Point, Read, Think, Click: Expanding New Literacies in Kazakhstan and Mongolia

Autor/in	Williams, Kate Maloney
Titel	Point, Read, Think, Click: Expanding New Literacies in Kazakhstan and Mongolia
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 16 (2020) 3, S.16-34 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Technological Literacy; 21st Century Skills; Comparative Education; Secondary School Students; Cultural Context; Educational History; Technology Integration; Technology Uses in Education; Teaching Methods; Educational Improvement; Faculty Development; Blended Learning; Foreign Countries; Intervention; Pedagogical Content Knowledge; Educational Policy; Kazakhstan; Mongolia + Suchen Sie Ihr Suchwort? Technisches Wissen; Vergleichende Erziehungswissenschaft; Sekundarschüler; History of education; Bildungsgeschichte; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Ausland; Pädagogische Kompetenz; Politics of education; Bildungspolitik; Kasachstan; Mongolei
Abstract	One of the most common indicators of a country's development is its literacy rate. However, beyond traditional conceptions of reading, writing, and arithmetic, literacies in the 21st century require additional skills and competencies geared towards the saturated and constantly changing digital environments in which we live. These skills and competencies are not yet universally -- or still, in many cases, regionally -- defined. This comparative study uses secondary desk research to investigate the education systems of two countries -- Kazakhstan and Mongolia -- to better understand the historical and social contexts in which they have approached ICTs in Education and teacher development. From this view, it then outlines different strategies and theoretical frameworks that officials and educators may use to improve teacher instruction and student learning with technology. The resulting recommendations hold the potential to assist any country with redefining national benchmarks, student scorecards, and global literacy indicators; flattening transmission models and applying digital pedagogy; redesigning in-service for teachers; and doing more to launch blended learning environments. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01