MODULE in

TTL 2 CTE
(Technology in Teaching and Learning 2)

Chapter1

Unit 1: Teaching and Learning in 21st Century

 21st century skills
 Early Generation and Modern Teachers and Student

Intended Learning Outcome:

● Students will know what is the difference between Traditional and Modern

● Student will be able to learn the importance of 21st century skills

As advances in technology drive globalization and digital transformation, teachers can

help students acquire the necessary skills to succeed in the careers of the future.

How important is technology in

education? The COVID-19
pandemic is quickly
demonstrating why online
education should be a vital part
of teaching and learning. By
integrating technology into
existing curricula, as opposed to
using it solely as a crisis-
management tool, teachers can
harness online learning as a
powerful educational tool.

The effective use of digital learning tools in classrooms can increase student
engagement, help teachers improve their lesson plans, and facilitate personalized
learning. It also helps students build essential 21st-century skills.

Technology provides students with easy-to-access information, accelerated learning,

and fun opportunities to practice what they learn. It enables students to explore new
subjects and deepen their understanding of difficult concepts. Through the use of
technology inside and outside the classroom, students can gain 21st-century technical
skills necessary for future occupations.

Educational technology can foster collaboration. Not only can teachers engage with
students during lessons, but students can also communicate with each other. In
collaborative activities, students can share their thoughts and ideas and support each
other. At the same time, technology enables one-on-one interaction with teachers.

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 MODULE in
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Teachers can leverage technology to achieve new levels of productivity, implement

useful digital tools to expand learning opportunities for students, and increase student
support and engagement. It also enables teachers to improve their instruction methods
and personalize learning. Schools can benefit from technology by reducing the costs of
physical instructional materials, enhancing educational program efficiency, and making
the best use of teacher time.

DEFINING 21ST CENTURY SKILLS

21st century skills refer to the knowledge, life skills, career skills, habits, and traits that
are critically important to student success in today's world, particularly as students
move on to college, the workforce, and adult life.

There is no shortage of current definitions of 21st century skills and knowledge. In this
paper, we do not seek to provide another or choose one over another. Rather, we share
two well-known examples and pull out several common themes. In a frequently cited
example, the University of Melbourne–based and Cisco, Intel, and Microsoft-funded
Assessment and Teaching of 21st Century Skills (AT21CS) consortium which includes
Australia, Finland, Portugal, Singapore, the United Kingdom, and the United States
organizes 21st century skills, knowledge, and attitudes, values, and ethics into the
following four categories:

1. Ways of Thinking: creativity and innovation, critical thinking, problem solving,

decision-making, and learning to learn (or meta-cognition).
2. Ways of Working: communication and teamwork.
3. Tools for Working: general knowledge and information communication technology
(ICT) literacy.
4. Living in the World: citizenship, life and career, and personal and social
responsibility, including cultural awareness and competence.

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

Another definition comes from the book The Global Achievement Gap by Tony Wagner
(2008), co-director of the Harvard Change Leadership Group. Informed by several
hundred interviews with business, nonprofit, and education leaders, Wagner proposes
that students need seven survival skills to be prepared for 21st century life, work, and
citizenship:

1. critical thinking and problem solving

2. collaboration and leadership
3. agility and adaptability
4. initiative and entrepreneurial-ism
5. effective oral and written communication
6. accessing and analyzing information
7. curiosity and imagination.

The Asia Society and the U.S. Council of Chief State School Officers specify global
competence as the core capacity students need for the 21st century and define it as the
capacity and disposition to understand and act on issues of global significance. Per this
definition, globally competent students do the following:

1. Investigate the world beyond their immediate environment.

2. Recognize perspectives, others’ and their own.
3. Communicate ideas effectively with diverse audiences.
4. Take action to improve conditions.

What Are 21st Century Skills?

21st century skills refer to the knowledge, life skills, career skills, habits, and traits
that are critically important to student success in today’s world, particularly as
students move on to college, the workforce, and adult life.

The twelve 21st Century skills

These skills are intended to help students keep up with the lightning-pace of today’s
modern markets. Each skill is unique in how it helps students, but they all have one
quality in common. They’re essential in the age of the Internet.

