tools will provide the reader with an update on the latest in instructional technologies for the classroom. In addition to an introduction that includes a description of the technology, its primary features, advantages and disadvantages, there are links to online videos demonstrating each technology that bear witness to how these technologies actually impact the classroom. Finally, a link to current research pertaining to each technology is offered.

The (Revised List of) Top 10 Technologies for 21st Century Instruction

2017 ◽  
pp. 1-19 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Classroom Instruction ◽  
Rank Order ◽  
Advantages And Disadvantages ◽  
A Priority ◽  
Bear Witness

Volume 9, Issue 3 of the IJICTE (July-September 2013), Top 10 Technologies for Designing 21st Century Instruction, offered a first look at classroom technologies recommended to advance teaching and learning in the classroom. In this revised chapter, as with the original paper, we persist in seeking answers to important questions: “How does technology fit into my teaching?” How can I teach my students to become technologically literate?” “How do I infuse technology into as many levels of my curriculum as possible?” This chapter examines more contemporary technologies that readers should consider in preparing and delivering classroom instruction. We have attempted to rank order the technologies according to their broadest application across curriculum, offering a priority for how important these technologies might be in the classroom. Included in the coverage of each technology is a description of the technology, its primary features, advantages and disadvantages, and additional resources that bear witness to how they actually impact teaching and learning.

scholarly journals Employers’ attitudes to HOU postgraduates’ qualities and skills

2019 ◽  
Vol 14 (1) ◽  
pp. 28-38
Author(s):  
Minh Tuyet Hoang
Keyword(s):  
Time Management ◽  
Literacy Skills ◽  
Professional Competencies ◽  
Technical Knowledge ◽  
Ict Literacy ◽  
Problem Solving Skills ◽  
Content Type ◽  
Postgraduate Students ◽  
Knowledge And Skills ◽  
Organizational Skills

Purpose The purpose of this paper is to investigate employers’ attitudes towards qualities and skills for the twenty-first century of Hanoi Open University (HOU) postgraduates. More specifically, it is to find out employers’ assessment and satisfaction on five sets of skills: foundation skills, professional competencies, personal attributes, organizational skills and technical knowledge and skills. Design/methodology/approach The study used a survey questionnaire as a tool to collect data. The survey was conducted on employers of HOU postgraduates who graduated during the academic years 2015–2016 from five faculties at HOU. Findings The findings of the study show that employers highly appreciated HOU postgraduates in numeracy skills, ICT literacy skills and information literacy within foundation skills; critical thinking and problem solving skills, collaboration skills and conceptual skills within professional competencies; responsible, integrity and interpersonal skills within organization skills; productivity, organization and planning and time management within organizational skills; knowledge-related regulations and policies at workplace, capacity to use knowledge and skills at workplace and lifelong learning within technical knowledge and skills. Originality/value The values of the study are that the employer attitudes identified can be used to evaluate educational programs and can be used as a quality assurance measure. The study helps to indicate the gap between the expectation and the satisfaction of employers on HOU postgraduates. Thereby, suggestions can be given to HOU’s management to improve the services at the university in general and the services to postgraduate students in particular to upgrade their qualities and skills to meet social demands.

scholarly journals Students’ evaluation of using Google Classroom in project-based learning in faculty of English, Hanoi National University of Education

2019 ◽  
Vol 3 (2) ◽  
pp. 40-44
Author(s):  
Giang Thi Kieu Nguyen ◽  
Huong Thi Dinh
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Traditional Classroom ◽  
Academic Environment ◽  
Advantages And Disadvantages ◽  
The Past ◽  
School Subjects ◽  
National University ◽  
Almost All

Traditional classroom has so far been a common place for learning almost all school subjects and courses of different fields. In language teaching and learning within the 21st century context, the use of Google Classroom is not new, so is the research on the benefits and barriers of this virtual academic place. Being used as a supportive device for teaching and learning in several subjects over the past semesters, “Google Classroom” has become a familiar term among English majors in the Faculty of English, Hanoi National University of Education. This proposed study will explore the applications of this virtual academic environment in project-based learning, focusing on investigating students’ perspectives on its advantages and disadvantages, as well as their expectations and suggestions for an optimal use.

scholarly journals EXPLORING THE POTENTIAL OF AUGMENTED REALITY IN ENGLISH FOR REPORT WRITING: A PERCEPTIVE OVERVIEW

2019 ◽  
Vol 4 (33) ◽  
pp. 13-21
Author(s):  
Kum Yoke Soo ◽  
Tuan Sarifah Aini Syed Ahmad ◽  
Nor Haniza Hasan
Keyword(s):  
Augmented Reality ◽  
21St Century ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Learning Activities ◽  
Learning Materials ◽  
Environment Friendly ◽  
Report Writing ◽  
Advantages And Disadvantages ◽  
Language Classroom

