Formal education, which involves instruction by specially trained teachers.

Is Education Important?

Many positions require some sort of formal education. Even for those positions that don't require formal education, you will increase your value by having a college degree.

Degree fields such as Computer Science, Information Security, Computer Engineering, and Electrical Engineering are highly sought after by prospective employers of INFOSEC professionals.

In addition to demonstrating a grasp of the concepts required for the position you are applying for, a college degree lets an employer know you have the ability to set a long term goal and then work to achieve it. This is, in some cases, more valuable to the employer than the degree itself.

Most entry level positions don't require advanced degrees; however, if you have the time and money to pursue one, a master's degree or higher can only increase your chances of getting your foot in the door.

Many online universities now offer Information Security Master of Science degrees.

Towards participatory learning and literacy culture

Traditional conceptions of expertise have emphasized formal education and qualifications. These are challenged by definitions of expertise that are based on shared problem-solving skills and conversational competencies (Bereiter & Scardamalia 2005). The concept of dialogic literacy represents this changed conception of knowledge and expertise, which assumes that facts or disciplinary content are not to be learned and appreciated only as aspects of proper knowing but are to be more widely perceived as knowledge and expertise for life. The world of communication is now constituted in ways that make it imperative to highlight the concept of design (the design mode) of information, rather than concepts such as acquisition, competence and critique of information in learning (Kress 2003).

Today’s media and literacy culture could be called participatory design culture as exemplified by social media (Lankshear & Knobel 2006). The collaborative and participatory culture has developed especially around social and mobile media, which challenge traditional ways of teaching and learning. Participatory culture shifts the focus of literacy practices from individual achievement and expression to community involvement. The key goal of learning becomes how to share knowledge and experiences in multiple and productive ways (Jenkins et al. 2008). In dialogic learning processes, the goal is not only to understand information content and conventions but also to question, discuss and create new knowledge. According to Jenkins and his colleagues, one of the core aims in schooling is to guide children and adolescents towards democratic participatory culture where action, information sharing and collaborative practices are ethically sustainable. In the relationship between media and youth lies a strong base for supporting dialogic literacy in education. The goal should be to encourage youth to develop the skills, knowledge, ethical frameworks and self-confidence needed to be full participants in contemporary culture.

Multimodal representations in the world outside school challenge traditional practices of teaching and conventional learning situations in schooling. Pahl and Rowsell (2005) and Rantala and Korhonen (2008) introduce new literacy pedagogies in classrooms from the viewpoint of literacy education. The main idea of new literacy pedagogies is to bring the multimodal out-of-school literacy practices of children and adolescents and their whole communicational landscape into classrooms. This would challenge the traditional models of literacy in schools which favour traditional forms of literacy education. The key concepts of this literacy pedagogy are meaning and identity; literacies are seen as meaning-making practices which children and youngsters use to explore the constraints and possibilities of their worlds. This kind of pedagogy calls for communication in which multimodal products or events are both articulated or produced and interpreted or used (Kress & Van Leeuwen 2001). From a teacher’s perspective this kind of pedagogy is about drawing on children’s out-of-school literacies across micro, meso and macro levels of schooling, including, for instance, asking learners for help in order to use a certain media technology, getting the support of school administrators in organizing the time and space to work with digital media, and, at the macro level, recognizing new literacies as part of the curriculum (Pahl & Rowsell 2005, pp. 134-9).

Knowledge-creation pedagogy and the enhancement of dialogic literacy might mean the examination of learning situations as arenas in which learners construct socially their learning culture and relationships with outside reality from within their own authentic experiences (Rantala & Korhonen 2008). Teachers could create projects that encourage students to become agents of social change, actively designing their own futures through the manipulation of (semiotic) resources, discourse and literacies. Kress (2003) argues that it is no longer responsible to let children and young experience school without basing schooling on competent performance in design, which is a fundamental fact of contemporary social and cultural life outside school. The participative and dialogic design process is an essential requirement in a changing world.

10.5.1 Learning to Learn (Formal Education)

Given the accelerated rate of change that keeps transforming everything, and with it the useful life of learned subject matter, the real responsibility of an educational system is to convert the learners to self-educators. It can achieve this by increasing the students' desire and ability to embark on a never-ending process of learning, unlearning, and relearning, both within and beyond the conventional frameworks. The responsibility for these first- and second-order learnings should be common to all levels of formal education, from elementary to higher education. Formal education, a licensing activity, covers the whole spectrum of K-12, college, and postgraduate studies.

To ensure the quality and availability of formal education, the learning system will:

Be responsible for identifying and publicizing the Nation's educational needs and priorities and making sure that there will be sufficient information and resources available to help the members make informed decisions in terms of their educational goals

Provide financial support (i.e., scholarships) to eligible students who will otherwise be deprived of pursuing courses of study that are needed/endorsed by the Nation

Create a trust fund to offer interest-free loans to eligible students, who will be allowed to write them off by working in the Nation's governance or its business development efforts

Generate and continually develop a national database to monitor the educational progress of each member throughout his/her life

Consider all Oneidas, regardless of their residence, as its constituency and do its best to (1) keep itself informed about their educational history and progress and (2) make itself accessible to them when conditions require and justify supporting the members' academic pursuits

The knowledge and skills that teachers acquire through their formal education and job experience are the focus of empirical research on teachers as experts. Because this expert status has not always been taken for granted and is still disputed, this paper starts by sketching the research paradigms in research on teaching and learning that preceded the expert approach. It then shows how the expert approach selects expert teachers on the basis of measurable external criteria, such as achievement gains in their students. An expert teacher's professional knowledge is revealed in, for example, the categorical perception of events in the classroom, and in action routines that permit a stable but flexible approach to the dynamic demands of teaching. An inspection of expert research in other domains suggests that there may be a direct relation between expert performance and both the extent of work experience and professional knowledge. However, in teachers, such relations are moderated by other factors, such as burnout. An overview is given of the areas of professional knowledge to be found in teachers. Alongside domains also taught explicitly in teacher training, such as subject-matter knowledge of the curriculum, this also includes knowledge acquired only implicitly and predominantly through practical experience. This covers domains such as the philosophy of the subject and subject-specific pedagogical knowledge—in other words, the cognitive integration of content knowledge with pedagogical knowledge. The paper concludes by discussing some implications of research on teacher expertise for the practice of teacher education.