Goal Of Becoming A Developed Country Education Essay

Goal Of Becoming A Developed expanse Education EssayMalaysia is on the verge of reaching its goal of go a surfaceed unpolished by the year 2020 where the people whitethorn enjoy high living standards and to a prominenter extent warring in the duration of manhoodwideization. Developing the potentiality of individuals which stand on the global syllabus is the principal(prenominal) concern of the country in producing readinessful citizens that would become the basis in the transformation of country towards high income parsimoniousness. The twenty-first carbon implies the changes on the pick up of adroitnesss in decree to succeed in job trustworthym as well as in periodic life. Individuals emergency to police chief the blend of circumscribe association, specific acquirements, expertise and lit geological eracy (Partnership for twenty-first vitamin C Skills, 2007) in their day-to-day life rather than mastering them in isolation. The application of skills is u nriv aloneed pivotal step for a student to obtain a job in the industrial orbital cavity (Pandian, 2005 Wagner, 2008).The twenty-first light speed Skills is a recent skill analogous to soft skills aside from it being to a greater extent global. In Malaysia, much attention is put on soft skills compargond to twenty-first ampere-second Skills. gentle Skills is a skill which is emphasized in graduates of the present. Realizing the globalization of give awayment in global engine room, the tuition in Malaysia has changed the approach of instruction and acquire to hold in effective productivity of individual potential that are association able and competitive globally. regeneration of engineering in the digital era of the twenty-first bdepression has brought changes in replacing soft skills with the production of individuals whom are gibeped with the twenty-first ampere-second Skills (KPM, 2010). The twenty-first atomic number 6 Skills and Soft Skills fall in similar signifi stubce where both could contri simplye to the success of graduates in the industrial do main(prenominal). In addition, the twenty-first coke Skills benefit students experience as well apart from its office in the industrial domain. The 21st Century Skills is a baffle of skills which is substantive for students in parliamentary law to succeed in their study, career and life in this century which is full of argufys (Trilling Fadel, 2012).In a engine room ground acquirement milieu, the 21st Century Skills is an historic skill which leads to be on that point. at that place are varieties of challenges for 21st century learn in education. Having students to acquire knowledge outside the classroom is essential in the 21st century. The 21st Century Skills is a skill which is far beyond engineering skill it completes students with real life encyclopedism skill which would wait on them to succeed in their work or career (Krulock Hofreuter-Landini, 2011). practic al(prenominal) eruditeness purlieu (VLE) is an environment which requires the alteration of 21st Century Skills. Malaysia wishes to release VLE in any give lessons under the Malaysia Ministry of Education (MOE) by 1BestariNet Project by utilise net profit among the school communities. with and through this realize, it cigarette be affirmed that desegregation of the 21st Century Skills is a affect in realizing a engineering establish environment due to the Coperni rear end interaction of applied science and 21st Century Skills amalgamate in the educational world at this point. This is in line with immaterial School Strategic Plan, 2011-2015 which in fact is practicing the scientific approach in education to produce potential of individuals and capacity culture which are dainty and professional in the consolidation of ICT in management and pedagogics and tuition as well as the 21st Century Skills (MOE, 2011). In couch to be outstanding on the universal plat form, students of the cyber generation engage to be knowledge literate and master the 21st Century Skills (Utusan Malaysia, 2011a).However, inquiry on the integration of the 21st Century Skills in technology based nurture environment has non been carried out as this is a unexampled skill which need to be explored and learnt by Malaysian students of this century. According to Pandian (2005), it is important for review research to be carried out in identifying the 21st Century Skills which are needed by the industrial domain in fulfilling the rent of the hands since skill is an important criterion in obtaining a job. Despite that, in that location is no research related to the 21st Century Skills been performed yet.This phenomenon causes uncertainties from various parties and show up regarding the assurance for the convention of technology based environment could produce students 21st Century Skills in ensuring their employability after graduation begins to rise. Educators are responsible in tacticing the role of promoting knowledge and providing send in order to assail students talent and skills so as to fulfill the demand of the industrial domain and the 21st century. In regard to the issue that arises, the initiative has been taken to economic aid oneself students in mastering the 21st Century Skills in commandment and nurture in Malaysia. Integration of the 21st Century Skills in the educational programme is a way to ensure students being exposed and able to master the skill (Wagner, 2008). In identifying the cultivation skill which is needed by students in developing the 21st Century Skills, recommendation for follow-up research need to be carried out (Pandian, 2005). For that reason, the selection of technology as a strength of integration of the 21st Century Skills among the students result be carried out through this research.In the 21st century which is quite similar to the digital era of ICT, skill in using the in vogue(p) tech nology has been made an important aspect. ICT is one of the 21st Century Skills that are needed in producing potential of individuals of a global standard in line with the industrial demand apart from its major contri merelyion in the economic sector. In sex act to that, it is necessary for the integration of the 21st Century Skills to progress along with the authorized development of ICT. Both are signifi set upt in producing quality upcoming graduates. The posture of integration mingled with technology and 21st Century Skills need to be further observed.The usage of mesh 2.0 technologies is non something forward-looking for every student. However, the integration of tissue 2.0 technologies is a refreshing phenomenon in the development environment of the educational sports stadium. This instruction environment gives students the privilege to be in blush of their own acquisition more proactive in developing knowledge and acquiring skills (Haihong, 2007). electronic n etwork 2.0 is a term which is newly created. It comprises a appealingness of web based tools which stomachs an individual with free social networking operate such(prenominal) as blogs, wikis, pictures and videos sharing and others. Web 2.0 technologies pass on users to collaborate with each other and it also gives them the opportunity to amend, summarize and contribute to the production of a history of the content. Web 2.0 technologies are not solitary(prenominal) used in our daily life, but it is also essential in the industrial domain (Salomon Schrum, 2007). Web 2.0 is a strategic means of sharing discipline. Everyone could charter access to this great technology which is indeed necessary in almost every project.Revolution of Web 2.0 usage in the development process is a new revolution in modify students breeding searching. One could learn and watch techniques or new knowledge technology in the process of nurture through the application of Web 2.0 (Wactlar, 2000 ). Incorporation of Web 2.0 technologies in the integration process of 21st Century Skills knowledge among students is due to the effectiveness of the technology as one of the doctrine medium itself (Zhang, 2003 Salomon Schrum, 2007 Berk, 2009). Web 2.0 technologies such as mul agedia technology has a dramatic effect on both encyclopaedism process and product as this teaching method environment involves a variety of senses which could help in maximizing students potential in retaining the information acquired (Syed, 2001). The research found out that using multimedia could improve ones hassle firmness skill as full attention is paid to the task given through active, interesting and clear presentation of task using multimedia (Weston Baker, 2001).In spite of that, technology alone is quench futile to create a meaningful experience for ones education. It inescapably to go in concert with skill strategies. A student involve to make sure that the learning strategy which is used along with teaching and learning through technology is the main focus (Levine, 2005). This is because polar media create different impact. The effectiveness of a technology based learning environment can be mensural by looking at how the technology is used, users role, and the learning process itself. A good learning process depends on the knowledge on the principles of practice which are self, students, content and method actings (Galbraith, 2004).Integration of Web 2.0 technologies in incorporating 21st Century Skills among students will not be a success without appropriate learning strategies. Self-regulation is important when learning process involves internet based environment (Shen, Lee, Tsai, 2007). supplying of a technology based environment among students in incorporating the 21st Century Skills has a high probability to be ineffective if students themselves do not have the skills to be responsible for their own learning, learning strategies need to be integrated and practiced in preparing students towards achievement in their studies (Chang, 2005). Zimmerman Schunk (1989) defines independent study as a systematic orientation of feeling and action to help students in achieving their beat backs. On the other hand, Driscoll (2000) claims that self-directive are a skill where students need to decide their aims and manage their own learning as well as their achievement. Students who are equipped with self-reliant skill would usually achieve fail achievement than those who do not (Zimmerman Martinez-Pons, 1986). This shows that Self-directed Learning strategy plays an important role in students achievement (Zimmerman, 1990). On top of that, concern everyplace the expediency of students also gives a positive impact on students motivation. This is capable with the Web 2.0 technology based learning which is motivating.Learning which practices Self-directed Learning strategy through Web 2.0 technologies is suitable with the con textbook of technology based environment as students have