The use of augmented reality (AR) in education has changed the landscape of teaching and learning in the 21st century. AR has changed the presentation of learning materials that allows learning activities to be more interactive and rich in multimedia. AR has the potential to increase students’ engagement and motivation in learning. As such, it was incorporated in the design and development of a book for learning Report Writing. This study aims to examine students’ perception of the use of AR in the language classroom, identify the lecturers’ perception of the use of AR, and determine the advantages and disadvantages of the use of AR for the language classroom. The sample comprised 10 students and 7 lecturers from University Teknologi MARA Cawangan Negeri Sembilan. The data were analysed by using descriptive analysis. The findings indicate that the integration of AR in the Report Writing book had more advantages than disadvantages. The findings also suggest that integrating AR in the book had positive impacts not only in learning but also in permitting the production of a portable and environment-friendly book.

scholarly journals Engaging students on their devices with Mentimeter

2018 ◽  
Vol 11 (2) ◽  
Author(s):  
Kat Sarah Anne Vallely ◽  
Poppy Gibson
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Response ◽  
Education Department ◽  
Online Student ◽  
Advantages And Disadvantages ◽  
Interesting Insight ◽  
Response Systems ◽  
Teacher Education Department

This technology review shares an interesting insight into snapshot cases of the online student voting tool ‘Mentimeter’ (MM) used with students in the Teacher Education Department. The use of MM in both lectures and seminars is presented along with three illustrative screenshots. Advantages and disadvantages of MM are discussed, with reference to recent literature about student engagement. The authors’ ideas for future plans with the tool are shared, with the hope of inspiring other HE colleagues to trial or further integrate MM into lectures and seminars, in order to promote student engagement and enhance the teaching and learning experience for all. Key words: Mentimeter, mobile devices, Student Response Systems, voting tool    

scholarly journals An Analysis of University Teachers’ Understanding about their Profession and Expectations for Their Professional Development in Pakistan

2011 ◽  
Vol 1 (1) ◽  
pp. 72
Author(s):  
Abdul Hameed Lone ◽  
Muhammad Shakir ◽  
Jam M. Zafar
Keyword(s):  
21St Century ◽  
Time Management ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Global Trends ◽  
Work Shop ◽  
Post Test ◽  
Master Trainer ◽  
Teachers Attitudes ◽  
The Impact

Abstract. The main purpose of the study was to critically analyze the relevancy and effectiveness of the training contents and process of the teaching profession; to assess training needs of university and college teachers in terms of conceptualizing new meanings of education and teaching profession. The population of the study consisted of thirty teachers from different departments of The Islamia University of Bahawalpur and ten teachers from different disciplines of graduate colleges of the province. Pre-Test and Post-Test were developed as a research instrument. The researcher participated in the workshop and observed its mechanism, content, lecturers, activities, and videoconferences and exchanged views with resource persons as well as participants of the workshop. A pre-test delivered to the participants for assessing their previous knowledge about concept and meaning of teaching profession, professional ethic, teachers’ personality, trends of education in 21st century, importance of change in teachers’ attitudes, different roles of a teacher, and application of new learning skills. At end of the workshop post-test was conducted to evaluate the outcomes of workshop. Researcher also observed the role of master trainer, trainee’s performance, instructional material, group activities, time management, venue and refreshment. The collected data through pre-test and post test was filtered and analyzed in qualitative way. The findings of the above analysis revealed that participants got an awareness of the impact of new approaches to teaching and learning in their institutions. However there is a considerable gap between awareness of the new trends, mastering and deeper understanding of these techniques. In the light of analysis of the research study it was found that trainees of the workshop gained enough knowledge about concept, roles, global trends in 21st century, principles and main factors of teaching profession. In the light of findings of the study it was concluded that workshop was effective and healthy practice for the participants in the perspectives of teaching profession. It was also concluded that teachers had developed a strong awareness about their roles and commitment to adopting a very positive teaching profession.  In the light of findings of the study it was recommended that such types of training work shop should be compulsory for every faculty member.

scholarly journals IMPLEMENTATION OF AQIDAH AKHLAK LEARNING USING THE CONTEXTUAL LEARNING MODEL IN MA AN-NUR MALANGBONG GARUT DISTRICT

2020 ◽  
Vol 9 (2) ◽  
pp. 48-60
Author(s):  
Lalan Jaelani
Keyword(s):  
Learning Community ◽  
Time Management ◽  
Teaching And Learning ◽  
Contextual Learning ◽  
Individual Student ◽  
Learning Design ◽  
Learning Approaches ◽  
Contextual Approach ◽  
Advantages And Disadvantages ◽  
Inhibiting Factors

