An investigation of the main characteristics of science teachers in elementary schools who have digital pedagogical skills

Authors

  • Peduk Rintayati Universitas Sebelas Maret
  • Rukayah Universitas Sebelas Maret
  • Ahmad Syawaludin Universitas Sebelas Maret

DOI:

https://doi.org/10.47750/pegegog.12.04.16

Keywords:

21st century teachers, 21st century learning, digital pedagogy, Elementary School

Abstract

The development of information and communication technology in learning has implications for 21st century teachers who are smart and skilled according to the needs of students in primary schools. This literature study aims to explain digital pedagogy as characteristics of 21st century teachers for teaching and learning in elementary schools. Articles reviewed in the form of journals were obtained from the Sciencedirect, Sage, Scopus, and Proquest databases. This literature review study classifies the characteristics of 21st century teachers in primary schools based on the domain of planning, teaching material development, and teaching methods that are in accordance with the learning needs of the 21st century in primary schools. The 21st century teacher for learning in primary school is characterized by a role as facilitator for students to learn actively through managing technology as a medium and learning resource in the digital era. Recommendations for further researchers may explore the characteristics of 21st century primary school teachers in the assessment domain. In addition, in practical terms, the recommendations for this study are on developing teacher competence in elementary schools as a transformation towards digital pedagogy.

Downloads

Download data is not yet available.

Author Biographies

Peduk Rintayati, Universitas Sebelas Maret

Teacher Training and Education Faculty

Rukayah, Universitas Sebelas Maret

Teacher Training and Education Faculty

Ahmad Syawaludin , Universitas Sebelas Maret

Teacher Training and Education Faculty

References

Ab Kadir, M. A. (2017). What teacher knowledge matters in effectively developing critical thinkers in the 21 st century curriculum?. Thinking Skills and Creativity, 23, 79-90.

Abadi, M. K., Pujiastuti, H., & Assaat, L. D. (2017, February). Development of teaching materials based interactive scientific approach towards the concept of social arithmetic for junior high school student. In Journal of Physics: Conference Series (Vol. 812, No. 1, p. 012015). IOP Publishing.

Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., ... & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), e05312.

Adigüzel, O. C., Dalioglu, S. T., & Ergünay, O. (2017). An investigation of 21st century primary schools' functions according to primary school teachers' views. Egitim ve Bilim, 42(189).

Almeida, P., & Chase-Dunn, C. (2018). Globalization and social movements. Annual Review of Sociology, 44, 189-211.

Anagun, S. S. (2018). Teachers' Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments. International Journal of Instruction, 11(4), 825-840.

Barber, W., King, S., & Buchanan, S. (2015). Problem based learning and authentic assessment in digital pedagogy: Embracing the role of collaborative communities. Electronic Journal of e-Learning, 13(2), 59-67.

Barrot, J. S. (2019). English curriculum reform in the Philippines: Issues and challenges from a 21st century learning perspective. Journal of Language, Identity & Education, 18(3), 145-160.

Bedir, H. (2019). Pre-service ELT teachers’ beliefs and perceptions on 21st century learning and innovation skills (4Cs). Journal of Language and Linguistic Studies, 15(1), 231-246.

Biskupic, I. O., & Zorica, M. B. (2012, January). E-learning curriculum development. In IADIS Multi Conference on Computer Science and Information Systems 2012-Elearning.

Bouzguenda, I., Alalouch, C., & Fava, N. (2019). Towards smart sustainable cities: A review of the role digital citizen participation could play in advancing social sustainability. Sustainable Cities and Society, 50, 101627.

Calderón, A., Meroño, L., & MacPhail, A. (2020). A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers. European Physical Education Review, 26(1), 241-262.

Calderón-Garrido, D., Gustems-Carnicer, J., & Carrera, X. (2020). Digital technologies in music subjects on primary teacher training degrees in Spain: Teachers’ habits and profiles. International Journal of Music Education, 38(4), 613-624.

Chen, B., Chang, Y. H., Ouyang, F., & Zhou, W. (2018). Fostering student engagement in online discussion through social learning analytics. The Internet and Higher Education, 37, 21-30.

Clark, J. E. (2010). The digital imperative: Making the case for a 21st-century pedagogy. Computers and Composition, 27(1), 27-35.

Darling-Aduana, J., & Heinrich, C. J. (2018). The role of teacher capacity and instructional practice in the integration of educational technology for emergent bilingual students. Computers & Education, 126, 417-432.

