21 CENTURY

st

EDUCATION
MODULE 1
LEARNING OUTCOMES:

1. Define 21st Century education

2. Describe the 21st Century teacher and the needed innovative tools for learning
3. Examine the critical attributes of 21st Century education
4 Explain how 21st Century education concepts can be integrated in the classroom
5. Draw relevant life lessons and significant values from the experience in practicing 21st
Century education
6. Analyze research abstract on 21st Century education and its implications on teaching- learning
process
7. Prepare an evaluation instrument intended for 21st Century teaching-learning
 21 CENTURY EDUCATION
st

CONTEXT
 21st Century Schools. Schools in the 21st century focus on a project-based curriculum for life that
would engage students in addressing real-world problems and humanity concerns and issues.
 Schools will go from 'buildings' to 'nerve centers', with open walls and are roofless while
connecting teachers, students and the community to the breadth of knowledge in the world.
 Teachers will transform their role from being dispensers of information to becoming facilitators of
learning and help students translate information into knowledge and knowledge into wisdom.
 Learners will become adaptive to changes. In the past, learners spent a required amount of time in
respective courses, received passing grades and graduated. Today, learners are viewed in a new
context.
THESE CHANGES HAVE IMPLICATIONS FOR TEACHERS:

(1) Teachers must discover student interest by helping them see what and
how they are learning to prepare them for life in the real world;
(2) They must instill curiosity, which is fundamental to lifelong learning;
(3) They must be flexible in how they teach; and
(4) They must excite learners to become more resourceful so that they will
continue to learn outside formal school.
 The 21ST Century Curriculum.
The twenty-first century curriculum has critical
attributes that are interdisciplinary, project-
based and research-driven. It is connected to
local, national and global communities, in
which students may collaborate with people
around the world in various projects.
The classroom is filled with self-directed
students, who work independently and
interdependently. The curriculum and
instruction are designed imbued with the
concept of differentiation.
Thus, instead of focusing on textbook-driven
or fragmented instruction, instruction turns to
be more thematic, project-based and integrated
with skills and competencies purely not
confined within themselves.
Learning is not confined through memorization
of facts and figures alone but rather is
connected to previous knowledge, personal
experience, interests, talents and habits.
 The 21ST Century Learning
Environment
Typically, a 21 Century classroom is not confined to a and "green" schools.
literal classroom building but a learning environment
where students collaborate with their peers, exchange An ideal learning environment has plenty of wall
insights, coach and mentor one another and share space and other areas for displaying student work
talents and skills with other students. that includes a place where the parents and the
community can gather to watch student
Hence, in the process of creating a world-class 21 performances, as well as a place where they can
century learning environment, building new schools meet for discussions.
and remodeling of present school facilities can be
addressed toward creating environmentally friendly,
energy-efficient,
 Technology in the 21ST Century
Pedagogy.
Technologies are not ends in themselves but these are tools students use to create
knowledge for personal and social change.
21ST Century learning recognizes full access to technology. Therefore, a better
bandwidth of Wi-Fi access should be available along areas of the school for the
students to access their files and supplement their learning inside the classroom.
Various laboratories and learning centers are set up in such a way that they allow a
space needed for students simulation and manipulative works. All classrooms should
have televisions to watch broadcasts created by the school and other schools around.
Other resources in the school can also be utilized by students in creating opportunities
for their knowledge explorations .
 Understanding 21st Century Learners.
Today's students are referred to as "digital natives",
while educators as "digital immigrants" (Prensky, 2001).
Most likely, digital natives usually react, are random.
holistic and non-linear. Their predominant senses are
motion and touch. They learn through experience and
learn differently. Digital immigrants often reflect, are
sequential, and linear. Their predominant senses are
hearing and seeing.
Students' entire lives have been immersed in the 21
Century media culture. They take in the world via the
filter of computing devices, such as cellular phones,
hand held gaming devices, PDAs, and laptops plus the
computers, TVs, and game console at home.
A survey by the Henry J. Kaiser Family
Foundation found that young people (ages 8-18)
spend on electronic media an average of six hours a
day.
The preschoolers easily navigate electronic
multimedia resources on games, in which they
learn colors, numbers, letters, spelling, and more
complex tasks.
However, as Dr. Michael Wesch points out,
although today's students understand how to access
and utilize these tools, they use them only for
entertainment purposes.
 21 Century Skills Outcome
st