more assert over time and task that is given to them and they have to decide on their own learning strategies (Pintrich, 1995). In contrast, traditional way of learning rarely encourages the development of self-directed learning among students (Orange, 1999).Hence, this research will be focusing on the safari to identify the integration of 21st Century Skills among students using Web 2.0 technologies. This cause is an initiative in developing the usage of technology mechanism implicated such as Web 2.0 technologies in developing the integration of 21st Century Skills among students in line with the demand of industrial domains. This initiative is taken as the phenomenon of the 21st Century Skills which becomes important in the educational depicted object in Malaysia has now been taken into consideration in assisting the writ of execution of the ache School Strategic Plan, 2011-2015 in Malaysia.Background of the StudyTechnology bas ed learning is gaining attention in recent times. This is due to the nature of the technology in immediatelys economy. High demand on k-worker who has the expertise and skills to handle technology in the constancy brings about the awareness on the importance of technology. Employees should be given training and education on the use of technology as technology is able to develop employees who work smarter in producing high-quality product and services especially for clients.Information and talk technology skills (ICT) is one of the 21stCentury Skills that is needed in producing a world-class individual in line with the demand of industry and it also offers significant contributions in the economic sector. The ICT industry in Malaysia is evaluate to generate U.S. $14.1 billion (RM43.71 billion) in 2012 (Utusan Malaysia, 2011b). This is an era of globalization which based on knowledge and k-economy. Therefore, readjustment of the fundamental principles of education require to be apply in order to cope with the flow situation. The information technology which is ontogeny so quickly made it necessary for the Malaysian education to release and use computers.Education in this era of information is more concerned with the practice of ICT in teaching and learning process (Glancy Isenberg, 2011 Gill Dalgarno, 2008). Thus, in order to meet the challenges in this digital era, Malaysia has embarked on a effigy shift in line with the development of ICT. The aim of Malaysia towards developing economy through ICT has enhanced the empowerment of the use of ICT in various sectors such as commerce, industry, education, health, and in all aspects of life. The implementation of the Multimedia Super Corridor (MSC), which has seven-spot applications of ICT-related activities in various sectors as major projects in Malaysia provides a platform and environment that can encourage and enhance the use of ICT can encourage change to promote this country towards a digital e ra which is global in the 21st century.Education is seen as an important sector in introducing the use of ICT. Integration of ICT has become important in the educational field specially. Based on The evolution of Education report by MOE in year 2004, MOE hopes that ICT could improve teaching and learning by promoting activities such as video conferencing and the Internet as a common practice in the Malaysian schools. It is expected that in 10 years time, the development of ICT infrastructure will be intensified by expanding access and equity for ICT facilities develop ICT-based curriculum and improve military rating as well as the evaluation system using ICT. Thus, Computer Literacy, Smart Schools, and Computers in Education, which has become one of the agenda in promoting ICT in schools, are implemented. Smart School is a school which emphasizes the application of ICT as pedagogy and in the school management. practice of ICT in school management as well as teaching and learning process is a noble effort of the Ministry of Education Malaysia (MOE) in promoting integration and its optimal use among the school community.Malaysias effort in the integration of ICT is developing with the implementation of the 1BestariNet Project in January 2012 by the Ministry of Education Malaysia (MOE) for schools with the aim to reform and improve the SchoolNet project. 1BestariNet is an End to End (E2E) computer networking for the purpose of teaching and learning and management and administration of 10, 000 schools for the period of 15 years (1BestariNet, 2012). This project emphasizes on the major component of teaching and learning through internet access and services Virtual Learning Environment (VLE) for the school. This shows that Malaysia is moving towards providing a learning environment with the concept of e-learning in schools. Teachers and students need to develop ICT skills unitedly in order to achieve the aspiration of government in improving ICT through educati on and mastering the 21st century skill in order to comply with the demand of the current industrial domain.Teachers and students need to be exposed to the skill of using digital media in order to equip themselves in overcoming challenges in the future (Pandian, 2005 Dakich, 2005). Teachers are the main input of students video to the skill. A study done by MSC Malaysia suggests that Ministry of Education Malaysia (MOE) of necessity to plan for on-going professional development of teachers by providing and enhancing their