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Paul Beaufait

Framework for 21st Century Learning - The Partnership for 21st Century Skills - 36 views

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    "The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st century" (¶1).
Melinda Tilley

Mobile Learning Institute - 31 views

  • A 21st Century Education” profiles individuals who embrace and defend fresh approaches to learning and who confront the urgent social challenges that are part of a 21st century
  • how small schools with high expectations can fundamentally change how public education is delivered.
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    The Mobile Learning Institute's film series "A 21st Century Education" profiles individuals who embrace and defend fresh approaches to learning and who confront the urgent social challenges that are part of a 21st century experience. "A 21st Century Education" compiles, in short film format, the best ideas around school reform. The series is meant to start, extend, or nudge the conversation about how to make change in education happen.
J Black

The 21st Century Centurion: 21st Century Questions - 0 views

  • The report extended literacy to “Five New Basics” - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to “understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies."That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
    • J Black
       
      I had never really considered this before...how computer science has been totally left out of the equaltion....why is that? Cost of really delivering this would be enormous -- think how much money the districts would have to pour into the school systems.
  • On June 29, 1996, the U. S. Department of Education released Getting America's Students Ready for the 21st Century; Meeting the Technology Literacy Challenge, A Report to the Nation on Technology and Education. Recognizing the rapid changes in workplace needs and the vast challenges facing education, the Technology Literacy Challenge launched programs in the states that focused on a vision of the 21st century where all students are “technologically literate.” Four goals, relating primarily to technology skills, were advanced that focused specifically on: 1.) Training and support for teachers; 2.) Acquisition of multimedia computers in classrooms; 3.) Connection to the Internet for every classroom; and 4.) Acquiring effective software and online learning resources integral to teaching the school's curriculum.
    • J Black
       
      we are really stuck here....the training and support -- the acquisition of hardware, connectivity etc.
  • Our profession is failing miserably to respond to twenty-six years of policy, programs and even statutory requirements designed to improve the ability of students to perform and contribute in a high performance workplace. Our students are losing while we are debating.
    • J Black
       
      This is really, really well said here...bravo
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  • In 2007, The Report of the NEW Commission on the Skills of the American Workforce: Tough Choices or Tough Times made our nation hyperaware that "World market professionals are available in a wide range of fields for a fraction of what U.S. professionals charge." Guess what? While U.S. educators stuck learned heads in the sand, the world's citizens gained 21st century skills! Tough Choices spares no hard truth: "Our young adults score at “mediocre” levels on the best international measure of performance." Do you think it is an accident that the word "mediocre" is used? Let's see, I believe we saw it w-a-a-a-y back in 1983 when A Nation At Risk warned of a "tide of mediocrity." Tough Choices asks the hard question: "Will the world’s employers pick U.S. graduates when workers in Asia will work for much less? Then the question is answered. Our graduates will be chosen for global work "only if the U.S. worker can compete academically, exceed in creativity, learn quickly, and demonstrate a capacity to innovate." There they are
    • J Black
       
      This is exactly what dawns on students when they realize what globalization means for them..the incredibly stiff competition that it is posed to bring about.
  • “Learning is what most adults will do for a living in the 21st century."
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    The report extended literacy to "Five New Basics" - English, mathematics, science, social studies, and computer science. A Nation At Risk specified that all high school graduates should be able to "understand the computer as an information, computation and communication device; students should be able to use the computer in the study of the other Basics and for personal and work-related purposes; and students should understand the world of computers, electronics, and related technologies." That was 1983 - twenty- six years ago. I ask you, Ben: Has education produced students with basic knowledge in the core disciplines and computer science TODAY? Are we there yet? OR - are we still at risk for not producing students with the essential skills for success in 1983?
Maggie Verster

10 Ways Technology Supports 21st Century Learners in Being Self Directed - 81 views

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    Life in the 21st century provides a whole new world of opportunities for self-directed, passion-driven, personalized learning. Educators who are ready to move on from teaching the way they were taught, and administrators who will let them, can begin supporting students using tools and strategies available to the 21st century learner.
Paul Beaufait

P21 Framework Definitions [PDF] (2009) - 15 views

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    "To help practitioners integrate skills into the teaching of core academic subjects, the Partnership has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies" (Partnership for 21st Century Skills, 2009, ¶1).
Jeff Johnson

Learning for the 21st Century - Informal Learning Blog - 0 views

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    Unprecedented changes in the role of the worker, the nature of business, the pace of innovation, the importance of intangibles, the explosion of information, and the shift from a manufacturing to a service economy have rendered traditional corporate learning obsolete. Jay Cross exposes the inadequacies of traditional learning and discusses a new paradigm for learning in the 21st Century.
Dennis OConnor

The Essential Role of Information Fluency in E-Learning and Online Teaching | The Sloan... - 0 views

