Summary and Keywords
Generally, as a result of the need for many schools to compete on a global level, the use of digital technologies has increased in teacher education programs as well as in U.S. public schools. The dynamics of globalization and digital technologies also continue to influence teacher preparation programs, with multiple implications for educational policies and practices in U.S. public schools. Rapidly emerging developments in technologies and the digital nature of 21st-century learning environments have shaped and transformed the ways learners access, process, and interpret both the general pedagogical content knowledge and discipline-specific content in teaching and learning. Ultimately, the roles of students and teachers in digital learning environments must change to adapt to the dynamic global marketplace. In practice, these changes reiterate the need for teacher educators to prepare skilled teachers who are able to provide social and academic opportunities for building a bridge from a monocultural pedagogical framework to a globally competent learning framework, which is critical to addressing the realities of 21st-century classroom experiences. Specifically, there is a need to equip teacher candidates with cultural competency and digital skills to effectively prepare learners for a digital and global workplace. The lack of cultural competency skills, knowledge, attitudes, and dispositions implies potential social and academic challenges that include xenophobia, hegemony, and classroom management issues. The development of 21st-century learning skills is also central to the preparation of digital and global citizens. The 21st-century globalization skills include communication skills, technological literacy and fluency, negotiations skills, knowledge on geography, cultural and social competency, and multiculturalism. To be relevant in the era of globalization, teacher education programs should take the lead on providing learners with knowledge that promotes global awareness and the 21st-century learning skills required to become responsible global and digital citizens.
Keywords: competency skills, digital citizenship, digital technologies, diversity, globalization, global citizens, global competencies, global teachers, 21st-century learning skills, teacher education
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