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The Partnership for 21st Century Skills has developed a unified, collective vision for 21st century learning that can be used to strengthen American education. The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom):

The report says every aspect of the U.S. education system--from pre-kindergarten to postsecondary and adult education, including after-school and teacher preparation programs--"must be aligned to prepare citizens with the 21st-century skills they need to compete." It encourages U.S. schools to do a better job of teaching and measuring advanced, 21st-century skills beyond simply assessing science, reading, and math. In addition, it outlines several actions at the national, state, and local levels that U.S. leaders must undertake to improve economic results and better prepare citizens to participate in the 21st-century economy. "All Americans, not just an elite few, need 21st-century skills that will increase their marketability, employability, and readiness for citizenship," the report says.  These skills include critical thinking and judgment, complex problem solving, creative thinking, and communication and collaboration.

personal (and personable) support in the classroom is the key to the success of any technology-rich program, and 21st century literacy is no different.

Twenty-first century education won’t be defined by any new technology. It won’t be defined by 1:1 laptop programs or tech-intensive projects. Twenty-first century education will, however, be defined by a fundamental shift in what we are teaching—a shift towards learner-centered education and creating creative thinkers.

The need to know the capital of Florida died when my phone learned the answer. Rather, the students of tomorrow need to be able to think creatively: they will need to learn on their own, adapt to new challenges and innovate on-the-fly

The development of a personal learning network (or PLN) is absolutely essential for any successful 21st century educator. This interconnected network of learners whom you select based on interests, skills, or experience will soon become an integral part of your daily learning and thinking.

we suggest forming a study group with others who have read (or are reading) Schooling by Design: Mission, Action, and Achievement.

do our practices and structures align with the mission?

like athletic and performing arts coaches.

The LoTi Classroom Teacher represents a series of online courses designed for classroom educators, mentors, and building administrators to improve and refine the manner in which learning technologies are used to promote student engagement and achievement. The LoTi Classroom Teacher series explores the concepts of higher order thinking skills, differentiation, collaboration, and the use of technology to build effective communities of inquiry that help students develop 21st Century Skills as articulated by The Partnership for 21st Century Skills.

The current generation is never unconnected. They’re never losing touch with their friends. So we’re going back to a more normal place, historically. If you look at human history, the idea that you would drift through life, going from new relation to new relation, that’s very new. It’s just the 20th century.”

If I had to pick the critical technology for the 20th century, the bit of social lubricant without which the wheels would've come off the whole enterprise, I'd say it was the sitcom. Starting with the Second World War a whole series of things happened--rising GDP per capita, rising educational attainment, rising life expectancy and, critically, a rising number of people who were working five-day work weeks. For the first time, society forced onto an enormous number of its citizens the requirement to manage something they had never had to manage before--free time.

It's better to do something than to do nothing.

We're going to look at every place that a reader or a listener or a viewer or a user has been locked out, has been served up passive or a fixed or a canned experience, and ask ourselves, "If we carve out a little bit of the cognitive surplus and deploy it here, could we make a good thing happen?"