scholarly journals Transactional Analysis And Education - Living with Current Complexity

2020 ◽  
Vol 11 (2) ◽  
pp. 25-34
Author(s):  
Cesare Fregola
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Social Economic ◽  
Educational Context ◽  
Transactional Analysis ◽  
Technological Changes ◽  
Ethical Aspects ◽  
Personal Learning ◽  
Learning Relationships

A brief presentation of the OECD (2018) 21st Century Skills framework indicates that there are many possibilities for those involved in training, education, teaching and learning. A three-party contract model is reinterpreted in the light of the current complexities of social, economic, cultural and technological changes, and the way in which these are highlighting attention to borders and ethical aspects, allows us to hypothesise new synergies between various fields of TA application of psychotherapy, counselling, educational and organisational. Although this contribution focuses on research within the educational context, it demonstrates the possible implications for personal learning relationships within the complexity of our time.

Teaching and Learning 21st Century Skills for Life

2019 ◽  
pp. 365-378
Author(s):  
Joseph Ezale Cobbinah ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Global Economy ◽  
Teaching And Learning ◽  
Current Knowledge ◽  
Educational Institutions ◽  
Job Market ◽  
Education Delivery ◽  
The Way

The acquisition of 21st century skills through teaching and learning has become one of the greatest challenges facing education delivery in recent times. In the light of that, this chapter examines 21st century skills and how students could acquire these skills to become well integrated in the current knowledge and global economy. Further, this chapter examines the need to prepare students to acquire 21st century skills and competencies, so that they become relevant and well equipped for the current job market. Digital literacy and its importance to students are also explored as part of the relevant 21st century skills. This could be done through comprehensive restructuring of many schools' curriculum and modification of the way teachers teach and how students are assessed in educational institutions.

A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

scholarly journals Using infographics as a technology-based tool to develop 21st century skills in an ESL context

10.32698/0242 ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Fetylyana Nor Pazilah ◽  
Harwati Hashim
Keyword(s):  
21St Century ◽  
Teaching Strategies ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Digital Natives ◽  
Vital Role ◽  
Visual Aids ◽  
Online Application ◽  
Daily Lives ◽  
Use Of Technology

Technology is advancing every day and there is no stopping to it. It plays a vital role in our daily lives which includes in education field. The use of technology is massively implemented in classrooms as teaching strategies. Old teaching strategies such as visual aids are often improvised to match with the students’ interest. Teachers would usually find it difficult to teach students who are digital natives and demand a much more familiar and casual learning environment. It is also significant for teachers to equip the students with all 21st century skills in an ESL classroom. The students would prefer if the teachers could teach using any technological tools.  Infographics is one of the visual aids that integrates the use of technology. Online application such as Easel.ly can be used to strengthen teaching and learning sessions. Hence, this paper reviewed on the effectiveness of using infographics in developing 21st century skills in an ESL context.

scholarly journals 4P-2E Model: Teaching and Learning Process Through ICT Integration for Private Islamic Schools in Thailand

2021 ◽  
Vol 16 (4) ◽  
pp. 71
Author(s):  
Sariya Binsaleh ◽  
Muazzan Binsaleh
Keyword(s):  
Information Technology ◽  
Private Schools ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Ict Integration ◽  
Joint Research ◽  
Innovative Teaching

The research “teaching and learning process by integrating information and communication technology for Islamic private schools in the three southernmost provinces of Thailand in the 21st Century" aimed to determine the integration of information technology for the design and development of innovative forms of teaching in line with the current situation of Islamic private schools in the three southern border provinces. The research scope focused on the development process for teachers to develop innovative forms of teaching to enable learners with lifelong learning skills. Teachers also were able to apply ICT in designing and developing innovative models for teaching to meet the 21st century skills. The participation and action research methods were used by allowing teachers to play a researcher’s role in conducting joint research with the team.  Project-based learning instruction method with ICT integrated was used. The results of this research is the innovative model of teaching that integrated information technology to provide students with the 21st century skills which is the 4P-2E model.  The impacts of this research to learners are: (1) Learners are creative, they enjoy the project-based learning and the integration of ICT in learning. (2) Learners are able to extend their own knowledge and are equipped with the 21st century skills and (3) Learning achievement of learners has improved significantly.   Keywords: 4P-2E Model, Teaching and learning process, ICT integration, Innovative teaching and learning, Project-based learning

scholarly journals Orkestra Tong Sampah Pembelajaran: Hubungan Simbiotik Fungsional antara Ajaran Islam dengan Kegiatan Pembelajaran