1. Critical thinking 6. Media literacy

2. Creativity 7. Technology literacy
3. Collaboration 8. Flexibility
4. Communication 9. Leadership
5. Information literacy 10. Initiative

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

11. 12. Social

skills
Productivity

Each 21st Century skill is broken into one of three categories:

1. Learning skills
2. Literacy skills
3. Life skills
Learning skills (the four C’s) teaches students about the mental processes required to
adapt and improve upon a modern work environment.

Literacy skills (IMT) focuses on how students can discern facts, publishing outlets, and
the technology behind them. There’s a strong focus on determining trustworthy sources
and factual information to separate it from the misinformation that floods the Internet.

Life skills (FLIPS) take a look at intangible elements of a student’s everyday life. These
intangibles focus on both personal and professional qualities.

The four C’s are by far the most popular 21st Century skills. These skills are also
called learning skills.

More educators know about these

skills because they’re universal needs
for any career. They also vary in
terms of importance, depending on
an individual’s career aspirations.

The 4 C’s of 21st Century Skills are:

 Critical thinking: Finding solutions to problems

 Creativity: Thinking outside the box
 Collaboration: Working with others
 Communication: Talking to others

The three 21st Century literacy skills

are:
 Information literacy:
Understanding facts, figures,
statistics, and data

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

 Media literacy: Understanding the methods and outlets in which information is

published
 Technology literacy: Understanding the machines that make the Information
Age possible

Life skills is the final

category. Also called FLIPS,
these skills all pertain to
someone’s personal life, but
they also bleed into professional
settings.

The five 21st Century life skills are:

 Flexibility: Deviating from plans as needed

 Leadership: Motivating a team to accomplish a goal
 Initiative: Starting projects, strategies, and plans on one’s own
 Productivity: Maintaining efficiency in an age of distractions
 Social skills: Meeting and networking with others for mutual benefit

HOW TO TEACH 21ST CENTURY SKILLS: NINE LESSONS FROM THE SCIENCE OF
LEARNING

The science of learning can be distilled into nine points, all of which are about how
students learn 21st century skills and how pedagogy can address new learning needs.
Many of the lessons—particularly transfer, meta-cognition, teamwork, technology, and
creativity—are also 21st century skills in themselves. Use them as points of advice that
other education systems can apply.

1. Make it relevant
To be effective, any curriculum must be relevant to students’ lives. Transmission and
rote memorization of factual knowledge can make any subject matter seem irrelevant.
Irrelevance leads to lack of motivation, which in turn leads to decreased learning.

To make curriculum relevant, teachers need to begin with generative topics, ones that
have an important place in the disciplinary or interdisciplinary study at hand and
resonate with learners and teachers.

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

Both teachers and

students benefit from
the use of generative
topics and reinforcement of relevance. Teachers like this method because it allows for
the freedom to teach

creatively. Students like it because it makes learning feel more interesting and engaging,
and they find that understanding is something they can use, rather than simply possess.

2. Teach through the disciplines

Learning through disciplines entails learning not only the knowledge of the discipline
but also the skills associated with the production of knowledge within the discipline.
Through disciplinary curriculum and instruction students should learn why the
discipline is important, how experts create new knowledge, and how they communicate
about it.

Continued learning in any discipline requires that the student or expert become deeply
familiar with a knowledge base, know how to use that knowledge base, articulate a
problem, creatively address the problem, and communicate findings in sophisticated
ways. Therefore, mastering a discipline means using many 21st century skills.

3. Simultaneously develop lower and higher order thinking skills

Lower-order exercises are fairly common in existing curricula, while higher-order
thinking activities are much less common. Higher-level thinking tends to be difficult for
students because it requires them not only to understand the relationship between
different variables (lower-order thinking) but also how to apply or transfer that
understanding to a new, uncharted context (higher-order thinking).

However, applying new understandings to a new, uncharted context is also exactly what
students need to do to successfully negotiate the demands of the 21st century. Higher-
level thinking skills take time to develop, and teaching them generally requires a trade-
off of breadth for depth.