and the Demands in the Job

Market.
The 21 Century skills are a set of abilities that students need to develop to succeed in the
information age. The Partnership for 21 Century Skills lists three types, namely:
(1) Learning Skills which comprise critical thinking, creative thinking, collaborating, and
communicating:
(2) Literacy Skills which is composed of information literacy, media literacy, and
technology literacy, and
(3) Life Skills that include flexibility, initiative, social skills, productivity and leadership.
These skills have always been important in an information-based
economy.
 21 Century Learning Implications.
21st Century skills are viewed relevant to all academic areas and the skills
may be taught in a wide variety of both in-campus and community settings.
Teachers should practice teaching cross-disciplinary skills in related courses,
such as integrating research methods in various disciplines; articulating
technical scientific concepts in verbal, written, and graphic forms;
presenting laboratory reports to a pool of specialists, or use emerging
technologies, software programs and multimedia applications as an
extension of an assigned project.
 A Paradigm Shift for 21st Century
Before 21 Century Education
st
Education
21 Century Education
Time-based
Focus: memorization of discrete facts
Lower order thinking skills in Bloom's
Taxonomy. such as knowledge and
comprehension
Textbook-driven
Passive learning
Learners work in isolation and confined in the
classroom (walled classroom)
st
Outcome-based
Focus what students Know, Can Do and Are Like
after all the details are forgotten.
Higher order thinking skills (metacognition), such
as application, analysis, synthesis, and evaluation
Research-driven
Active learning
Learners work collaboratively with classmates
and others around the world (global classroom).
Teacher-centered teacher is dispenser of Student-centered: teacher is facilitator/ coach of
knowledge, information and attention students learning
Little to no student freedom. Great deal of student freedom.
"Discipline problems" - No trust between No "discipline problems" - Students and teachers
educators and students. Little student motivation. have mutual respect and relationship as co-
learners. High student motivation,
Fragmented curriculum Integrated and Interdisciplinary curriculum
Grades taken from formal assessment measures Grades are based on students' performance as
entered in the class record for reporting purposes evidence of learning outcome
Assessment is for marking purposes and placed as Assessment is important aspect of instruction to
part of lesson plan structure gauge learning outcome
Low expectations. What students receive is what High expectations that students succeed in
they get. learning to high extent.
Teacher is judge. No one else sees student work. Self, peer and others serve as evaluators of
Outputs are assessed using structured metrics. student learning using wide range of metrics and
authentic assessments.
Curriculum is irrelevant and meaningless to the
students.
Print is the primary vehicle of learning and
assessment
Student diversity is ignored.
Students just follow orders and instructions while
listening to teacher's lecture.
Literacy is the 3 R's (reading, writing and
rithmetic).
Factory model, based upon the needs of
employers for the Industrial Age of the 19th
century
Curriculum is connected to students interests,
experiences, talents and the real world.
Performances, projects and multiple forms of
media are used for learning and assessment.
Curriculum and instruction address student
diversity.
Students are empowered to lead and initiate while
creating solutions and solving problems.
Multiple literacies of the 21" Century aligned to
living and working in a globalized new society.
Global model based upon the needs of a
globalized high-tech society
The paradigm shift from the 20 to the 21st Century, shows that the structure
and modalities of education have evolved.
Students become the center of teaching-learning process in the 21st
Century using wide array of technological tools to assist them in exploring
knowledge and information needed in surviving the test of time and
preparing for future career endeavors. Assessment has been made varied
to address multiple literacy development in diverse contexts.
Teachers turn to become facilitators rather than lecturers and dispensers of
information. As such, curriculum is designed in a way that it connects to
life in the real world, interconnected with other disciplines and reshapes
the students' holistic perspectives.
Eight attributes of 21st Century education
and their implications:
1. Integrated and Interdisciplinary. Education in the 21st
Century is characterized by interfacing various disciplines in an
integrated manner rather than compartmentalizing its subsequent parts.
2. Technologies and Multimedia. Education in the 21st. Century
makes optimum use of available Information and Communication
Technology (ICT), as well as multimedia to improve the teaching and
learning process, including online applications and technology
platforms.
3. Global Classrooms. Education in the 21st Century aims to
produce global citizens by exposing students to the issues and concerns in
the local, national and global societies.

4. Creating/Adapting to Constant Personal and Social

Change and Lifelong Learning. Education in the 21st Century
subscribes to the belief that learning does not end within the four walls of
the classroom. Instead, it can take place anywhere, anytime regardless of
age. This means that teachers should facilitate students' learning even
beyond academics.

5. Student-Centered. Education in the 21st Century is focused on

students as learners while addressing their needs.
6. 21st Century Skills. Education in the 21st Century demonstrates the
skills needed in becoming productive members of society. Beyond learning the
basic skills of reading, writing and numeracy, students should also develop life
and work skills in 21 Century communities, such as critical and creative thinking,
problem-solving and decision-making and ICT literacy and skills.

7. Project-Based and Research-Driven. 21 Century education

emphasizes data, information and evidence-based decision- making through
student activities that encourage active leaning.