2019 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Anwar Sholihin
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Role Model ◽  
Learning Activities ◽  
Islamic Education ◽  
Educational Support ◽  
Leadership And Management ◽  
Core Subjects ◽  
Work And Life

To be "educated" today requires mastery of core subjects, 21st century themes, and 21st century skills. To help students achieve skills in 21st century skills, teachers and administrators need an educational support system that strengthens their teaching capacity, leadership and management and both students and educators need a conducive learning environment for satisfying results. In implementing the teaching and learning of Islamic education, Islamic education teachers are seen in the community as the best example or role model that forms people who are moral and pious. This study aims to identify and explain the functional symbiotic relationship between Islamic teachings and learning activities. The conclusions of this paper are the elements described in this section as "21st century student results" (represented by pelangi) are the skills, knowledge, and skills students must master to succeed in work and life in the 21st century. While in Islam the Prophet Muhammad is a person who teaches: 1) by example and example with the principle of "Talkless, Do More", 2) a person who constantly learns. 3) teaching with stories to learn from, 4) teaching with dialogue, practicing thinking and analyzing, 5) teaching with portrayals. If one does not run, the orchestra of the learning trash can is running

scholarly journals 21st Century Skills in Higher Education: Teaching and Learning at Ifugao State University, Philippines

2020 ◽  
Vol 10 (2) ◽  
pp. 72-81
Author(s):  
Nancy Ann Pawid Gonzales
Keyword(s):  
Information Technology ◽  
21St Century ◽  
Significant Relationship ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Faculty Members ◽  
Use Of Technology ◽  
Significant Difference ◽  
Global Connections

The study ascertained the profile of students and faculty members and the level of their critical thinking, collaboration, communication, creativity and innovation, self-direction, global connections, local connections skills, and use of technology as a tool for learning. It also determined the significant difference among the 21st century skills and the dimensions, profile and the respondents. It also determined if a significant relationship exists between the levels of the 21st century skills among students, faculty members, and administrators. Survey through a questionnaire was used to gather data. Stratified sampling technique was applied in determining the 539 students, 125 faculty members, and 35 administrator respondents in the study. Frequency count and percentage were employed to find out the profile of students, faculty members and administrators. Mean rating was used to determine their level of 21st century skills. Results revealed that most of the student respondents are females, enrolled in the education, information technology and agricultural technology programs. Majority of the faculty members and administrators are females, in their middle adulthood stage and taught for more than six years. Results further indicated that the students, faculty members and administrators had a very good level of 21st century skills. Significant differences were noted between the 21st century skills of students by courses/programs and campuses. Significant differences were also recognized among faculty members between their 21st century skills and age. There is no significant relationship between the level of 21st century skills of students, faculty members, and administrators. The findings imply that there is a need to adopt more programs and activities in order to improve the 21st century skills among the students and faculty members. This can be done by upgrading the information technology systems of the University. Strengthening and reactivating global and local connections is also deemed necessary. These can be realized by increasing student and faculty mobility, use of blended learning approach in both the graduate and undergraduate levels, international partnerships, and reaching out to the local communities through projects among others.

Ancient Thinking and Modern Challenges

2015 ◽  
pp. 1-20
Author(s):  
Frank G. Giuseffi
Keyword(s):  
Critical Thinking ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Historical Analysis ◽  
Socratic Method ◽  
Educational Objective ◽  
Learning Challenges ◽  
Current Thinking ◽  
Educational Agenda

The purpose of this chapter was fourfold: 1) to offer an overview of current thinking on the 21st Century skills educational agenda - its intentions and goals for the future, along with the eventual teaching and learning challenges; 2) to present an historical analysis and several working definitions of critical thinking – an educational objective within the 21st Century skills movement; 3) a brief, yet important description of the life of Socrates as a person and as a teacher- with specific emphasis on the use of his method, and 4) the history and influence the Socratic method has had on critical thinking and its hopeful entry into mainstream 21st Century educational discussion.