4. Encourage transfer of learning

Students must apply the skills and knowledge they gain in one discipline to another.
They must also apply what they learn in school to other areas of their lives. This
application or transfer can be challenging for students (and for adults as well).

There are a number of specific ways that teachers can encourage low- and high-road
transfer. To encourage low-road transfer, teachers can use methods like the following:

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

 Design
learning
experiences
that are similar to situations where the students might need to apply the
knowledge and skills
 Set expectations, by telling students that they will need to structure their
historical argument homework essay in the same way that they are practicing in
class
 Ask students to practice debating a topic privately in pairs before holding a
large-scale debate in front of the class

 Organize mock trials, mock congressional deliberations, or other role-playing

exercises as a way for students to practice civic engagement
 Talk through solving a particular mathematics problem so that students
understand the thinking process they might apply to a similar problem
 Practice finding and using historical evidence from a primary source and then
ask students to do the same with a different primary source

The purpose of each of these activities is to develop students’ familiarity and comfort
with a learning situation that is very similar to a new learning situation to which they
will need to transfer their skills, concepts, etc.

Teachers can use other methods to encourage high-road transfer. For example teachers
can ask students to:

 Brainstorm about ways in which they might apply a particular skill, attitude,
concept, etc. to another situation.
 generalize broad principles from a specific piece of information, such as a law of
science or a political action
 make analogies between a topic and something different, like between
ecosystems and financial markets
 study the same problem at home and at school, to practice drawing parallels
between contextual similarities and differences

Shanghai education experts believe that training students to transfer their knowledge
and skills to real problems contributed to their success on the 2009 Programmed for
International Student Assessment (PISA). The importance of transfer brings us back to
the fundamental rationale for learning 21st century skills in the first place so that
students can transfer them to the economic, civic and global 21st century contexts that
demand them.

5. Teach students to learn how to learn

There is a limit to the skills, attitudes, and dispositions that students can learn through
formal schooling. Therefore, educating them for the 21st century requires teaching
them how to learn on their own. To do so, students need to be aware of how they learn.

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

Teachers can develop

students’ meta-
cognitive capacity by
encouraging them to explicitly examine how they think. It is also important for students
to develop positive mental models about how we learned, the limits of our learning, and
indications of failure. Students benefit from believing that intelligence and capacity
increase with effort (known as the “incremental” model of intelligence) and that
mistakes and failures are opportunities for self-inquiry and growth rather than
indictments of worth or ability.

6. Address misunderstandings directly

Another well-documented science-of-learning theory is that learners have many
misunderstandings about how the world really works, and they hold onto these
misconceptions until they have the opportunity to build alternative explanations based
on experience. To overcome misconceptions, learners of any age need to actively
construct new understandings.

There are several ways to counter misunderstandings, including teaching

generativetopics deeply, encouraging students to model concepts, and providing explicit
instruction about misunderstandings.

7. Promote teamwork as a process and outcome

Students learn better with peers. There are many ways in which teachers can design
instruction to promote learning with others.

Students can discuss concepts in pairs or groups and share what they understand with
the rest of the class. They can develop arguments and debate them. They can role-play.
They can divide up materials about a given topic and then teach others about their
piece. Together, students and the teacher can use a studio format in which several
students work through a given issue, talking through their thinking process while the
others comment.

8. Make full use of technology to support learning

Technology offers the potential to provide students with new ways to develop their
problem solving, critical thinking, and communication skills, transfer them to different
contexts, reflect on their thinking and that of their peers, practice addressing their
misunderstandings, and collaborate with peers all on topics relevant to their lives and
using engaging tools.

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

There are also many

other examples of
web- based forums
through which students and their peers from around the world can interact, share,
debate, and learn from each other.

The nature of the Internet’s countless sources, many of which provide inconsistent
information and contribute substantive source bias, provide students with the
opportunity to learn to assess sources for their reliability and validity. It gives them an
opportunity to practice filtering out information from unreliable sources and
synthesizing information from legitimate ones.

