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Journal ArticleDOI

Challenges to learning and schooling in the digital networked world of the 21st century

TL;DR: This article elaborates on the competencies that are needed to be able to live in and contribute to the authors' current (and future) society, giving special attention to digital literacy as one of the core competencies for the 21st century.
Abstract: This article elaborates on the competencies, often referred to as 21st century competencies, that are needed to be able to live in and contribute to our current (and future) society. We begin by describing, analysing and reflecting on international frameworks describing 21st century competencies, giving special attention to digital literacy as one of the core competencies for the 21st century. This is followed by an analysis of the learning approaches that are considered appropriate for acquiring 21st century competencies, and the specific role of technology in these learning processes. Despite some consensus about what 21st century competencies are and how they can be acquired, results from international studies indicate that teaching strategies for 21st century competencies are often not well implemented in actual educational practice. The reasons for this include a lack of integration of 21st century competencies in curriculum and assessment, insufficient preparation of teachers and the absence of any systematic attention for strategies to adopt at scale innovative teaching and learning practices. The article concludes with a range of specific recommendations for the implementation of 21st century competencies.
Citations
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Journal ArticleDOI
TL;DR: The main objectives of this study were to provide a framework of 21st-century digital skills with conceptual dimensions and key operational components aimed at the knowledge worker, and to identify seven core skills and five contextual skills.

801 citations

Journal ArticleDOI
TL;DR: The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.
Abstract: The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.

586 citations


Cites background from "Challenges to learning and schoolin..."

  • ...…Jalil and Man (Almaiah et al. 2016a) Localization of content Lack of Customization/Adaptability of course content according to students requirements Voogt et al. (2013), Lester and Perini (2010), Kwofie and Henten (2011), Ozudogru and Hismanoglu (2016), Almaiah and Almulhem (2018), Mtebe and…...

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  • ...…(2019) Almaiah and Man (2016) Course content Lack of relevance, accuracy of course content and misalignment of course content with learners’ need Voogt et al. (2013), Lester and Perini (2010), Kwofie and Henten (2011), Ozudogru and Hismanoglu (2016), Almaiah and Almulhem (2018), Mtebe and…...

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Journal ArticleDOI
TL;DR: This article further elaborate on what Computational Thinking is and present examples of what needs to be taught and how, and positions Computational thinking in Papert’s work with LOGO.
Abstract: Computational Thinking is considered a universal competence, which should be added to every child's analytical ability as a vital ingredient of their school learning. In this article we further elaborate on what Computational Thinking is and present examples of what needs to be taught and how. First we position Computational Thinking in Papert's work with LOGO. We then discuss challenges in defining Computational Thinking and discuss the core and peripheral aspects of a definition. After that we offer examples of how Computational Thinking can be addressed in both formal and informal educational settings. In the conclusion and discussion section an agenda for research and practice is presented.

380 citations


Cites background or methods from "Challenges to learning and schoolin..."

  • ...An important issue in integrating computational thinking in the curriculum is delineating its boundaries with other disciplines and the other 21st century competences (Voogt et al. 2013)....

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  • ...At the EDUsummIT 2013, we aimed to advance this discussion by focusing on the core components of computational thinking, its relation with and distinction from other 21st century competences (Voogt et al. 2013), and its place in the curriculum....

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Journal ArticleDOI
TL;DR: In this paper, the authors investigated how students' self-perceived 21st century skills relate to the self- perceived fit between their higher education curriculum and their future labor market for a sustainable entry to this labor market.
Abstract: This study contributes to the employability skills debate by investigating how students’ self-perceived 21st century skills relate to the self-perceived fit between their higher education curriculum and their future labor market for a sustainable entry to this labor market. Survey data from 4670 fourth-year students over a period of four years were analyzed. Furthermore, out of this group, 83 students were monitored longitudinally over their full educational student careers. Results showed a positive relationship between students’ self-perceived 21st century skills and their self-perceived “education-future labor market fit”. Among more recent cohorts, a significant improvement in their self-perceived 21st century skills was found. Overall, this study indicated that in order to deliver “employable” graduates, students need to be thoroughly trained in 21st century skills, and their development should be retained and expanded. This is one of the few studies that uses a vast amount of both cross-sectional and longitudinal data on skills and labor market perspectives among new graduates.

286 citations


Cites background or methods from "Challenges to learning and schoolin..."

  • ...In line with Deming and Kahn [27], and building upon the 2030 agenda for sustainable development [20] to ensure quality education, it can be assumed that over time universities have started to pay more attention to those social and cognitive skills that are deemed to be particularly important for the 21st century labor market [7]: collaboration, communication, problem-solving, and critical thinking....

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  • ...[7], we perf rmed Confirmatory Factor A alysis (CFA) with SEM to test the psychometric qualities of the latent variables itself, and the path between these two distinguished latent variables....