knowledge and skills which can skeleton their confidence in using the ICT. ICT skills are essential in order to meet the expectations of the country in producing creative and innovative nations with the use of ICT as the catalyst to the development of the countrys economy in achieving the status of developing country by the year 2020 (Ngah Masood, 2006 Park, Roman, Lee, Chung, 2009). In the context of vocational education, ICT is seen as having a great potential in providing students a broader acquisition of knowledge where students can learn something insightful and meaningful in line with the demands of the industry and the main aim of the Smart School Strategic Plan, 2010-2015 (KPM, 2010). Use of the Internet such Web 2.0 technology which provides services such as Facebook, Twitter, wikis, Blogs, YouTube and others has great potential to be used in the classroom and its benefit students learning in the process of teaching and learning (Harris Rea, 2009).Teaching and learning process needs to progress along with the rapid development of information and communication technology. customs way of teaching and learning process has now been regarded as unsuitable to the current practice (Marold, Larsen, Moreno, 2000). Current teaching methods need to be more flexible (Zhang, 2003). Traditional way of learning has now been adapted with technology based learning such as the use of video and text in lesson that simulates students participatio n in the real world (Beard, Wilson, McCarter, 2007). Web 2.0 provides a new alternative in shifting the traditional teaching and learning environment towards technology based education though E-learning environment which focuses on lifelong learning and on-demand learning (Zhang, Zhao, Nunamaker, 2004). E-learning has now become one of the evolutions in the educational field where information could be shared instantly and it becomes a medium of integration of learning materials which is effective, efficient, immediate and more economical (Ong, Lai, Wang, 2004).In the context of education, research on the use and impact of e-learning shows positive improvement (Akaslan Law, 2010). ICT in vocational education is an idea that is keep mum new in Malaysia and it is not impossible to be implemented with the effort of the Ministry of Education Malaysia in providing a technology-based learning environment which involves the Technical and Vocational Education cleavage in the developmen t of individuals. Lambert Cuper (2008) stated that students are exposed to the latest technology such as internet, computers, quick phones, social networks and others since their early age. Therefore, it is not surprising that students will be able to understand the learning content delivered through manikins, video and audio as technology helps them to learn effectively (North Central Regional Educational research laboratory NCREL Metiri Group, 2003). Each student has different ways and the ability to acquire knowledge in the learning process. Thus, it is foul if we assume that all students will be able to acquire knowledge at the same time, in the same manner and with the same method used in the past and provides the same effect in the world of learning today (Berk, 2009).The use of technologies such as visual, audio, graphics and simulation have significant effects on the students. As a result, students need an interactive teaching and learning process in helping them deve lop the knowledge. Educators need to have an effort in learning to use new technology in order to meet the demand of students in the 21st century. by the use of Web 2.0 technologies, it brings benefits in the aspect of time and learning fix, students motivation, facilitate basic skills acquisition among students and it could improve teacher trainees skills in a way which is effective and economical (Haddad Jurich, 2002 Brecht Ogibly, 2008).Integration of Web 2.0 technologies in teaching and learning process is one of the alternatives for the use of e-learning in education. Web 2.0 technologies provide various advantages for the students (Zhang, Zhou, Briggs, Nunamaker, 2006 Schmerbeck, 2000 Salomon, Perkins, Globerson, 1991). In the context of this research, Web 2.0 technologies are used in the teaching and learning process in order to inculcate 21st Century Skills among students. This approach is taken due to rapid advancement of ICT today and the changes of the 21st century students themselves. Todays younger generation, especially students are getting more occupied by the current world development of technology. Prensky (2001a) stated that students at once are the digital natives where they are born, grow and communicate using digital technology throughout their lives. It seems that technology and students cannot be separated because they grew up in an environment which is well equipped with the use of computers, video games, digital music, mobile phones, e-mail, internet and others. Students of this era show significant differences due to the rapid development of Information and Communication Technology (ICT) that is happening throughout the world. Students of this generation have undergone a radical transformation. They could no longer receive teaching and learning activities which are traditionally proposed by the earlier education system. Transformation in the integration of Information and Communication Technology (ICT) in the teaching and learn ing process is