Lifelong Learning: Not a 21st Century, but an Omnitemporal Skill

Dağgöl, Gökçe Dişlen

doi:10.26450/jshsr.207

Cited by 7 publications

(7 citation statements)

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“…Lifelong learning is also a focus as lecturers need not stop learning (Daggol, 2017;Devi et al, 2016;Garzón-Artacho et al, 2021;Sert & Boynueğri, 2017). Lecturers with terminal degrees are still researching and learning new things, whilst lecturers without terminal degrees are pursuing terminal degrees.…”

Section: Discussionmentioning

confidence: 99%

Professional Development in Technology Integration Among Teacher Educators in Ghana

Yusuf

Ansah

Ahmed

et al. 2022

Indonesian J. Educ. Res. Rev.

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In this digital era, education makes learners acquire the appropriate and relevant knowledge, attitude and skills that lead to understanding and functioning well in their digitally dominated environment. This research explored how exemplar lecturers developed competencies and skills in integrating technology for instruction. A qualitative hermeneutic phenomenology design was used for the study. In all, 20 lecturers (exemplars) out of 327 lecturers from a teacher education university in Ghana formed the sample and were interviewed by one of the researchers for ten weeks. Data were analysed using thematic coding, structural coding, pattern coding and focused coding in arriving at exemplars' experiences. The findings show that exemplars integrated ICTs such as Google Application for Educators (GAFE), Microsoft Office and Education tools, and other open-source software to make them stand out among their colleagues, as exemplars. Exemplars acquired their integration competencies through individual learning, colleagues, and online materials. The findings underscored the need for institutional facilities provision and support to deepen ICT integration in universities. Based on the results, recommendations, implications, and limitations are discussed.

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Section: Discussionmentioning

confidence: 99%

Professional Development in Technology Integration Among Teacher Educators in Ghana

Yusuf

Ansah

Ahmed

et al. 2022

Indonesian J. Educ. Res. Rev.

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“…The 21st century learning landscape requires the integration of technology into education (Purnawati et al, 2020;Permanasari, 2016;Daggol, 2017;Chania et al, 2020;Aulia et al, 2022;Septia et al, 2021). The rapid advancements in technology in the field of education pose a challenge for teachers to incorporate technology into their teaching methods.…”

Section: |mentioning

confidence: 99%

Development of Website-Based Worksheets on Flat 3D Shapes Topic

Erita,

Nelda,

Ningsih

2022

TBW

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The development of website-based worksheets represents an innovation to enhance the quality of education during the Covid-19 pandemic. The aim of this study is to outline the process of creating and assessing the feasibility of website-based worksheets on the topic of flat 3D shapes. The ADDIE model, consisting of five phases: analysis, design, development, implementation, and evaluation, was used in this research. The instruments utilized included media and content validation questionnaires, teacher and student response questionnaires, and tests. The findings indicate that the website-based worksheets on flat 3D shapes fulfilled the criteria for validity, practicality, and effectiveness. The average validity index of the website-based worksheets was in the valid category, while the average of teacher and student responses to the worksheets was in the practical category. Furthermore, based on the average student learning outcomes, the website-based worksheets were found to be effective. As such, these worksheets can be adapted for use with other materials by adjusting the design and content to suit the needs and characteristics of students, leading to more effective and efficient learning.

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“…Lifelong learning can be defined as a teaching and learning process that enables students or teachers to act and plan for lifelong learning (Daggol, 2017). Williams ( 2021) also mentioned that the ability to reflect on actions to engage in continuous learning and selfdevelopment using practical values and theories that can inform these practices is defined as reflective thinking practice.…”

Section: Long-life Learning Skillsmentioning

confidence: 99%

An Innovative Method to Improve Teachers' Consideration Regarding Quality of Online Learning Using Reflective Thinking

Sudarsana

Myartawan

Wahyuni

2021

JINOTEP

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Studi deskriptif ini menginvestigasi bagaimana guru bahasa Inggris mempersepsikan diri mereka sebagai praktisi pemikiran reflektif selama pembelajaran online. Dua guru bahasa Inggris di SMAN 1 Sukasada yang telah mengajar selama hampir sepuluh tahun menanggapi kuesioner skala keterampilan mengajar reflektif yang berisi 20 pernyataan. Hasil data menunjukkan bahwa guru bahasa Inggris di SMAN 1 Sukasada mempersepsikan dirinya sebagai guru reflektif tingkat lanjut di kelas online. Hasil penelitian menunjukkan bahwa guru bahasa Inggris berada pada tingkat lanjut dalam berpikir reflektif. Karena studi ini hanya berfokus pada mendeskripsikan bagaimana mereka mempersepsikan diri mereka sendiri, studi lebih lanjut yang menjelaskan bagaimana mereka merefleksikan proses belajar mengajar mereka dalam tindakan nyata diperlukan untuk dilakukan.

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Lifelong Learning: Not a 21st Century, but an Omnitemporal Skill

Cited by 7 publications

References 0 publications

Professional Development in Technology Integration Among Teacher Educators in Ghana

Professional Development in Technology Integration Among Teacher Educators in Ghana

Development of Website-Based Worksheets on Flat 3D Shapes Topic

An Innovative Method to Improve Teachers' Consideration Regarding Quality of Online Learning Using Reflective Thinking

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