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  • ...[7], we performed Confirmatory Factor Analysis (CFA) with SEM to test the psychometric qualities of the latent variables itself, and the path between these two distinguished latent variables....

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  • ...These frameworks show consensus that, in order to live, contribute to, and survive in the present society, collaboration, communication, problem solving, critical thinking, digital literacy, citizenship, creativity, and productivity are vital [7]....

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  • ..., collaboration, communication, problem-solving, and critical thinking) [7]—by investigating how the 21st century skills affect students’ perceived education-future labor market fit (Fit Hypothesis 1); how the acquired skills levels across four cohorts of students having attended higher educational programs have developed over time (Change Hypothesis 2); and, finally, how students perceive these skills to have accumulated throughout their educational careers (Learning Hypothesis 3)....

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References
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Journal ArticleDOI
TL;DR: In this paper, the authors propose a conceptual framework for educational technology by building on Shulman's formulation of pedagogical content knowledge and extend it to the phenomenon of teachers integrating technology into their pedagogy.
Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

7,328 citations


"Challenges to learning and schoolin..." refers background in this paper

  • ...pdf Perlman, L. J. (1992). School’s out: Hyperlearning, the new technology, and the end of education....

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  • ...…Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge has received a significant level of research and scholarly attention (American Association of Colleges of Teacher Education, 2008; Mishra & Koehler, 2006; Voogt, Fisser, Pareja Roblin, Tondeur, & van Braak, 2013)....

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Book
22 Feb 1984
TL;DR: In this article, the authors discuss the role of the autonomous model in the development of adult literacy in the UK and the USA, and present a survey of the most popular literacy campaigns.
Abstract: Acknowledgements Prolegomenon Introduction Part I Literacy In Theory: 1 The 'autonomous' model: I literacy and rationality 2 The 'autonomous' model: II goody 3 Literacy and linguistics 4 The 'ideological model Part II Literacy In Theory And Practice: 5 'Maktab' literacy 6 'Commercial' literacy Part III Literacy In Practice: 7 Unesco and radical literacy campaigns 8 Adult literacy campaigns in the UK and the USA Bibliography Index

3,410 citations


"Challenges to learning and schoolin..." refers background in this paper

  • ...The background of this terminology goes back to the overall critique of traditional conception of literacy as the ability to read and write (Graff, 1991; Street, 1984)....

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Book
01 Jan 1998
TL;DR: Wertsch as mentioned in this paper argues that current approaches to social issues have been blinded by the narrow confines of increasing specialization in social sciences, and proposes a method of sociocultural analysis that connects the various perspectives of the social sciences in an integrated, non-reductive fashion.
Abstract: Contemporary social problems typically involve many complex, interrelated dimensions--psychological, cultural, and institutional, among others. But today, the social sciences have fragmented into isolated disciplines lacking a common language, and analyses of social problems have polarized into approaches that focus on an individual's mental functioning over social settings, or vice versa. In Mind as Action, James V. Wertsch argues that current approaches to social issues have been blinded by the narrow confines of increasing specialization in the social sciences. In response to this conceptual blindness, he proposes a method of sociocultural analysis that connects the various perspectives of the social sciences in an integrated, nonreductive fashion. Wertsch maintains that we can use mediated action, which he defines as the irreducible tension between active agents and cultural tools, as a productive method of explicating the complicated relationships between human action and its manifold cultural, institutional, and historical contexts. Drawing on the ideas of Lev Vygotsky, Mikhail Bakhtin, and Kenneth Burke, as well as research from various fields, this book traces the implications of mediated action for a sociocultural analysis of the mind, as well as for some of today's most pressing social issues. Wertsch's investigation of forms of mediated action such as stereotypes and historical narratives provide valuable new insights into issues such as the mastery, appropriation, and resistance of culture. By providing an analytic unit that has the possibility of operating at the crossroads of various disciplines, Mind as Action will be important reading for academics, students, and researchers in psychology, linguistics, cognitive science, sociology, literary analysis, and philosophy (http://books.google.com/books?id=73Vv7Y3vf14C&printsec=frontcover&hl=fr#v=onepage&q&f=false)

3,168 citations

Book
17 Nov 2014
TL;DR: The Cambridge Handbook of the Learning Sciences (Cambridge Handbooks in Psychology) (R. Keith Sawyer) on Amazon.com as discussed by the authors is one of the most widely used handbooks in psychology.
Abstract: THE CAMBRIDGE HANDBOOK OF THE LEARNING SCIENCES. ' Second, I will describe what is meant by the term "learning community," as a subcategory. The Cambridge Handbook of the Learning Sciences (Cambridge Handbooks in Psychology) (R. Keith Sawyer) on Amazon.com. *FREE* shipping on qualifying. of outstanding contributions to the advancement of the science and practice of Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences, pp. 253-274.

1,907 citations