Résumés
Abstract
As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because of emerging technology, artificial intelligence, and the internet of things. This study is making significant contribution to future education by identifying forces that are shaping education and developing a competency profile for the digital teacher of the future. The research conducted focus groups and interviews with education experts from six countries to identify the forces shaping education in the future and the competencies required by the digital teacher to function effectively. The Competency Profile for the Digital Teacher (CPDT) can be used to train and orient the digital teacher of the future.
Keywords:
- 21st century education,
- digital teacher,
- online teacher,
- teacher competencies,
- fourth industrial revolution,
- future education,
- online learning
Parties annexes
Bibliography
- Ally, M., & Tsinakos, A. (2014). Increasing access through mobile learning. Vancouver, Canada: Commonwealth of Learning.
- Anagün, Ş. S. (2018). Teachers’ perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4), 825-840. doi: 10.12973/iji.2018.11452a
- Berry, B. (2018). The teachers of 2030: Creating a student-centered profession for the 21st century. Center for Teaching Quality. Retrieved from https://files.eric.ed.gov/fulltext/ED509721.pdf
- Bezuidenhout, A. (2018). Analysing the importance-competence gap of distance educators with the increased utilisation of online learning strategies in a developing world context. International Review of Research in Open and Distributed Learning, 19(3), 264-281. doi: 10.19173/irrodl.v19i3.3585
- Boling, E. C., & J. Beatty. (2010). Cognitive apprenticeship in computer-mediated feedback: Creating a classroom environment to increase feedback and learning. Journal of Educational Computing Research, 43(1), 47-65. doi: 10.2190/EC.43.1.d
- Bonnici, L.J., Maatta, S.L., Klose, M.K., Julien, H., & Bajjaly, S. (2016). Instructional style and learner-centered approach: A cross-institutional examination of modality preference for online course delivery in a graduate professional program. Studies in Higher Education, 41(8), 1389-1407. doi: 10.1080/03075079.2014.977860
- Campbell, C., & Cameron, L. (2016). Scaffolding learning through the use of virtual worlds. In S. Gregory, M. J.W. Lee, B. Dalgarno, & B. Tynan (Eds.), Learning in virtual worlds: Research and applications (pp. 241-259). Edmonton, Canada: AU Press. doi: 10.15215/aupress/9781771991339.01
- Capuano, N., Gaeta, A., Guarino, G., Miranda, S., & Tomasiello, S. (2016). Enhancing augmented reality with cognitive and knowledge perspectives: A case study in museum exhibitions. Behaviour & Information Technology, 35(11), 968-979. doi: 10.1080/0144929X.2016.1208774
- Chai, C.S., & Kong, S.C. (2017). Professional learning for 21st century education. Journal of Computer in Education, 4(1), 1-4. doi: 10.1007/s40692-016-0069-y
- Chen, M., Yu, S., & Chiang, F. (2016). A dynamic ubiquitous learning resource model with context and its effects on ubiquitous learning. Interactive Learning Environments, 1-15. doi: 10.1080/10494820.2016.1143846
- Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. Edmonton, Canada: AU Press. doi: 10.15215/aupress/9781771992329.01
- Crompton, H., Lin, Y., Burke, D., & Block, A. (2018). Mobile digital games as an educational tool in K-12 schools. In S. Yu, M. Ally, & A. Tsinakos (Eds.), Mobile and ubiquitous learning: An international handbook, 3-18. Singapore: Springer.
- Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open and Distributed Learning, 18(5), 15-34. doi: 10.19173/irrodl.v18i5.3096
- De Troyer, Q., Van Broeckhoven, F., & Vlieghe, J (2017). Linking serious game narratives with pedagogical theories and pedagogical design strategies. Journal of Computing in Higher Education, 29, 549-573. doi: 10.1007/s12528-017-9142-4
- Dyer, C. (2016). Evolving approaches to educating children from nomadic communities. Prospects, 46, 39-54. doi: 10.1007/s11125-016-9381-6
- Ehlers, U. D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible and Distance Learning, 15(2). Retrieved from http://www.editlib.org/p/147891/
- Farias, G. (2016). Large-scale deployment of tablet computers in Brazil: An implementation model for school districts (Unpublished Doctoral Dissertation). Athabasca University, Athabasca, Alberta.
- Ferrández-Berrueco, R., & Sánchez-Tarazaga, L. (2014). Teaching competences in Secondary Education. Analysis of teachers’ profiles. RELIEVE, 20(1), 1-20. doi: 10.7203/relieve.20.1.3786
- Gaskell, A. (2018). Meeting sustainable development goal 4: Some key contributions. Journal of Learning for Development, 5(1), 1-4. Retrieved from http://www.jl4d.org/index.php/ejl4d/article/view/287/295
- Gros, B. (2016). The design of smart educational environments. Smart Learning Environments, 3(15), 2-11. doi: 10.1186/s40561-016-0039-x
- Guo, H. (2018). Application of a computer-assisted instruction system based on constructivism. International Journal of Emerging Technology in Learning, 13(4), 33-44. doi: 10.3991/ijet.v13i04.8468
- Halterbran, V.R. (2017). Lessons in learning. Adult Learning, 28(1), 12-19. doi: 10.1177/1045159516643942Lifelong
- Hinzen, H., & Schmitt, S. (2016). Agenda 2030 - Education and lifelong learning in the sustainable development goals. Bonn, Germany: DVV International. Retrieved from https://www.dvv-international.de/fileadmin/files/Inhalte_Bilder_und_Dokumente/Materialien/IPE/IPE_75_EN_web.pdf
- Huang, R. (2018, March). Mainstreaming digital skills to embrace the digital era. Paper presented at the UNESCO Mobile Learning Week, Paris.