9. Foster students’ creativity

A common definition of creativity is “the cognitive ability to produce novel and valuable
ideas.” Creativity is prized in the economic, civic, and global spheres because it sparks
innovations that can create jobs, address challenges, and motivate social and individual

progress. Like intelligence and learning capacity, creativity is not a fixed characteristic
that people either have or do not have. Rather, it is incremental, such that students can
learn to be more creative. In contrast to the common misconception that the way to
develop creativity is through uncontrolled, let-the kids-run-wild techniques or only
through the arts creative development requires structure and intentional from both
teachers and students and can be learned through the disciplines.

Early Generation and Modern Teachers and Student

1. STUDENTS OF THE EARLY GENERATIONS VS. STUDENTS OF THE 21ST CENTURY

- Students in the earlier generations are indeed different in today’s generation. Having
technologies at their side make them more advanced in information where they do not
need to have a long distance walk just to access information from the books in the
library. Almost all information and tools that they need are already at the palm of their
hands. They only need to access and use these technologies rightfully and appropriately.
Before, the students depend so much from the teacher when it comes to learning. They
listen passively to the discussions, they only speak or answer when they are asked.
Students before learn theories through memorization of text, and many others in which
we can tell that is not entirely authentic.

2. STUDENTS OF YESTERYEARS VS STUDENTS OF THE 21ST CENTURY

STUDENTS OF YESTERYEARS STUDENTS OF THE 21ST CENTURY

Receiver of facts and information Active creators of knowledge

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

Learning is based on repetition Interactive knowledge constructor

Textbook users Internet users to access a vast of
information
Passive recipients of information Actively engaged in class activities
Competitive learners Collaborative learners
Factual thinkers Reflective, critical and creative thinkers
Unilateral thinkers Divergent thinkers
Inactive process of learning Dynamic processes of learning
Dependent learners Self - managing learners
Single taskers Multitasker
Single sensory input provider Multi-sensory input provider

They have to get away with being passive learners. They have to:
1. Learn to generate their own ideas and construct their own understanding of the
lesson;
2. Create works that are original;
3. Communicate clearly with other students and with their teachers;
4. Collaborate with one another to achieve higher standard of learning; and
5. Innovate learning and their outputs.

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

3.

INSTRUCTIONS IN THE EARLY GENERATIONS vs INSTRUCTIONS IN THE 21ST

CENTURY

- Lecture is an effective mode of instruction but may not be as effective as other

pedagogies which would make teaching and learning more interesting, engaging, and
would absolutely give the students quality education and authentic learning. Here are
TRADITIONAL LEARNING NEW LEARNING
ENVIRONMENT ENVIRONMENT
Teacher - centered instruction Student - centered learning
Single - sense simulation Multi-sensory simulation
Single - path progression Multi path progression
Single medium Multimedia
Isolated work Collaborative work
Information delivery Information exchange
Passive learning Active/exploratory/inquiry - based
learning
Factual, knowledge - based learning Critical thinking and informed decision
making
Reactive response Proactive/planned action
Isolated, artificial context Authentic, real - world context
some of the useful and effective teaching methods and strategies:

• Interactive lecture
• Case – based learning
• Problem – based learning
• Inquiry – based learning
• Project – based learning
• Simulation
• Role play • Peer tutoring
• Experiential learning • E – learning
• Laboratory work • PISER (Peer Instruction And Student
• Field work Electronic Response)

4. TRADITIONAL LEARNING ENVIRONMENT VS NEW LEARNING ENVIRONMENT

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

What is traditional
learning?

Traditional learning takes place in a classroom setting. There is a trainer whomoderates

and regulates the flow of information and knowledge. Then, the trainer expects the
employees to deepen their knowledge through written exercises at home. Nowadays,
technology is incorporated in the classroom more and more. However, in face-to-face
instruction scenarios, the primary source of information is still the trainer.

What is online learning?

Online learning is exactly what it sounds like: it takes place over the internet. It is a
formof distance learning. It’s interchangeable with the term e-learning. An LMS typically
stores the training content, which is accessible anywhere and anytime.