Do Ba, K., Do Ba, K., Lam, Q. D., Le, D. T. B. A., Nguyen, P. L., Nguyen, P. Q., & Pham, Q. L. (2017). Student plagiarism in higher education in Vietnam: An empirical study. Higher Education Research & Development, 36(5), 934-946.

Erstad, O., & Voogt, J. (2018). The twenty-first century curriculum: issues and challenges. Springer International Handbooks of Education, 19-36.

Evans, S., Knight, T., Walker, A., & Sutherland-Smith, W. (2020). Facilitators’ teaching and social presence in online asynchronous interprofessional education discussion. Journal of interprofessional care, 34(4), 435-443.

Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. St. Martin's Press.

Hanif, M. (2020). The Development and Effectiveness of Motion Graphic Animation Videos to Improve Primary School Students' Sciences Learning Outcomes. International Journal of Instruction, 13(4).

Harari, Y. N. (2018). 21 Lessons for the 21st Century. Random House.

Heath, M. K. (2018). What Kind of (Digital) Citizen?: A Between-Studies Analysis of Research and Teaching for Democracy. International Journal of Information and Learning Technology, 35(5), 342-356.

Hipkins, H. C. (2017). New digital technologies for schools and kura [Press release]. Retrieved from: https://www.beehive.govt.nz/release/new-digital-technologies-schools-and-kura

Hussain, Z. (2018). The effects of ict-based learning on students’vocabulary mastery in junior high schools in Bandung. International Journal of Education, 10(2), 149-156.

Ismail, S. N., Don, Y., Husin, F., & Khalid R. (2018). Instructional Leadership and Teachers’ Functional Competency across the 21st Century Learning. International Journal of Instruction, 11(3), 135-152.

Jabbarova, A. (2020). Effective 21st century english language teaching styles. Архив Научных Публикаций JSPI, 1-4.

Jan, H. (2017). Teacher of 21st century: Characteristics and development. Research on Humanities and Social sciences, 7(9), 50-54.

Jesson, R., McNaughton, S., Wilson, A., Zhu, T., & Cockle, V. (2018). Improving achievement using digital pedagogy: Impact of a research practice partnership in New Zealand. Journal of Research on Technology in Education, 50(3), 183-199.

Karakoyun, F., & Kuzu, A. (2016). The Investigation of Preservice Teachers' and Primary School Students' Views about Online Digital Storytelling. European Journal of Contemporary Education, 15(1), 51-64.

Kariippanon, K. E., Cliff, D. P., Lancaster, S. L., Okely, A. D., & Parrish, A. M. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environments Research, 21(3), 301-320.

Khalid,F., Karim, A.A., & Husnin,H. (2018). Pre-Service teachers’ preparedness in integrating pedagogy, content and technology knowledge. Journal of Advanced Research in Dynamical & Control Systems, 10(2), 1467-1473.

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122.

Lewis, L. (2017). ePortfolio as pedagogy: Threshold concepts for curriculum design. E-Learning and Digital Media, 14(1-2), 72-85.

List, A., Brante, E. W., & Klee, H. L. (2020). A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden. Computers & Education, 148, 103788.

Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9-20.

Mantilla, A., & Edwards, S. (2019). Digital technology use by and with young children: A systematic review for the Statement on Young Children and Digital Technologies. Australasian Journal of Early Childhood, 44(2), 182-195.

Miller, S., & Bruce, D. (2017). " EJ" in Focus: Welcome to the 21st Century: New Literacies Stances to Support Student Learning with Digital Video Composing. The English Journal, 106(3), 14-18.

Mosco, V. (2017). Becoming digital: Toward a post-internet society. Emerald Group Publishing.

Muianga, X., Klomsri, T., Tedre, M., & Mutimucuio, I. (2018). From Teacher-Oriented to Student-Centred Learning: Developing an ICT-Supported Learning Approach at the Eduardo Mondlane University, Mozambique. Turkish Online Journal of Educational Technology-TOJET, 17(2), 46-54.

Mynbayeva, A., Sadvakassova, Z., & Akshalova, B. (2018). Pedagogy of the twenty-first century: Innovative Teaching methods. New Pedagogical Challenges in the 21st Century-Contributions of Research in Education, 3-20.

Nygren, T., Brounéus, F., & Svensson, G. (2019). Diversity and Credibility in Young People's News Feeds: A Foundation for Teaching and Learning Citizenship in a Digital Era. Journal of Social Science Education, 18(2), 87-109.

