Competencies On Implementations Of 21st Century Technology on Teaching, Learning and Assessment

• Published in: Res Militaris
• Main Author: Bin Nordin M.N.; Rajoo M.; Maidin S.S.; Saari H.; Sethuramah T.; Sulaiman M.S.S.; Mosbiran N.F.
• Format: Article
• Language: English
• Published: Association Res Militaris 2022
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142098186&partnerID=40&md5=ad6103b7964fd7f0494f144b04422fed

There is a heated discussion on the implications of 21st century competencies on several aspects such as teacher readiness, curriculum and even assessment. According to Voogt & Roblin (2012), the development of professional teachers in the 21st century is an issue that arises in the discussion of several related frameworks. Agreeing with this statement is James (1994) who states that the 21st century requires change and thorough preparation of educational practitioners especially in institutions of higher learning such as colleges and universities. Several other researchers also agree with this statement such as Ruud (2002) that the changes that took place in the 21st era have very challenging implications for the mastery of efficient use of information and communication technology (ICT) especially in efforts to replace manpower to the use of machines. In this chapter, we will discuss how the efficiency of the 21st century has implications for several aspects in educational practice such as curriculum, the influence of ICT, professional development, communication and sector cooperation, assessment models, types of assessment and assessment instruments. This review paper explores the discussion related to the implications of 21st century competencies on teaching, learning and assessment through ICT. The findings of this study are expected to be a basic reference for future researchers. © 2022, Association Res Militaris. All rights reserved.