What are the differences between online and traditional learning?

If you are deciding between online or traditional learning, it can be helpful to consider
the below comparison:

Online education Traditional education

It happens online It happens offline
Anytime, anyplace Forced in a schedule and place
Flexible pace Imposed pace
Alone Together with your colleagues
Supports an independent learning style Learning from and with each other
The primary source of information is online The primary source of information is the
content trainer
Extensive interaction between trainers and
Limited interaction
colleagues

5. THE 21ST CENTURY SKILLS?

-Making education quality does not focus alone on the cognitive aspect of learning.
Incorporating the non – academic skills is likewise vital in the teaching – learning
process. This skills are described as ‘transversal skills’ which encompass the 21st
century skills, soft – skills, generic skills and non-cognitive skills values and attitudes,
including collaboration, self – discipline, resourcefulness and respect for the
environment.

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

According to
Partnership
to 21st Century Skills
Organization, the following 21st century skills are relevant to the student’s professional
growth to be effective professionals, citizens, and leaders for the future.
 Learning and Innovation Skills
 Life and Career Skills
 Information, Media, and Technology Skills

Life and career skills Information, media, and technology skills

Key subject – 3Rs and 21st Century Theme Learning and Innovation Skills – 4Cs Critical
thinking – communication Collaboration - Creativity Standards and assessments
Curriculum and Instruction Professional Development Learning Environments

The Partnership for 21st Century Skills has suggested six (6) key elements for fostering
21st century learning.
1. Emphasize core subjects.
2. Emphasize learning skills.
3. Use 21st century tools to develop learning skills.
4. Teach and learn in a 21st century context.
5. Teach and learn 21st century content.
6. Use 21st century assessments that measure 21st century skills.

Click the following links for the overview of the computer:

Different definitions of 21st Century Skills
https://www.edweek.org/teaching-learning/how-do-you-define-21st-century-learning/
2010/10
Teaching and learning 21st Century skills
https://asiasociety.org/education/teaching-and-learning-21st-century-skills

Students in the Early Generation vs Students in 21st century

https://www.youtube.com/watch?v=6urSZk_O-ys

Traditional learning environment vs new learning environment.

https://www.easy-lms.com/knowledge-center/lms-knowledge-center/online-learning-
vs-traditional-learning/item12530

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

1. Compare the power point presentation and visual aids; which is effective
in students learning.
2. If you are a teacher what is your most preferred instructional materials?
Why?

1. What is the significance of knowledge in the development of 21st century

civilization? (20pts.)
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
2. In 21st Century, pick at least 3 of the skills and explain/elaborate each contribution
in the development of 21st Century Curriculum. (20pts.)
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

3. As a future educator what could be the biggest challenges that school faces in
connection with the digital learning? (20pts)
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

Take an online quiz

by clicking the links below: (Screenshot your scores and submit it on Google
Classroom.)

PUT YOUR BEST PICTURE/S HERE

Prepared by:
FOR IDENTIFICATION PURPOSES
Abregoso, Dexter Nathaniel
Angeles, Wency Jane
Blancaflor, Recel
Cartel, Jan Joeferd
Castro, Glenda

Course/Section:
BSED SOCSTUD 3A

Semester/Academic year:
2nd Semester SY: 2022-2023

Subject:
Technology in Teaching and Learning 2
( Unit 1: Teaching and Learning in 21st Century)

©2021 JOHN ISRAEL G. TAGUDIN

 MODULE in
TTL 2 CTE
(Technology in Teaching and Learning 2)

Instructional
Video:
https://drive.google.com/file/d/1vdiIjiGbqJ8ablLRqeLpPr0oCcQbtPfS/view?
usp=sharing

Google Quiz:
https://forms.gle/mNx9xP6GutkWwvCb9

Power Point Presentation:

https://docs.google.com/presentation/d/1th82A4z-renF-YHBR-iAZoleTfkaaOeI/edit?
usp=sharing&ouid=101122634982786153050&rtpof=true&sd=true

©2021 JOHN ISRAEL G. TAGUDIN