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21st Century Learning: Are We on The Right Track? (REFERENCES (Mishra, P.…
21st Century Learning: Are We on The Right Track?
DISCUSSION
To determine the misconception of 21st century learning
To determine the 21st century skills needed in Malaysian classroom context
To define the 21st century teaching
Suggestion to improve our national curriculum in line to the current needs of 21st century learning
BACKGROUND STUDY / INTRODUCTION
21st century learning has been cited Buletin Anjakan Transformasi Pendidikan Malaysia bil 4/2015 and teacher should possess 4Cs skills.
It is always desired by the KPM that teachers should be innovative and stretchable while applying new techniques that deals with 21st century learning.
Globalization, economic necessity, and the standard of morality turpitude compound the importance for students to develop the skills and knowledge they need for success in 21st century.
As a part of 2020 aspirations, Malaysia is geared to the critical force to shape its society to a developed nation
The usage of ICT in Malaysia has increased tremendously over the year and it is no longer a challenge for teachers to incorporate it into classroom teaching.
REFERENCES
Mishra, P. & Metha, R. 2017. What we educators get wrong about 21st -Century Learning:
Results of Survey, Journal of Digital Learning in Teacher Education
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Saavedra, A.R. & Opfer, V.D. 2012. Learning 21st-century skills requires 21st -century teaching.
Phi Delta Kappan
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(2): 8-13
S. A. Garba, Y. Byabazaire & A. H. Busthami. 2015. Toward the Use of 21st Century Teaching - Learning Approaches: The Trend of Development in Malaysian Schools within the Context of Asia Pacific.
International Journal of Emerging Technologies in Learning.
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(4): 72-79.
Kereluik,K., Mishra, P., Fanhoe, C., & Terry , L., (2013). What knowledge is the most worth:Teacher knowledge for 21st century learning.
Journal of Digital Learning in Teacher Education.
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(24): 127-140
Lemley, B.J, Schumacher, G. & Vesey, W. 2014. What learning environments best address 21st century students' perceived needs at the secondary level of instruction?
NASSP Bulletin
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(2): 101-125
Rusdin, N. M. 2018. Teacher's Readiness in Implementing 21st Century Learning.
International Journal of Academic Research in Business and Social Sciences.
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(4) : 1293 - 1306
Silva, E. 2009. Measuring Skills for 21st-Century Learning.
Phi Delta Kappan.
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(9): 630–634.
Kim, S., Raza, M. & Seidman, E. 2019. Improving 21st century teaching skills: The key to effective 21st century learners.
Research in Comparative and International Education.
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(1): 99-117
Yusuf Hashim and Razmah Man. 2006. Teknologi Instruksional : teori dan amalan . Tanjung Malim
Yusuf Hashim and Yusri Yusof . 2014. An assessment/investigation on Malaysian school heads' Technology leadership inclinations and activities, Technology Enhanced Global Classroom Environment, Bandung Universiti Riau press : pp. 41-50
RESEARCH QUESTIONS
What is 21st century learning?
21st century learning is an education that serves to provide holistic education for students as a preparation for the changes and the challenges in new millennium
What are the common misconception of 21st Century learning in ESL classroom in Malaysian classroom?
Educators prioritize certain knowledge to be taught in the classroom and considered certain knowledge as least important. 2. A must in the use of ICT in teaching and learning in 21st century classroom
How should 21st century learning be implemented in the ESL classroom?
Preparation of certain model that accomodates the 21st century learning
What are the skills needed in 21st century learning? 4Cs - Communication, collaboration, critical thinking and creative.
SIGNIFICANCE OF STUDY :
To help educators to find the best lessons on how students learn 21st century skills.
To give awareness of equal importance of the 3 broad knowledge (foundational, meta and humanistic) in 21st century learning
To provide a platform for the policy-makers to further improve our national curriculum and education system.
PROBLEM STATEMENTS :
The misconception of 21st century learning in Malaysian classroom context.
The setbacks of implementing 21st century learning in classroom (small to large classroom)
The challenges that restricted the 21st century learning in urban, rural and indigenous area.
LITERATURE REVIEW
Hirch and Hoke point out that teacher's qualification will eventually determine students' performance in class
Based on OECD report on TALIS (2009), students are incapable to develop creativity and solve problems. It is due to teachers are still using an outdated, transmission model of education to impart knowledge.
Franklin (2011) explains that regardless of the level of technology in the environment, learning should not be passive; learning and retention occur at higher levels when students are actively involved in the process.
The education industry is expected to train young learners into becoming competent citizens capable of making useful contribution in their respective capabilities toward the attainment of becoming a knowledge-based society in the information age (Garba et al, 2015)
Infrastrcture development differs from place to place, making the integration of ICT in classrom a challenge for the teachers and students (Garba et al, 2015)
The approach in the 21st century teaching and learning should equalized the impart of the three categories of knowledge: foundational, meta and humanistic however the educators' beliefs and aquisition of the appproach tend to prioritize the knowledge imparted in that classroom. (Kereluik et al, 2013)
Kim et al (2019) conclude that in order to produce 21st century learners, we must focus on upskilling and expand teachers' capabilities and re-conceptualize how we train teachers.
Malaysia changed from 19th century audio-visual era to ICT era in the late 2000s whether it is a method or synthesis outcome (Yusup & Razmah,
2006;Yusup & Abd Latif, 2010)
PURPOSE
To examine the effectiveness of 21st century learning in Malaysian ESL classroom
CONCLUSION
Education system needs to be revisited and refined to prepare for the new wave of globalisation