EQUIPPING HIGHER EDUCATION STUDENTS WITH THE 21ST CENTURY SKILLS BEYOND COMPUTER AND TECHNOLOGICAL SKILLS FOR FUTURE EFFECTIVE PARTICIPATION IN THE GLOBAL ECONOMY

Equipping Higher Education students with 21st century skills for future effective participation in the global economy is a call for proper attention on the skills needed by our 21st century students to effectively participate in the future and its global economy. The skills they learn should reflect the specific demands that is placed upon them in a complex, competitive, knowledge-based, information-age, technology-driven economy and society. This paper, therefore, discussed the learning skills of critical thinking, creative thinking, collaboration and communication. It stated by explaining the meaning of skill. It then discussed the 21st century skill, defined Computer and Technological skills and the Global economy as well as discussed, the importance of the 21st century skills. The paper ex-rayed how students can be equipped with the 21st century skills and the arguments for and against its teaching. The paper went on to make five useful suggestions for addressing the teaching of the 21st century skill. Finally, it concludes with a call for the inclusion of the 21st century learning skills in the curriculum of the higher educational institutions to improve the manpower preparation beyond Computer and Technological skills for future effective participation in the Global economy.  Article visualizations

Computer Modelling of Theory: Explanation for the 21st Century

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Designing a 21st Century Assessment in EFL Learning Context

Success in a digital world requires more than the ability to turn on a computer or use a smart phone. It requires creativity, innovation, communication, critical thinking, digital citizenship, information fluency and other important 21st century skills. Even though most students can interact with apps on their mobile device, they are not born with these necessary 21st century skills. The present paper addresses the ways of designing a 21st century assessment in English as a Foreign Language learning context The assessment is aligned to the six strands, namely creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem solving, and decision making, digital citizenship, and technology operations and concepts. There are several mostly-used types of assessment. They include structured interviews, situational judgment tests, role plays, group exercises, in basket exercises, work samples, and performance standards/appraisal. The purposes of assessments designed to measure 21st century skills, such as to provide information for school accountability, to evaluate individual student progress, to focus public attention on educational concerns, or to change educational practices by influencing curriculum and instruction. In addition, the different purposes require different sources of evidence to evaluate the validity of the assessment. Furthermore, computer-based technology can support the development, administration, and scoring of large-scale assessments of 21st century skills.     Keywords: 21st century assessment, EFL context, EFL learnin

Fun and gameplay : review of Prensky, M. (2002) The Motivation of Gameplay, the real twenty-first century learning revolution, On the Horizon, Vol 10 No 1 pp 5-11

This review article examines a topic close to my heart. I believe that fun is a motivator of happiness, leading to greater interaction, motivation, reward for both student and staff. Although the context of Prensky’s (2002) article is a discussion relating to e-learning or computer based learning - the 21st century learning revolution - the notion of learning through gaming and fun is just as relevant to classroom-based activities through the enhancement of motivation

Quo vadimus? The 21st Century and multimedia

The concept is related of computer driven multimedia to the NASA Scientific and Technical Information Program (STIP). Multimedia is defined here as computer integration and output of text, animation, audio, video, and graphics. Multimedia is the stage of computer based information that allows access to experience. The concepts are also drawn in of hypermedia, intermedia, interactive multimedia, hypertext, imaging, cyberspace, and virtual reality. Examples of these technology developments are given for NASA, private industry, and academia. Examples of concurrent technology developments and implementations are given to show how these technologies, along with multimedia, have put us at the threshold of the 21st century. The STI Program sees multimedia as an opportunity for revolutionizing the way STI is managed

Is Computer Science a Relevant Academic Discipline for the 21st Century

The current view of computing as technology overlooks the discipline’s theoretical and scientific foundations in computer science, weakening the entire computing enterprise

Computer algebra systems for the 21st century: new kind of dynamic representations

La idea central de la presentación es la extensión de las representaciones, heredadas de los medios dinámicos en el siglo 21, y cómo estas van más allá de lo que anteriormente era posible en términos de construir las grandes ideas de la Matemática del Cambio y la Variación, incluyendo las ideas subyacentes al Cálculo, en formas más accesibles para nuevas poblaciones de estudiantes

‘Cavemen in an era of speed-of-light technology’ : historical and contemporary perspectives on communication within prisons

Many prisoners believe that the restricted access they have to computer-mediated communcation (CMC) technologies and, in particular, the almost total absence of computers and Internet access in prisons is a form of censure that renders them second-class citizens in the Information Age. This article examines contemporary rationales and historial precedents for denying prisoners the means to communicate (both with each other and with those outside the prison) and argues that the prevention of communication, a pivotal feature of the Victorian and Edwardian prison regime, represents a significant continuity in the experience of prison life in the 21st Century

Multi-sensory media experiences

The way we experience the world is based on our five senses, which allow us unique and often surprising sensations of our environment. Interactive technologies are mainly stimulating our senses of vision and hearing, partly our sense of touch, and the sense of taste and smell are widely under-exploited. There is however a growing international interest of the film, video, and game industries in more immersive viewing and gaming experiences. In the 20th century there was a demand for a controllable way to describe colours that initiated intense research on the descriptions of colours and substantially contributed to advances in computer graphics, image processing, photography and cinematography. Similarly, the 21st century now demands an investigation of touch, taste, and smell as sensory interaction modalities to enhance media experiences

A Comparison of Information Technology Mediated Customer Services Between the U.S. and China

Information technology mediated customer service is a reality of the 21st century. More and more companies have moved their customer services from in store and in person to online through computer or mobile devices. Using 442 responses collected from one USA university (234 responses) and two Chinese universities (208 responses), the study investigates customer preferences over two service delivery models (either in store or online) on five types of purchasing (retail, eating-out, banking, travel and entertainment) and their perception difference in customer service quality between those two delivery models in the U.S. and China. The results show that the majority of the U.S. and Chinese students prefer in-store and in person for eating out and prefer computer/mobile devices for ordering tickets for travel and entertainment. In addition, more than half of the U.S. students prefer in person services for retail and banking, and this number reduces to 40% for Chinese students. In most customer service quality measurements, the results also show that Chinese students give higher ratings for ordering through a computer/mobile device than ordering in store, indicating ordering through computer/mobile devices has become more acceptable in China and has been perceived as having better customer services quality than in-store ordering