- Hwang, G. (2014). Definition, framework and research issues of smart learning environments - a context-aware ubiquitous learning perspective. Smart Learning Environments, 1(4), 1-14. doi: 10.1186/s40561-014-0004-5
- Hunt, N.P. (2006). Using technology to prepare teachers for the twenty‐first century. Asia-Pacific Journal of Teacher Education, 25(3), 345-350. doi: 10.1080/1359866970250309
- Inverso, D.C., Kobrin, J., & Hashmi, S. (2017). Leveraging technology in adult education. Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 6(2), 55-58.
- Kolenick, P. (2018). Adult education in the post-secondary context: Sustainability in the 21st century. Alberta Journal of Educational Research, 64(2), 208-213.
- Kong, S., Looi, C.K., Chan, T.W., & Huang, R. (2017). Teacher development in Singapore, Hong Kong, Taiwan, and Beijing for e-learning in school education. Journal of Computer in Education, 4(1), 5-25. doi: 10.1007/s40692-016-0062-5
- Kramer, A., & Tamm, M. (2018). Does learning trigger learning throughout adulthood? Evidence from training participation of the employed population. Economics of Education Review, 62, 82-90. doi: 10.1016/j.econedurev.2017.11.004
- McGreal, R. (2017). Special Report on the role of open educational resources in supporting the sustainable development goal 4: Quality education challenges and opportunities. International Review of Research in Open and Distributed Learning, 18(7), 292-305. doi: 10.19173/irrodl.v18i7.3541
- Maldonado-Mahauad, J., Perez-Sanagustín, M., Kizilcec, R.F., Morales, N., & Munoz-Gama, J. (2018). Mining theory-based patterns from big data: Identifying self-regulated learning strategies in Massive Open Online Courses. Computers in Human Behavior, 80, 179-196. doi: 10.1016/j.chb.2017.11.011
- McWilliams, S.A. (2016). Cultivating constructivism: Inspiring intuition and promoting process and pragmatism. Journal of Constructivist Psychology, 29(1), 1-29. doi: 10.1080/10720537.2014.980871
- Mitra, S. (2014). The future of schooling: Children and learning at the edge of chaos. Prospects 44, 547-558. doi: 10.1007/s11125-014-9327-9
- Parong, J. & Mayer, R.E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785-797. doi: 10.1037/edu0000241
- Paskevicius, M., & Hodgkinson-Williams, C. (2018). Student perceptions of the creation and reuse of digital educational resources in a community development-oriented organisation. Journal of Learning for Development, 5(1), 22-39. Retrieved from http://www.jl4d.org/index.php/ejl4d/article/view/253/283
- Patterson, M.B. (2018). The forgotten 90%: Adult nonparticipation in education. Adult Education Quarterly, 68(1), 41-62. doi: 10.1177/0741713617731810
- Popenici, S.D. & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(22), 1-13. doi: 10.1186/s41039-017-0062-8
- Qatar Foundation. (2014). 2014 WISE survey: School in 2030. Retrieved from https://www.wise-qatar.org/sites/default/files/wise-survey-school-in-2030.pdf
- Redecker, C. (2017). European framework for the digital competence of educators. Luxembourg: Publications Office of the European Union.
- Reyna, J., Hanham, J., & Meier, P. (2018). The Internet explosion, digital media principles and implications to communicate effectively in the digital space. E-Learning and Digital Media, 15(1), 36-52. doi: 10.1177/2042753018754361
- Schmidt, V.H. (2017). Disquieting uncertainty: Three glimpses into the future. European Journal of Futures Researc h, 5(6), 1-10. doi: 10.1007/s40309-017-0113-9
- Srinivasan, S. (2017). The future of mobile learning. Media Development, 1, 16-19.
- Suárez, A., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018). A review of the types of mobile activities in mobile inquiry-based learning. Computers and Education, 118, 38-55. doi: 10.1016/j.compedu.2017.11.004
- Trust, T. (2017). Preparing future teachers to redefine learning with technology. Journal of Digital Learning in Teacher Education, 33(2), 44-45. doi: 10.1080/21532974.2017.1281654
- Trust, T. (2018). Why do we need technology in education? Journal of Digital Learning in Teacher Education, 34(2), 54-55, doi: 10.1080/21532974.2018.1442073
- UNESCO. (2015). Incheon declaration. Education 2030: Towards inclusive and equitable quality education and lifelong learning for all. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ED/pdf/FFA_Complet_Web-ENG.pdf
- World Economic Forum. (2017, January). Realizing human potential in the fourth industrial revolution: An agenda for leaders to shape the future of education, gender and work (White paper). Retrieved from http://www3.weforum.org/docs/WEF_EGW_Whitepaper.pdf
- Yam, S. C., Swati, M., & Jing, C.O. (2014). Professional development for scaling pedagogical innovation in the context of game-based learning: Teacher identity as cornerstone in “shifting” practice, Asia-Pacific Journal of Teacher Education, 43(5), 423-437, doi: 10.1080/1359866X.2014.962484
- Yoon, S., Anderson, E., Lin, J., & Elinich, K. (2017). How augmented reality enables conceptual understanding of challenging science content. Educational Technology & Society, 20(1), 156-168. Retrieved from https://www.j-ets.net/ETS/journals/20_1/14.pdf
- Yu, S., Ally, M. & Tsinakos, A. (2018). Mobile and ubiquitous learning: An international handbook. Singapore: Springer.
- Yu, S., Yang, X., Cheng, G., & Wang, M. (2015). From learning object to learning cell: A resource organization model for ubiquitous learning. Educational Technology & Society, 18(2), 206-224. Retrieved from https://www.j-ets.net/ETS/journals/18_2/16.pdf