  • Curiously, most educators think they are competent searchers and evaluators, when they are really just beginners. Their disposition is to ask for help rather than search for answers. With simple instruction many radically improve their ability to search, and evaluate. This is empowering and greatly increases learner satisfaction. Instruction in copyright and fair use is also part of the program.
  • As online teachers and learners we work in a computer where information is just a few keystrokes away.
  • I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.) I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.
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    I've been researching and writing about Information Fluency since the turn of the century. My work is published on the 21st Century Information Fluency Portal: http://21cif.imsa.edu You'll find modular online learning content including games, micromodules and assessments on the portal. (Free for all educators.) I include information fluency training in all of my online classes. I introduce power searching and website investigation to the graduate students studying in the E-Learning and Online Teaching Certificate Program at UW-Stout ( http://www.uwstout.edu/soe/profdev/elearningcertificate.html ) because I believe that Information Fluency is a foundation skill for all online teachers and learners.
mbarek Akaddar

21st Century Schools or 21st Century Learning? | Edutopia - 25 views

  • 21st Century Schools or 21st Century Learning?
Neil O'Sullivan

Educational Technology and Mobile Learning: The 21st century pedagogy teachers should b... - 0 views

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    The 21st century pedagogy teachers should be aware of. Educational Technology Mobile Learning
Maggie Verster

The Partnership for 21st Century Skills - 2009 MILE Guide: Milestones for Improving Lea... - 14 views

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    "Nearly six years ago, the Partnership for 21st Century Skills released its signature toolkit, the MILE Guide for 21st Century Skills: Milestones for Improving Learning and Education. Today, this toolkit has been revised and updated to reflect new realities and the P21 Framework for Education. "
Leonard Miller

How 21st Century Thinking Is Just Different - 0 views

  • this world full of information abundance, our minds are constantly challenged to react to data, and often in a way that doesn’t just observe, but interprets. Subsequently, we unknowingly “spin” everything to avoid cognitive dissonance
  • Instead, we might consider constant reflection guided by important questions as a new way to learn in the presence of information abundance.
  • Information Abundance There is more information available to any student with a smartphone than an entire empire would have had access to three thousand years ago
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  • Truth may not change, but information does. And in the age of social media, it divides and duplicates in a frenzied kind of digital mitosis.
  • Specifically, new habits of mind. Persisting. Managing impulsivity. Responding with awe. Questioning. Innovating. Thinking interdependently.
  • learn
  • If the 20th century model was to measure the accuracy and ownership of information, the 21st century’s model is form and interdependence
  • learning options today don’t just abound, they dwarf formal learning institutions in every way but clout with the power-holders—parents, teachers, deans, and curriculum designers
  • Habits, by nature, are reflexive, accessible, and adaptable–not unlike knowledge. This is a can’t-miss point. Internalized and reflexive cognitive patterns that are called upon intrinsically, and transfer seamlessly.
  • all else, the 21st century
  • learner
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  • needs for self-knowledge and authentic local placement, two very broad ideas that come from patient thinking
  • Persistence. Managing Impulsivity. Responding with awe.
  • Old learning forms focused on the thinker rather than the thoughts, the source rather than the information, and correctly citing that source over understanding what made that information worth extracting
  • The tone of thinking in the 21st century should not be hushed nor gushing, defiant nor assimilating, but simply interdependent, conjured to function on a relevant scale within a much larger human and intellectual ecology, one that exposes itself daily across twitter, facebook, and a billion smartphone screens.
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    Beautiful description of 21st century thinking
Maggie Verster

Cyber Summit on 21st Century Readiness (Online free webinar conference) - 8 views

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    The challenge of fusing the three Rs and the four Cs of education is more urgent than ever. From September 20-October 5, 2010, thousands will gather online for the Cyber Summit on 21st Century Readiness where we will learn about, discuss and advance 21st century readiness in the United States.
Sheri Edwards

