Digital Literacy and The English Language Teacher in the 21st Century

Various experiences teach us daily that change is inevitable.  The covid-19 pandemic that put the whole world into a closet for months and the need to look for new ways of surviving; one time ENDSARS protest in Nigeria, the on-going Ukraine war, and many other situations are lessons that taught us we cannot remain the same.  These situations have revealed our need for digital literacy as educators, more than ever before.  This is because every sector of the world economy is being much affected but largely, the education sector, and, especially in Nigeria due to the negative attitude of our leaders to education. This paper looked into digital literacy and the English language teacher in the 21st century. The paper reviewed relevant literature on importance of teaching and learning English language; the teacher as a factor in the teaching and learning of English language in the 21st century; need for digital literacy for English language teachers; challenges of M-Learning and strategies for encouraging teachers towards digital literacy.  It was concluded that digital skills are important for English language teachers in the 21st century based on current practices in the application of ICT in language education as it will enhance both teachers and students’ activities and consequently, students’ performance.  It was recommended that teachers should be up to date in acquiring digital literacy in order to be able to orientate students on the proper use of digital skills in language learning and that government should equip the public schools with ICT facilities as well as ICT tools and equipment for both teachers and students in order to create virtual learning and teaching environments that will be conducive.  This is the responsibility of a responsible government. Keywords: Teaching and Learning, Digital Literacy, 21st Century, English Language Teacher. DOI: 10.7176/JLLL/95-05 Publication date: January 31st 202

Education Workforce Initiative: Initial Research

The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic – effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful. The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal. Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms. EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachers’ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working

Film support and the challenge of ‘sustainability’: on wing design, wax and feathers, and bolts from the blue

In recognition of the importance of film in generating both economic and cultural value, the UK Labour government set up a new agency – the United Kingdom Film Council (UKFC) – in 2000 with a remit to build a sustainable film industry. But, reflecting a plethora of differing expectations in relation to the purposes behind public support for film, the UKFC's agenda shifted and broadened over the organisation's lifetime (2000–11). Apparently unconvinced by the UKFC's achievements, the Coalition government which came to power in May 2010 announced the Council's abolition and reassigned its responsibilities as part of a general cost-cutting strategy. Based on original empirical research, this article examines how the UKFC's sense of strategic direction was determined, how and why the balance of objectives it pursued changed over time and what these shifts tell us about the nature of film policy and the challenges facing bodies that are charged with enacting it in the twenty-first century

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

The nature of information in the 21st century : conundrums for the informatics community?

Purpose - With the proliferation of electronic information via the web a further distension of the unique characteristics of information has been witnessed. With seismic developments occurring in such a short period of time, it seems prudent to consider the very nature of information and to assess whether this accelerated growth has implications for the work of the informatics community and the information society. Design/methodology/approach - The paper begins by revisiting and refreshing the unique characteristics of information via a reappraisal of the relevant literature. These characteristics are then contextualised within the new economy and traditional economic theory. Once these unique characteristics have been examined, the author discusses how the nature of information in the twenty-first century presents the informatics community with new and difficult challenges. Findings - The challenges posed by the unique nature of information demand a definite response on the part of the informatics community, including the creation of innovative new models to accommodate information's inherent characteristics. Additionally, as the nature of information evolves yet further and ICT innovations accelerate, ever more adaptable skills will be required by the end user in order that value be derived from information. Practical implications - Outcomes and conclusions addressed in the paper may inform the informatics community generally, but will specifically inform the practice of information managers and librarians, and offer ways of assisting them in arriving at holistic decisions with respect to service provision. Originality/value - The paper is a contribution to the debate on the precise nature of information and offers new perspectives on how the informatics community should view information in the twenty-first century

Scottish Archaeological Research Framework: Future Thinking on Carved Stones

No abstract available

Energy quest 2014

The first International Conference on Energy Production and Management in the 21st Century – The Quest for Sustainable Energy, took place in Ekaterinburg, Russia, organised by the Ural Federal University (UrFU) and the Wessex Institute, UK