With increased development in the Information and communication technology which has led to globalization and other changes, competing favorably is mandatory. Additionally so many avenues of sharing knowledge have increased, necessitating for the questioning of the credibility of the source of information. Thus people are in constant need of being on top of all their activities. This way, the role of information literacy skills cannot be underemphasized. If you ask me, Information literacy skills are the heartbeat of lifelong learning or as I may put it in other words, general and holistic life.
Learning is a continuous process and should happen in a changing world by the learners adapting to the changes. To achieve this, we need to involve the learners in designing their own learning contracts or learner generated contexts 10,11,12 (learning content, learning context, assessment) with the help of teachers. make the curriculum as well as assessment more flexible2,13,14 The concept of heutagogy is one step forward in shifting the control of learning to the learners and enabling them to engage in life-long learning.15 Heutagogy relies on
The objective of this study is to investigate the effect of using the active learning on EFL Classes at Al-Baha Elementary School through Instructors ' prospective. 1.3 Importance of the Study Nowadays, the world is changing very fast, and learners must get familiar with the appropriate skills and knowledge required to be successful, they should be showing to new methods and technologies of learning early to adapt with contemporary education successfully. Therefore, the definition of active learning goes beyond just understanding of text and listening to classes to the abilities that need more learners ' commitment, taking control of their own learning process by commitment in active learning and using mind skills (Prensky, 2001). Active learning is important component of learning English language. This study sheds light on student 's language acquisition and retention.
Eun (2008) argued that Vygotsky’s sociocultural theory is a suitable framework of teacher professional development because of the real-world setting where the learning takes place during the learning session itself or in the application of the learning in the classroom. Professional development has evolved over the years as new research and technology emerge. The educational landscape that emphasizes continual professional learning of teachers has led to a redefinition of professional development. Wei, Darling-Hammond, and Adamson (2010) redefine professional development as "a comprehensive, sustained, and intensive approach to improving teachers ' and principals ' effectiveness in raising student achievement". Professional development is
However, in the foreseeable future, the classroom will still be the main way of teaching activities. The rapid development of information technology, to promote comprehensive education reform from the purpose, content, form, method to the organization. Standing in the first line education teachers, the teaching process is absolutely necessary to re-understanding. "Basic Education Curriculum Reform (Trial)" states: "vigorously promote the universal application of multimedia information technology in the teaching process, and promote the integration of information technology and curriculum, and the progressive realization of the presentation of course content, the way students learn, teachers changes in teaching methods and teacher-student interaction, and give full play to the advantages of information technology, to provide a variety of educational environment and a powerful learning tool for student learning and development. "Thus, the teachers use modern information technology, information technology plays an auxiliary unique features of teaching, to improve classroom teaching is an important idea of the current school reform.
Understanding existing knowledge and creating new knowledge are two essential and central aspects of higher education design and implementation model to solve problems in various fields of the society. Both these aspects must be taken as objectives while planning and designing curriculum in higher education system. By giving equal importance to the student’s knowledge enhancement and student’s involvement in new knowledge creation, higher education can reach its goal. Student centric curriculum design and implementation should focus on imparting the information in respective subjects effectively to enhance the knowledge of the students and utilizing these knowledge to progress further by creating new knowledge through research. Thus the two essential ingredients of student centric curriculum design and implementation are again innovation in knowledge imparting methodologies and involvement of students in research.
In the 21st century, teachers play a more serious role with the increasing of teachers’ workload. 21st century teacher is the teacher that has features such as rich in information, especially in science and technology, has a high level of thinking skills, constructive-minded, able to apply moral values in students as well as good in industry knowledge and skills. Teachers of the 21st century should grab the opportunity to train themselves to be more competent as a leader who delivers knowledge based on technology and ready to master and use the ICT to various fields and performing their daily activities. In addition, constructive thinking skills must also be owned by the teacher of the 21st century. The students need to be educated to practice the higher order thinking skills in order to cope with the era changing.
I feel that this issue could have an impact on the learner’s ability to think critically as a lifelong learner. Therefore, I need to establish practical pedagogical approaches that could facilitate transformation in student learning. I expect more student’s involvement in my classes and to improve student’s
The concept of global education has taken on great significance in education systems around the world. Many ministries are have restructured their curriculum to introduce incremental, yet significant changes in their education systems. The traditional expectations of schools to inculcate the values and norms of society (Sadovnik, Cookson, & Semel, 2013) have been pushed towards developing the critical literacy of students to meet the rapid economic, social, technological, and environmental changes in the 21st century and beyond (Bell, 2016). Consequently, student preparation by way of education is geared towards employment in this current global economy. The current trajectory points to a negative future; from the degradation of the environment to increasing poverty and high-stakes testing, academic scholars argue that current education systems are failing our children.
The crucial need of education for the people in various spheres of modern social life – economic, political, social, ethicals, and others has been unanimously recognized. Education being vital instrument of social change, a developing society like India has to pay serious attention particularly in view of the transformation that the country is passing through. A system of education suited to the needs of a society and committed to modernization has to keep pace with the demands of both the expansion of knowledge and the accelerated velocity