Challenges of 21st Century

Teaching in 21stCentury

Teacher Training Workshop for Computing Educators

By Prof. Dr. M. A. Pasha

Delivered at University of Sargodha on 06 Sep, 2012

Challenges of 21st Century

  • Globalized business environment [Morrison, 2011]
  • High level of agility, control and transparency [Kroell& Thomas, 2011; Amah & Baridam, 2012]
  • Keeping pace with innovative technologies [Fagerberg& Godinho, 2004]
  • Availability of information with respect to time, speed, volume, mode and nature and management of this exponentially growing information [Gantz, et al., 2008]
  • Keeping control on international and inter-organizational business processes in real time [Chikova& Hofer, 2005; Haller & Magerkurth, 2011; Venkatesh& Balak, 2012]
  • Optimization of business processes across multiple sites [Quan& Tian, 2009]
  • Highly uncertain and chaotic business environments, a new level of national & international competition (hyper-competition)
  • Social & cultural diversity, rapidly changing products and processes, energy, government regulation
  • Increasing importance of skill, quality, productivity and other stresses [Peng, et al. 2008; Amah & Baridam, 2012]
  • According to IBM Global Technical Services (2006) that "just four years from now, the world's information base will be doubling in size every 11 hours."
  • Jackson (2008) says "Preparing our students for a lifetime of working, learning and living in uncertain and unpredictable worlds that have yet to be revealed is perhaps one of the greatest responsibilities and challenges confronting universities all over the world. We live in a world where change is exponential and we are trying to tackle the 'wicked problem' of preparing students for jobs that don't yet exist, using technologies that have not yet been invented, in order to solve problems that we don't know are problems yet."
  • The nature of higher education is radically changing. Learning is not merely that which is planned by teachers, students change the curriculum themselves. Same is with place, time, and student community.
  • The demands for short courses, part-time evening and weekend courses, certification trainings, professional seminars and summer schools have challenged the trend of well-defined academic calendar (Scott, 1997).
  • Smith & Webster (1997) characterize it as "different academics pursuing different knowledges, different teams of researchers combining and recombining to investigate shifting topics, different sorts of students following different courses, with different modes of study and different concerns among themselves, different employment arrangements for different types of staff -difference everywhere in this the postmodern, flexible, accommodating university."
  • The president of Georgia Institute of Technology, Dr. G. P. Peterson (2009) comments, "The amount of technical information is doubling about every two years. … within 10 years that the rate of information doubling will occur every 72 hours. …perhaps half of what we teach freshmen this year will be obsolete by the time they are juniors and it make you or it forces us to rethink what it is that we are trying to teach students, what it is we are trying to prepare them for…An enormous challenge for us as educators in terms of what we want to do, what we need to do and what we think we need to do."
  • He further comments, "We know that the workforce of the future will be more mobile, that it will be more visual and that it certainly be more technologically driven. … Clearly our ability to adapt to this changing environment will depend upon how well we can incorporate the necessary curriculum changes. Certainly our universities will have to be more agile, they will have to be more responsive, more nimble, more flexible and resourceful. They will need to review and refine their curricula…."
  • He further says, "In addition to developing these new constructs for interdisciplinary teaching and research, higher education needs to look outward to the local community, the state, the nation and the world to prepare students not only for technological careers, but to better prepare students to take personal and civic responsibility in careers that will be influenced by global forces. …Our graduates must be prepared for an unpredictable world, because as hard as we try, we are not going to be able to understand what it is that they are going to be faced with in their lifetimes."

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