seen as an important aspect of the education today.Students understand the learning content delivered via simulations, video and audio better for the use of this technology can help them more effectively (North Central Regional Educational Laboratory NCREL Metiri Group, 2003). The concept of Web 2.0 technologies is not something new, but it is taking a new form of approach to be used in the teaching and learning process. The use of Web 2.0 technologies such as interactive video has been astray used in institutions of higher learning which is more on grownup learning (Glancy Isenberg, 2011). Adaptation of Web 2.0 technology approach in learning environment for students in Malaysian schools will be conducted. Web 2.0 technology-based learning is still believed to have a profound impact on education despite the fact that this approach has limitations in terms of teaching and learning delay among students (Song Hill, 2007). This is due to the online learning environme nt itself which allows students to have full control over their own learning compared to the traditional learning (Elvers, Polzella, Graetz, 2003). Besides, the usage of Web 2.0 technologies is actually fostering self-directed learning among students (Song Hill, 2007). Self-directed learning allows a student to have the initiative and high self-motivation in the success of their learning. Self-directed learning is capable of nurturing individual skills among students. It also provides students room in planning, supervise and evaluating their own learning. The success of online learning depends on the learning strategies used (Hill, 2002) as well as the students high level of motivation (Shapley, 2000). Therefore, the integration of Web 2.0 technologies with the emerging of self-directed learning in developing 21st Century Skills among students is in line with the demand of the industry domain of the 21st century is an alternative to ensure the effective use of technology in teach ing and learning process can be achieved. However, the doubt on the effectiveness of Web 2.0 technologies in developing the 21st Century Skills is still unanswered.Development of information and communication technology has brought changes in Malaysia in various sectors, particularly in improving the education and economy sector (Salman Hasim, 2011). Various efforts have been made by the education sector in producing a workforce which could contribute in the Malaysian industrial sector, in line with the rapid development of current technology. Achievement in producing a variety of technological facilities in the education sector has begun to develop rapidly. However, will this technology help in improving students skills in line with the demands of the industry is still uncertain.The 21st Century Skills need to progress along with the current technology. This is because both elements are important aspects of todays digital era. However, todays graduates are facing problem in the p retermit of knowledge in information technology field (The Star, 2004). Knowledge of information technology is important in the 21st century. Students are not able to get jobs because they fail to exhibit their skills (Quek, 2005 Hussin, Zakaria, Salleh, 2008).Presenting a skill will not be successful if the person does not have the knowledge of the skill. Through this research, the production of 21st Century Skills which is becoming more important will be adapted and improved through the use of Web 2.0 technologies in ensuring that students who use this technology would indirectly be practicing the 21st Century Skills. Through the use of technology, students gain knowledge in skills such as solving complex tasks and make quick decisions (Prensky, 2006). This is due to the use of technology such as video games, music and others which require them to think and move fast. Students abilities will not bring significant benefits if it is not imparted in classroom teaching (Berk, 2009). Therefore, the use of Web 2.0 technologies in teaching and learning process is a recommended alternative in bringing benefits for teachers and students (Berk, 2009). Web 2.0 technologies are an innovation in e-learning. This innovation should be practiced by teachers and students in teaching and learning activities. However, the use and word meaning of Web 2.0 technology among teachers and students is still unknown. An innovation of technology will not bring much knowledge to the consumer if the factor of acceptance is not identified (Glancy Isenberg, 2011 Rogers, 2003).This 21st Century Skills can actually be improved from time to time. Sanders Morrison-Shetlar (2000) stated that the integration of ICT in teaching and learning process not scarcely enhances students achievement, but it also improves their skills such as critical thinking skills and problem solving skills which are skills needed in the 21st century. ICT has great potential in producing students equipped with the 21st Century Skills.Students of the 21st century need skills such as 1) study skill and innovation (including the skills of creativity and innovation, critical thinking and problem-solving skills, as well as communication and collaboration skills , 2) information and communication technology (ICT) skills (includes information literacy, media literacy, as well as information, communication and technology literacy skills), 4) life and career skills (including tractability and