8. Relevant, Rigorous and Real World. Education in the 21

Century is meaningful as it connects to real-life experiences of learners. It implies
the use of current and relevant information linked to real-life situations and
contexts.
 The Characteristics of a 21st Century
Teacher.
1. Multi-literate. Teachers know how to use various technologies in teaching.
2. Multi-specialist. Teachers are not only knowledgeable in the course subject they teach but also in
other areas so that they can help the learner build up what they gain in the classroom and outside the
school and make sense of what was learned.
3. Multi-skilled. Teachers cope with the demand for widening learning opportunities by being
skillful not just in teaching but also in facilitating and organizing groups and activities.
4. Self-directed. Teachers are responsible for various aspects of school life and know how to initiate
action to realize the learning goals of the students and the educational goals of the country, at large.
5. Lifelong learner. Teachers embrace the ideal that learning never ends. Therefore, teachers must be
constantly updated on the latest information related to their subject and pedagogic trends.
6. Flexible Teachers are able to adapt to various learning styles and needs of the
learners. They can facilitate learner-centered teaching with flexibility using alternative
modes of delivery.
7. Creative problem solver. Teachers create innovative ideas and effective solutions to
the arising problems in the field, be it in the classroom, in the school or the profession
as a whole.
8. Critical thinker. Teachers are critical thinkers as they encourage students to reflect
on what they have learned, and rekindle in them the desire to ask questions, reason out,
probe, and establish their own knowledge and belief.
9. Has a passion for excellent teaching. Teachers possess passion in the teaching
profession to ensure that students are motivated to learn under their guidance and care.
10. High Emotional Quotient (EQ). Teachers do not just have the head but also the
heart to teach.
 Common 21st Century Technology
Tools for Learning.
1. Affinity Groups. These are groups or communities that unite Individuals with common interests. Electronic spaces
extend the range of possibilities for such groups.
2. Blogs Web logs or blogs" are interactive websites, often open to the public that can include Web links, photographs and
audio and video elements
3. E-portfolio. It refers to student's works mat are generated selected organized. stored and revised digitally Often,
electronic portfolios are accessible to multiple audiences and can be moved from one site to another easily it can
document the process of leaning, promote integrative thinking, display final work, and/or provide a space for reflective
learning.
4. Hypertext. These are electronic texts that provide multiple links and allow users to trace ideas in immediate and
idiosyncratic directions. Hypermedia adds sound, video, animation, and/or virtual reality environments to the user's
choices
5. Podcasts These are digitalized audio files that are stored on the Internet and downloaded to listeners computers of most
likely MP3 players. The term "podcast comes from iPod, the popular MP3 player.
6. Web 2.0 . This refers to a second generation of Web-based communities that demonstrate the
participatory literacies that students need for the 21st century
7. Myspace (http://www.Myspace.com) It is a social networking website that offers an interactive user-
submitted network of friends, personal profiles, blogs, groups, photos, music and videos
internationally. Students can rate professors, discuss books, and connect with high school and college
classmates here.
8. Second Life (http://www.secondlife.com) It is an internet-based 3-D virtual world that uses avatars
(digital representations) to explore, socialize, participate in individual or group activities. create and
trade items (virtual property) and services
9. Semantic Web. It is an extension of the current Web that puts data into a common format so that
instead of humans working with individual search engines (e.g., Google, Ask Jeeves) to locate
information, the search engines themselves feed into a single mechanism that provides this searching
on its own Sometimes called Web 3.0, this technology enables integration of virtually all kinds of
information for more efficient and comprehensive retrieval
10. Web-kinz (http://www.webkinz.com). It is an Internet simulation wherein children leam pet care
and other skills.
11. Wiki. it refers to software that fosters collaboration and communication
online. Wikis enable students to create, comment upon, and revise
collaborative projects.
12. You-tube (http://www.Youtube.com). It is a popular website for video
sharing where users can upload, view and share video footage, including movie
clips, TV clips, and music videos even student-produced videos
13. Google Docs. It allows students to collaborate with other people and the
document materials that need to be compiled,processed, transacted and
analyzed.
14. Prezi. It allows individuals to use pre-made, creative presentation
templates.
15. Easybib. It allows individuals to generate citations in any given format.
16. Social media platforms. (Facebook, Twitter, Edmodo, Schoology Instagram,
etc.) These are means to communicate and share ideas among users.
17. Smartboards and audience response systems. These are replacement for
traditional chalkboards or whiteboards in classrooms.
18. ReadWrite Think.org. (www.readwritethink org). It is a repository of
standards-based literacy lessons that offer teachers instructional ideas for Internet
integration.
19. WebQuest Page (www.webquest.org). It provides Webquests on an array of
topics across content areas with a template for creating one's own.
20. Literacy Web (http://www.literacy.uconn.edu). It is an online portal that
includes a large number of new literacy's resources for new literacies for teachers.
 REPORTERS:
ROBBY RYAN ARGARIN &
DIANA ROSE CASILI DECEPEDA

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