Chemistry Learning Through Designing Digital Games

2018 ◽  
pp. 3248-3259 ◽  
Author(s):  
Kamisah Osman ◽  
Ah-Nam Lay
Keyword(s):  
Sustainable Development ◽  
Problem Solving ◽  
Conceptual Framework ◽  
21St Century ◽  
Scientific Literacy ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Digital Games ◽  
Knowledge Innovation ◽  
Chemistry Learning

Students in the 21st century need to become proficient in both chemistry and the 21st century skills. Chemistry is often called the central science Indeed the knowledge of chemistry is the foundation for innovation, scientific literacy and most notably problem solving in connection with sustainable development. Apart from knowledge, innovation and problem solving in the 21st century requires a new range of skills known as 21st century skills. Unfortunately, chemistry is usually considered difficult. Moreover, there are fewer studies that focus simultaneously on enhancing conceptual understanding and developing the 21st century skills. Therefore, we initiated an innovation by designing a new module, known as MyKimDG, to support the acquisition of concepts and provide opportunities for them to apply the 21st century skills. The purpose of this article is to present conceptual framework of MyKimDG and demonstrate a brief lesson in MyKimDG to the teaching and learning of a specific chemistry unit.

Mobile devices in instruction, the options of iPad in pedagogical innovation

2017 ◽  
Vol 4 (2) ◽  
pp. 67-75
Author(s):  
Péter Antal Antal ◽  
El-Bialy A. Ragab
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Software ◽  
Social Issues ◽  
Interdisciplinary Approach ◽  
Digital Culture ◽  
Pedagogical Innovation ◽  
Challenge Based Learning ◽  
Wide Range

The presentation outlines Apple’s educational policy, focusing on the following aspects of innovation: - Development of 21st century skills; - Curriculum development based on the integration of a wide range of mobile infrastructure; - Informative assessment that supports continuous development of skills and abilities through ICT-supported methodologies; - Social and emotional connection within digital culture; - Creativity and innovation as integral aspects of educational development; - 24/7 access to educational resources; The presentation will illustrate the educational model realised with the help of Apple technol-ogy, Challenge Based Learning (CBL) through an overview of results of the Apple Class-rooms of Tomorrow - Today, ACOT), an innovation project launched in 2008 and realised in hundreds of secondary schools worldwide. This model uses a learning environment based on mobile computing, just-in-time learning, self-authored textbooks by teachers produced through the iBooks Author software and projects by students planned and executed with the help of educational software applications designed for iPads. The presentation will show CBL adapted for the iPad experiment in Eger: - creation of an ACOT environment complete with 1:1 accessibility to iPads by teachers and students, collaborative tools and 7/24 accessibility to learning content; - tasks selected to foster strategic thinking; - social issues integrated in the curriculum through local and global case studies; - interdisciplinary approach to arts and science subjects; - development of 21st Century skills; - extensive use of Web 2.0 technologies for teaching and learning; - continuous documentation of the teaching and learning process through developing dis-cipline-based and interdisciplinary knowledge building communities.

scholarly journals Pembelajaran Sifat-Sifat Grafik Fungsi Eksponen dan Logaritma dengan Software Geogebra

2020 ◽  
Vol 7 (2) ◽  
pp. 70-79
Author(s):  
Rizka Azizatul Latifah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
21St Century ◽  
Mathematics Teaching ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Graph Analysis ◽  
Logarithmic Function ◽  
Mathematics Teaching And Learning ◽  
The Way

Mathematics teaching and learning is expected to raise 21st century skills called the 4C’s (critical thinking and problem solving, communication, collaboration, and creative and innovative). One of the activities to reach the mentioned skills is doing graph analysis. The characteristics of graph of exponential and logarithmic function is one of topics in which an analysis is needed. To analysis a graph, students need a right media. Geogebra is software that visualizes mathematics object including graphic function. This paper discusses the way how teach characteristics of graphs of exponential and logarithmic function using Geogebra.

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