O'Neal, L. J., Gibson, P., & Cotten, S. R. (2017). Elementary school teachers' beliefs about the role of technology in 21st-century teaching and learning. Computers in the Schools, 34(3), 192-206.

Pardede, P. (2020). Secondary School EFL Teachers' Perception of ICT Use in Learning and Teaching: A Case Study in Greater Jakarta. Journal of English Teaching, 6(2), 144-157.

Parsaorantua, P. H., Pasoreh, Y., & Rondonuwu, S. A. (2017). Implementasi Teknologi Informasi dan Komunikasi (Studi Tentang Web E-government di Kominfo Kota Manado) [Implementation of Information and Communication Technology (Study on E-government Web at Kominfo Manado City)]. Acta Diurna Komunikasi, 6(3).

Pipattanasuk, T., & Songsriwittaya, A. (2020). Development of an Instructional Model with Augmented Reality Technology for Vocational Certificate Students. International Journal of Instruction, 13(3), 539-554.

Ratheeswari, K. (2018). Information communication technology in education. Journal of Applied and Advanced Research, 3(1), 45-47.

Robertson, S. L. (2019). Interactive digital instruction: pedagogy of the 21st century classroom. In Handbook of research on promoting higher-order skills and global competencies in life and work (pp. 166-180). IGI Global.

Rotherham, A. J., & Willingham, D. T. (2010). 21st-century” skills. American Educator, 17(1), 17-20.

Sailin, S. N., & Mahmor, N. A. (2018). Improving student teachers’ digital pedagogy through meaningful learning activities. Malaysian Journal of Learning and Instruction, 15(2), 143-173.

Santos, J., & Castro, R. D. R. (2021). Technological Pedagogical Content Knowledge (TPACK) in Action: Application of Learning in the Classroom by Pre-Service Teachers (PST). Social Sciences & Humanities Open, 3(1), 100110.https://doi.org/10.1016/j.ssaho.2021.100110

Setiawan, D. (2018). Dampak perkembangan teknologi informasi dan komunikasi terhadap budaya [The impact of the development of information and communication technology on culture]. JURNAL SIMBOLIKA: Research and Learning in Communication Study, 4(1), 62-72.

Seufert, S., Guggemos, J., & Sailer, M. (2020). Technology-related knowledge, skills, and attitudes of pre-and in-service teachers: The current situation and emerging trends. Computers in Human Behavior, 115, 106552.

Spiteri, M., & Rundgren, S. N. C. (2020). Literature review on the factors affecting primary teachers’ use of digital technology. Technology, Knowledge and Learning, 25(1), 115-128.

Subramanian, K. R. (2017). Influence of social media in interpersonal communication. International Journal of Scientific Progress and Research, 38(2), 70-75.

Syawaludin, A., Gunarhadi, G., & Rintayati, P. (2019). Enhancing elementary school students’ abstract reasoning in science learning through augmented reality-based interactive multimedia. Jurnal Pendidikan IPA Indonesia, 8(2), 288-297.

Talib, S. (2018). Social media pedagogy: Applying an interdisciplinary approach to teach multimodal critical digital literacy. E-learning and digital media, 15(2), 55-66.

Templier, M., & Paré, G. (2015). A framework for guiding and evaluating literature reviews. Communications of the Association for Information Systems, 37(1), 6.

Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction, 21, 170-178.

Tetep, S. A. (2019). Students’ digital media literacy: Effects on social character. International journal of recent technology and engineering, 8(2), 394-399.

Tican, C., & Deniz, S. (2019). Pre-Service Teachers' Opinions about the Use of 21st Century Learner and 21st Century Teacher Skills. European Journal of Educational Research, 8(1), 181-197.

Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human resource development review, 4(3), 356-367.

Tsai, C. C. (2020). The Effects of Augmented Reality to Motivation and Performance in EFL Vocabulary Learning. International Journal of Instruction, 13(4).

Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12-23.

Urbani, J. M., Roshandel, S., Michaels, R., & Truesdell, E. (2017). Developing and modeling 21st-century skills with preservice teachers. Teacher Education Quarterly, 44(4), 27-50.

Downloads

Published

2022-10-01

How to Cite

Rintayati, P., Rukayah, R., & Syawaludin, A. (2022). An investigation of the main characteristics of science teachers in elementary schools who have digital pedagogical skills. Pegem Journal of Education and Instruction, 12(4), 161–168. https://doi.org/10.47750/pegegog.12.04.16

Issue

Section

Article