adaptability, initiative and self-directed, social and cross-cultural, productivity and accountability skills as well as leadership and duty skills) (Partnership for 21st Century Skills, 2007). This is in line with Malaysias mountain of producing potential of individuals who are equipped with the 21st Century Skills which is global in preparing students for the future.Employers in Malaysia need graduates, who are equipped with skills such as communication skills, problem solving skills, computer literacy, teamw ork and management skills.The demand of employers in Malaysia towards the desired quality of graduates is still an issue today. Educational institutions have been given the responsibility to produce graduates who have 21st Century Skills as well apart from technical skills with the aim to produce outstanding individuals. However, educational institutions are still having problems in realizing the demand (Suratman Mohd Rosli, 2010). As mentioned, the problems encountered in information and communication technology are strongly related with the development of 21st Century Skills among students. E-learning which is already being practiced in institutions of higher education actually has a great potential in developing students 21st Century Skills (Jones Fitzgibbon, 2006). In spite of that, the method and approach in integrating e-learning with the development of 21st Century Skills need to have proper planning. The elimination of e-learning from students skills development agenda is a big mistake made now (Jones Fitzgibbon, 2006). Teachers need to play a role in the integration of 21st Century Skills through the use of Web 2.0 technologies. Teachers need to adopt ICT technology and apart from that, adaptation and innovation need to be done as well. This is a challenge taken in producing skilled manpower in the economy in realizing Vision 2020 and to create a learning environment that is compliant with the 21stcentury.With the current development of technology, Malaysia has moved towards producing k-worker which emphasizes the skills and expertise to handle technology in the industry. economical revolution has brought demand on a new and different set of skills such as innovation, communication, interaction, and so forth. The current education system needs to take a paradigm shift in producing students who are in line with the 21st century and not simply producing workforce but not in accord with the current demand of industry. However, there is still not muc h research is related to this issue among students either inside or outside the country. Therefore, a study should be conducted to survey the implementation of that strategy. This is an effort to help the education sector in producing skillful students in line with the demand of industry to fulfill the need for workforce who are successful in their studies apart from their achievement in their careers. The aim of this research is to identify to what extend the use of Web 2.0 technologies-based Virtual Learning Environment (WVLE) in teaching and learning process and could 21st Century Skills be instilled among students through WVLE.Limitations of this study are as listed belowTime constraintThe duration of time given to finish this research is 6 months this limits the collections of the data because of problems likely to arise during collecting the data. Because of the constraint, the data cannot be accurately evaluated. salute constraintThe investigator will have financial constr aint if all of the schools in Malaysia were included in this study. This is because researcher needs to choose a random location to carry out observation on respondents. Therefore, only selected schools will involve in this study depend on the location of the schools.Probity constraintIn the quantitative phase of study there is a potential risk of a non-response error i.e. problems caused by differences between those who respond and those who do not in the event of a low response rate (Dillman, 2000). Besides, the researcher also has the risk in swear the data collected from the respondent because of the sincerity factor.Distance constraintThe surmount between researcher and respondents is one of the limitations in this study. The researcher can only select nearest schools as the study location in order to collect data directly from the respondents.Population constraintBecause of the convenience consume will be used in the quantitative phase of the study, the researcher cannot st ate with confidence that the sample will be representative of the creation (Creswell, 2002). While in the qualitative phase of the study, researcher only can select a few students from nearest schools to be the respondents. This is because researcher needs to collect data directly from the respondents.This study would be significant in a number of ways. The significance of this study is closely related to the benefits or contribution obtained through the study. The contributions of the study are as listed belowVirtual Learning Environment (VLE)Introduces and defines the concept of VLE, discussing how a VLE differs from the traditional classroom and differentiating it from related, but narrower.Students need a transformation in their studies, from traditional to online learning in obtaining a more effective learning experience (Mezirow, 1990). This research can help in identifying whether a VLE can be created more effectively with the integ