web20-21stcentury-tools - home - 83 views
.:Partners in Learning School Research:. - 54 views
Rethinking Learning: The 21st Century Learner - 140 views
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“We find when we talk about 21st century skills, people often reduce them to skills for the workplace and skills involving technology. And we’re really talking about skills for creativity, for civic engagement, for social life–the full range of experiences that young people will be involved in in the future.”
Need a Job? Invent It - NYTimes.com - 1 views
How 21st Century Thinking Is Just Different - 2 views
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nstead, we might consider constant reflection guided by important questions as a new way to learn in the presence of information abundance.
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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.
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Beyond Textbooks - 116 views
Flat Classroom Project - 1 views
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The Flat Classroom Project is a global collaborative project that joins together middle and senior high school students. The Project uses Web 2.0 tools to make communication and interaction between students and teachers from all participating classrooms easier. The topics studied and discussed are real-world scenarios based on 'The World is Flat' by Thomas Friedman. One of the main goals of the project is to 'flatten' or lower the classroom walls so that instead of each class working isolated and alone, 2 or more classes are joined virtually to become one large classroom. This is done through the Internet using Web 2.0 tools such as Wikispaces and Ning.
Creating the 21st-century classroom | Educator Resource Centers | eSchoolNews.com - 55 views
Tools for the 21st Century Teacher - 194 views
Education Needs a Digital-Age Upgrade - NYTimes.com - 75 views
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Columnist Virginia Heffernan reviews Cathy N. Davidson's book "Now You See It." Heffernan discusses historical shifts in education in response to the needs of the workforce, and suggests we are in the midst of another shift currently as most of the jobs the grade-school generation will have are not yet in existence. The larger questions are, "How do we prepare students for a society we can't really imagine," and "What skills can translate and give them the most flexibility to adapt to the needs of this (most likely) digital landscape." Heffernan concludes that our current model is outdated and a stronger emphasis should be placed on creativity and critical thinking.