Aqidah learning morality that there is prioritizing cognitive aspects, both concerning the divinity and humanity that want to be instilled and developed into students themselves. The purpose of this study is to find out and analyze; (1) Aqidah moral learning design using a contextual approach, (2) implementation of Aqidah morality learning (3) evaluating Aqidah morality learning using a contextual learning approach, (4) supporting and inhibiting factors, (5) advantages and disadvantages and (6) the effectiveness of contextual learning approaches in the subjects of Aqidah Morals to shape the Islamic character of students. Using descriptive qualitative methods with the type of analytic descriptive research. The data collection tool was obtained using: observation, interview, and study documentation. The data analysis procedures performed are data reduction, data presentation, drawing conclusions or verification. The results of this study show that the design of contextual learning in the subjects of Aqidah Akhlak uses the components of the Contextual Teaching and Learning (CTL) stages, namely constructivism (constructivism), finding (inquiry), asking (questioning), learning community (learning community), modelling (modelling), reflection (reflection), and actual assessment (authentic assessment). The implementation of Aqidah Akhlak learning by using a contextual approach in MA An-Nur Malangbong is following the learning design. While the inhibiting factors include: difficulty analyzing individual student differences, not all are suitable for using a contextual approach, as well as difficulties in conducting evaluation and time management that requires a lot of time. Meanwhile, the contextual approach to the subjects of Aqidah Akhlak carried out at MA An-Nur Malangbong for the formation of Islamic character in students can be said to be very effective. This can be seen from the increase in their learning outcomes for the five Islamic characters analyzed, namely honesty, discipline, responsibility, cooperation and courtesy, experiencing an average increase from 2.44 to 3.3.

PENGEMBANGAN BAHAN AJAR PROBLEM BASED LEARNING KEMAMPUAN PEMECAHAN MASALAH MATERI SPLTV

2019 ◽  
Vol 3 (1) ◽  
pp. 70-80
Author(s):  
Sri Ayu Harani Tanjung ◽  
Yuli Amalia
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Student Response ◽  
Design Development ◽  
Research Subjects ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Ability Tests ◽  
Analysis Design

Bahan ajar dikembangkan berdasarkan karakteristik siswa, sehingga kompetensi yang ditetapkan dapat dicapai. Secara umum kemampuan pemecahan masalah siswa masih sangat rendah, siswa belum bisa memahami soal, sehingga terkendala dalam menentukan model penyelesaian soal matematika. Penelitian ini bertujuan untuk mendeskripsikan kevalidan, keefektifan, dan respon siswa terhadap bahan ajar berbasis Problem Based Learning berkemampuan pemecahan masalah yang dikembangkan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE yaitu Analysis, Design, Development, Implementation, dan Evaluation. Subjek Penelitan dalam penelitian ini adalah siswa SMA Negeri 1 Meureubo kelas X Mia2 sebanyak 23 siswa. Instrumen penelitian berupa lembar validasi, angket respon siswa, dan tes. Dari hasil uji coba, pada uji coba I dan II diperoleh bahan ajar berbasis Problem Based Learning yang dikembangkan efektif ditinjau dari 70% siswa yang mengikuti tes kemampuan pemecahan masalah memperoleh nilai minimal 75 dan tercapainya ketuntasan belajar tes kemampuan pemecahan masalah  75% dan respon positif siswa terhadap bahan ajar berbasis Problem Based Learning untuk kemampuan pemecahan masalah yang dikembangkan. Teaching materials are developed based on the characteristics of students, so that the specified competencies can be achieved. In general, students' problem solving abilities are still very low, students have not been able to understand the problem, so it is constrained in determining the mathematical problem solving model. This study aims to describe the validity, effectiveness, and response of students to Problem Based Learning-based teaching materials that are problem-solving skills developed. This research is a development research using ADDIE models namely Analysis, Design, Development, Implementation, and Evaluation. The research subjects in this study were 23 students of Meureubo High School 1 in class Mia2 as many as 23 students. The research instruments were validation sheets, student response questionnaires, and tests. From the results of the trials, in the first and second trials obtained teaching materials based on Problem Based Learning that were developed effectively in terms of 70% of students taking the test of problem solving skills obtained a minimum score of 75 and achievement of learning completeness 75% problem solving ability tests and positive responses for Problem Based Learning based teaching materials for problem solving abilities developed.

A Survey on Crypto-Steganographic Schemes and A Use Case in Healthcare System

2019 ◽  
Vol 1 (2) ◽  
pp. 25-33
Author(s):  
Mei Ling Phang ◽  
Swee Huay Heng
Keyword(s):  
Social Networking ◽  
Information Sharing ◽  
Healthcare System ◽  
Double Layer ◽  
21St Century ◽  
Electronic Devices ◽  
Third Party ◽  
Use Case ◽  
Comparison Analysis ◽  
Information Assets

Information sharing has become prevalent due to the expansion of social networking in this 21st century. However, electronic devices are vulnerable to various kinds of attacks. Information might be disclosed, modified and accessed by an unauthorised third party which consequently leads to the breach of confidentiality, integrity and availability of the information. Therefore, it is of utmost importance to employ the technology of cryptography and steganography to protect information assets. Cryptography and steganography have weaknesses when they are working alone. Therefore, crypto-steganography, the combination of cryptography and steganography are introduced to overcome the weaknesses in order to provide a double layer of security and protection. This paper provides a general overview of steganography and cryptography as well as a comparison analysis of different crypto-steganographic schemes. A secure crypto-steganographic system for healthcare is then developed with the implementation and integration of the secure crypto-steganographic scheme proposed by Juneja and Sandhu. This healthcare system enables users to store and deliver message in a more secure way while achieving the main goals of both cryptography and steganography.

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