Digital Technologies and Emerging Educational Objectives: The Need for Transformational Changes in Teacher Education and Training

Abstract

The institutionalisation of information technology in human society has necessitated the emergence of new educational goals and objectives. This study identifi es the emerging educational goal and objectives of the twenty-fi rst century and examines the challenging role of higher education in the information age. This article introduces four models that can guide and fast-track the integration of new knowledge domains in the curriculum structure and the development of new instructional and pedagogical designs in higher education to facilitate the attainment of the educational goal and objectives of the twenty-fi rst century. The article also introduces a structural model of providing the foundation needed for higher education in the twenty-fi rst century in the present information and technology-driven world of globalisation. Based on existing studies, this article considers the role of teacher education as being critical in addressing the various challenges associated with the transformational changes needed for higher education in the twenty-fi rst century.

Teacher Training for Educational Change: The View of International Experts

“…The role of teacher educators is also crucial to building a solid knowledge base and developing 21st-century skills in teachers (Garba & Yusuf, 2016). Teacher educators who use ICTs in innovative ways (Drent & Meelissen, 2008) maintain contacts with educators and ICT experts, observe and experience the benefits of ICTs, use a learner-oriented pedagogical approach, and have a level of digital competence commensurate 4 / 20 with their pedagogical expertise.…”

The Use of the ASSIM Model for Technology Integration in Instructional Delivery by Faculty Members and Pre-Service Teachers

“…Learners are now actively involved in the process of building knowledge, whereas teachers mentor and facilitate the process of construing knowledge by learners [13]. Instructional objectives are now directed toward the development of skills for life-long learning and knowledge construction for problem solving and decision-making in a global economy [14]. New pedagogical designs to meet the demand of the twenty-first century learner and the twenty-first century teaching-learning environment are now fast emerging, and the process of instructional delivery is taking a new dimension [15,16].…”