Journal for Researching Education Practice and Theory

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https://bspace.buid.ac.ae/handle/1234/1364
The Journal is run by the Faculty of Education, The British University in Dubai (BUiD). JREPT provides opportunities for education faculty, research students in education and those interested in the practice, theory and policies in education to share and debate new knowledge, innovative ideas and practices.

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Browsing Journal for Researching Education Practice and Theory by Subject "21st century"

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    Managing Pedagogical Efficiency Through TPACK Framework in Digital Learning
    (The British University in Dubai (BUiD), 2022-12) Arafat, Mudassir
    Modern-day twenty-first-century education is now being constructed around the pillars of a framework that supports and dwells on Information and Communication Technology in the learning process. Nowadays, teachers are supposed to develop a pedagogical approach that integrates and blends with technology in learning. An appropriate structure of educational practice can motivate students' critical design, creativity as well as thinking skills. As seen in recent times the global Pandemic Covid-19 forced almost all learning institutions and the learning process to make extensive use of digital media, digital channels, online or virtual learning teleconferencing, mobile cellular technology, and any digital learning resource that could aid the outside the classroom form of learning. There are numerous digital learning applications in the form of computers or mobile devices that can be utilized for teaching and learning. Digital Learning primarily was designed to make learning easy & interactive but needs digital tools to exercise it. However, it is often seen many digital learning tools are way complex and need special training, hence making the teacher find it more complicated and often adapt to not practice it in their pedagogical approach. TPACK is a framework that highlights the labyrinth involved with the adoption of a particular digital learning tool and its use between the three basic components of knowledge (technology, pedagogy, and content). This particular article takes a deeper dive into the TPACK framework and how essential it is to integrate technology into education with ease. This article further helps in understanding how knowledge transfer works in a pedagogy. The article concludes with the variety of scientific works of literature reviewed. This article can hence acknowledge that to validate ICT in education TPAK framework is an important tool. It further helps in analyzing how teachers consider their knowledge zones crosses &limits to effectively teach and engage students with technology.
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    Managing the Preparation of the 21st Century Competence Accredited Teachers
    (The British University in Dubai (BUiD), 2022-12) Kabir, Md. Rasel; Miah, A.S.M. Shamim
    The information technology revolution, which resulted in a paradigm shift, ushered in the twenty-first century, with technological advancements directing employers' attention to abilities such as creativity, critical thinking, problem-solving, communication, and collaboration, which quickly transformed education systems around the world, including Bangladesh. This development necessitated a greater focus on curriculum, textbooks, platforms and resources, which began to reflect content that would empower learners with 21st-century skills, but not on teachers who are from the twentieth century. Hence, some questions arise, which are the research questions of this study as well as to how can teachers with 20th century competencies teach 21st century students to acquire 21st-century skills? Shouldn't they be familiarized, acculturated, and informed of the appropriate teaching and assessment methods? This study was designed to compile and analyze diachronic and sampling quantitative and qualitative data from three instruments administered across five universities in Bangladesh over a six-month period. The data was then examined utilizing interpretive research findings, which revealed specific reasons favoring the incorporation of the 21st century skills in teacher education. The study's findings backed up the idea that curriculum change, teacher training, and collaboration are the only options for successfully empowering teachers to impart 21st-century skills required for teaching and learning.