Education Week: Backers of '21st-Century Skills' Take Flak - 0 views

  • Unless states that sign on to the movement ensure that all students are also taught a body of explicit, well-sequenced content, a focus on skills will not help students develop higher-order critical-thinking abilities, they said at a panel discussion here in the nation’s capital last week.
  • Array of Skills In the Partnership for 21st Century Skills’ vision for K-12 education, the arches of the rainbow depict outcomes, while the pools represent the resources needed to support those outcomes. But critics contend that states implementing this vision might focus too heavily on discrete skills instruction, at the expense of core content. SOURCE: Partnership for 21st Century Skills
  • Ten states have agreed to work with P21 to incorporate a focus on technology, analytical and communication skills into their content standards, teacher training, and assessments.
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  • “We’ve been having this curriculum war for years.”
  • Mr. Kay, in contrast, painted the P21 vision as one that transcends this debate. The partnership tries to encourage states to be more deliberative about how they help students learn the skills,
  • “[But] the liberal arts movement, which we embrace, has not been as purposeful and intentional about the skill outcomes as we need to be.”
  • Mr. Willingham argued not only that the teaching of skills is inseparable from that of core content, but also that it is the content itself that allows individuals to recognize problems and to determine which critical-thinking skills to apply to solve them.
  • Students become proficient critical thinkers only by gleaning a broad body of knowledge in multiple content domains, he said.
  • Those techniques include student-directed methods such as project-based learning, which requires students to work in groups to solve a specified problem, relying on teachers for guidance rather than for explicit instruction.
  • “Teachers will rise to the challenge given the kind of supports they need.”
  • “If [curriculum] is just picking up a manual, or a series of nonconnected or nonsequenced experiments in science or literary works with no connection and no background knowledge, it’s not going to help our kids think any better,” she said in an interview.
  • Academics like Ms. Darling-Hammond said that setting forth a clear understanding once and for all about what students should know, and which teaching methods best help students engage that content in depth, will be crucial to putting such debates to rest.
  • The highest-scoring countries on international exams, she said, undertook efforts to outline such goals specifically 20 to 30 years ago. “When you really think about delivering a rich curriculum, it takes a very skillful type of teaching,” Ms. Darling-Hammond said. “It can be done badly; we have to acknowledge that. But we don’t really have a choice, if we want to join other nations.”
  • Meanwhile the critics go about squawking while promoting their own panaceas
  • he majority of kids just go right on tuning out, dropping out, or just getting by
  • I challenge what I read by looking at source material. These are timeless skills. It's the technology that is 21st century.
  • As for the topics we are unfamiliar with, the poster just before me rightly points out that the Internet is out there for just that purpose. Real teachers are also learners, and should be constantly seeking to know more.
  • Many recent studies have concluded that the current system is broken beyond repair and that point solutions like those being advocates above cannot fix it. We know that people learn best when they teach others so small groups that encourage peer-to-peer mentoring should be encouraged. Those same small groups require the students to learn and use the high-performance skills advocated by P21. At the same time, there is a body of knowledge that has been determined to be important to a student's future - represented by the state academic content standards. Robust, in-depth discussions of academic content help achieve the mastery of academic content. To ensure the content has meaning, it is best learned in a multi-disciplinary environment. By embedding a selected set of content standards from a variety of disciplines into a realistic setting/project the students get the opportunity to use the knowledge and go beyond the standards as their interest leads them.
  • The fact is, while "experts" pore over the fabric of pedagogical delivery methods, online teaching and learning is quietly replacing classroom environments globally. Educators better make some quick adjustments or the very definition of what an "education" means nowadays will make many of these folks irrelevant.
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    What do you think? How do we envision the future and teach for it?
Nigel Coutts

Change and why we all see it differently - The Learner's Way - 3 views

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     If the young people of today are to thrive beyond the walls of the classroom they will need to be able to cope with a world characterised by volatility, uncertainty, complexity and ambiguity. The children of todays Kindergarten will enter the workplace in the fourth-decade of the 21st Century. We debate the merits of teaching 21st Century Skills and what they might be while teaching children who have lived their entire lives in that very century. The challenge is how will schools and individual teachers respond to this drive for urgent change.
anonymous

PBL The 21st Century Teaching Method - 0 views

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    Project Based Learning or what is referred to as PBL is a great instructional method . It is considered as the teaching method of the 21st century. As educators , we do need to know what it is all about and how we can impliemnt it in our teaching to better meet the 21st century educational goals such as crticial thinking, collaboration , communication and creativity. check out PBL The 21st Century Teaching Method to learn more.
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 17 views

    • jordi guim
       
      Muy interesante sobre PLE / PLN
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
Stephanie Sandifer

Esther Wojcicki: Revolution Needed for Teaching Literacy in a Digital Age - 28 views

  • But one area of American life that is consistently resistant to innovation is our education system.
  • children who are below grade level by age ten tend to stagnate and eventually give up and drop out in high school. Harvard educational psychologist Jeanne Chall famously called this phenomenon the "fourth grade reading slump,
  • In the classroom, digital media also have other major advantages. These media teach students to master the production of knowledge, not just the consumption of knowledge. Kids learn to create videos, write blogs, collaborate online; the also learn to play video games, do digital storytelling, fan fiction, music, graphic art, anime and even more. Their informal process of learning, collaboration, and transforming passion into knowledge is desperately needed in schools today.
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  • to train teachers to help students learn to read by transforming information for discovery and problem-solving.
  • all beginning teachers learn how to use online collaborative tools, video production tools, blogging tools, mobile tools and a variety of commercial and non-profit programs targeting the classrooms. Frequently young teachers know how to use these tools on a personal level but not in the classroom.
  • Let's building on national models like Communities in Schools, First, Computer Clubhouse, Club Tech of the Boys and Girls Clubs, and the Quest to Learn, Digital Youth Network and School of One models in Chicago and New York City.It is time to extend the learning day and create a place in every community where young children can gain confidence in their literacy and interactive technology skills.
  • laboratories for testing many different digital approaches to learning and assessment, as well as for testing different ways to break down the barriers between in- and out-of-school learning
  • a hub for the professional development of digitally savvy teachers.
  • embrace the potential revolutionary power of the digital tools that have defined the first decade of the 21st century
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    embrace the potential revolutionary power of the digital tools that have defined the first decade of the 21st century
Mike McIlveen

21centuryedtech - home - 0 views

  • First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education.
    • Mike McIlveen
       
      Trust, respect, responsibility - putting Character Ed. into practice, with admin. support - that's a new paradigm in my district.
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    New Tech incoporates three key concepts. First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education
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