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"In response to increasing focus of 21st century education on the development of students' skills, the Centre for Assessment Reform and Innovation (CARI) at the Australian Council for Educational Research (ACER) has developed an evidence-based approach for teaching and assessing critical thinking, creative thinking and collaboration in the classroom."

Far too much of education revels in knowing rather than not knowing. Sitting fastidiously in a place of not knowing is one of the hardest, most rigorous, parts of learning. But this is rigor of a different color. Learning is not something we can script in advance. Syllabi should be living documents, co-created with students. Full of possible paths. Not a barrel of predetermined outcomes, carefully crafted to be specific, measurable, loved by our accrediting bodies. