Smart social networking: 21st Century teaching and learning skills

Boholano, Helen B.

doi:10.17810/2015.45

Cited by 243 publications

(215 citation statements)

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“…Therefore, it would be beneficial to look at the aspect of courses on 21 st CLS given by the Ministry of Education. The teachers' perception about the importance of IT in 21 st CLS is in tandem with the claim made by Boholano (2017) that the constructs of 21 st CLS could be promoted with a heavy emphasis on IT use. Table 9 displays the responses of the teachers towards the statements pertaining to the courses by MMOE on 21 st CLS.…”

Section: Use Of Information Technology (It)mentioning

confidence: 78%

Teachers' perspective of 21st century learning skills in Malaysian ESL classrooms

Muhamad¹,

Seng²

2019

Int. j. adv. appl. sci.

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The introduction of 21 st century learning skills in the Malaysian education system requires the teachers to learn and adapt new knowledge. The success of the implementation of the new skills depends on the teachers' views and willingness to accommodate them into their practices. Thus, this research seeks to examine teachers' perspectives on 21 st century learning skills in English as a second language classrooms. 291 English language teachers in Malaysia were surveyed using a questionnaire designed to elicit teachers' responses on various aspects related to 21 st century learning skills. The results of the study highlighted important insights on aspects such as teachers' knowledge, perceived use, benefits and challenges of 21 st century learning in Malaysian ESL classrooms. The findings indicate the need for further exposure to 21 st century learning construct so the implementation would be more effective.Keywords: 21 st century learning skills ESL English language teaching and learning

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Section: Use Of Information Technology (It)mentioning

confidence: 78%

Teachers' perspective of 21st century learning skills in Malaysian ESL classrooms

Muhamad¹,

Seng²

2019

Int. j. adv. appl. sci.

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“…Penelitian sebelumnya telah banyak dilakukan mengenai peningkatan HOTS siswa dengan berbagai strategi pembelajaran dan model pembelajaran (Husamah, Fatmawati, & Setyawan, 2018;Saputri, Sajidan, Rinanto, Afandi, & Prasetyanti, 2018;Sung, Hwang, & Chen, 2019;Teimourtash & YazdaniMoghaddam, 2017). Selain itu juga telah banyak dilakukan upaya peningkatan HOTS siswa dengan mengembangkan berbagai media dan bahan ajar (Boholano, 2017;DeSchryver, 2017). Hal yang belum banyak dilakukan adalah pengembangan sebuah lembar kerja yang berbasis HOTS dan fokus pada salah satu masalah lingkungan saja seperti pencemaran udara.…”

Section: Pendahuluanunclassified

Environmental learning student’s worksheet of air pollution (eswopol): inovasi lembar kerja siswa berbasis hots-aep

et al. 2020

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Environmental problems need to be solved by students' HOTS abilities. This research aimed to develop environmental learning student's worksheet of air pollution (eswopol) based on Higher Order Thinking Skills Assessment based on Environmental Problems (HOTS-AEP). The research method used research and development that modified from Borg and Gall model. The study was conducted in December 2019 until January 2020. The research instrument used the interview transcript and validation questionnaire. The research data obtained in the form of an average score of validation results. The data analysis technique used is descriptive. The results showed that the environmental learning student's worksheet of air pollution (eswopol) based on HOTS-AEP was declared valid with an average validation score of 3.55 (very valid category). The conclusion of this research is eswopol based on HOTS-AEP is appropriate for use in a learning environment.Permasalahan lingkungan perlu dipecahkan dengan kemampuan HOTS siswa. Penelitian ini bertujuan untuk mengembangkan environmental learning student's worksheet of air pollution (eswopol) berbasis Higher Order Thinking Skills Assessment based on Environmental Problem (HOTS-AEP). Metode penelitian yang digunakan, yaitu penelitian dan pengembangan yang mengadaptasi model Borg and Gall. Penelitian dilaksanakan Desember 2019 s.d Januari 2020. Instrumen penelitian yang digunakan, yaitu transkrip wawancara dan angket validasi. Data penelitian yang diperoleh berupa skor rata-rata hasil validasi. Teknik analisis data yang digunakan berupa deskriptif. Hasil penelitian menunjukan bahwa environmental learning student's worksheet of air pollution (eswopol) berbasis HOTS-AEP dinyatakan valid dengan skor rata-rata validasi 3.55 (kategori sangat valid). Simpulan penelitian ini yaitu eswopol berbasis HOTS-AEP layak digunakan dalam pembelajaran lingkungan.

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“…One of the issues in smart learning in school education is that current educational methods and content do not fit well with new generation skills such as information and ICT literacy (Engen et al 2014). Related to this problem, Boholano (2017) suggested one of the solutions would be developing a better preservice teachers' training, because they will help make a bridge between student's ICT literacy needs and the education system in the future. Hsu and Kuan (2013) mentioned that "…technology integration is influenced by many factors related to the teacher and the school environment" (p. 25).…”

Section: Literature Reviewmentioning

confidence: 99%

Elementary teachers’ beliefs and perspectives related to smart learning in South Korea

Lee

2019

Smart Learn. Environ.

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This study focused on elementary teachers' perceptions of smart learning issues to suggest a better future teachers' training program to support student's smart learning in classrooms. Rapidly developing technology changes every aspect of our life. In order for twenty-first century learners to prepare for this technologically ever advancing world, teachers also should make any necessary adaptations to the changes. The use of smart devices and social networking systems is becoming more common in classrooms throughout the country. Thus, it is necessary for public schools to make appropriate changes in aspects of their technology infrastructures and instructional methods and resources for smart learning. To this end, teacher competencies are regarded as a critical factor in the successful implementation of smart learning. Smart learning is not just learning with smart devices but the learning that smart technology can afford. Prior studies have indicated that teachers' positive perceptions and knowledge of technology are associated with the successful implementation of computer-based learning. Building upon the previous research, this study investigated to what extent teachers' educational beliefs as well as teachers' positive perception, and knowledge of technology are associated with teachers' perception on smart learning. For this study, a total of 438 elementary teachers in South Korea participated in the survey on smart learning related questions including teachers' educational beliefs, technology support system in their schools, teachers' efficacy of technology-based teaching & learning, teachers' perspective on computer-based learning and perspective on smart learning. First, the result showed that the correlations between the all measured variables were statistically significant. Then, a path analysis model of teachers' perception on smart learning was constructed, and its statistical validity was confirmed. The path model revealed that teachers' educational beliefs directly influence teachers' ICT-related knowledge and usage in the classroom. In addition, teacher's education beliefs also directly influence teachers' perception on computer-based learning and smart learning. This indicates that the smart learning shares student-centered learning beliefs. Moreover, teacher's perception on smart learning is influenced by their perception on computer-based learning, and this was in turn affected by the degree of teachers' knowledge and usage of technology. In other words, teachers who have more students-centered learning beliefs and a higher level of ICT-related knowledge and usage seemed to have a more positive view on smart learning. Also, the more technology support system school provided, the more positive perspective the teachers have on smart learning. The results of this study have implications for both pre-service and in-service teacher professional development. The

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Smart social networking: 21st Century teaching and learning skills

Cited by 243 publications

References 0 publications

Teachers' perspective of 21st century learning skills in Malaysian ESL classrooms

Teachers' perspective of 21st century learning skills in Malaysian ESL classrooms

Environmental learning student’s worksheet of air pollution (eswopol): inovasi lembar kerja siswa berbasis hots-aep

Elementary teachers’ beliefs and perspectives related to smart learning in South Korea

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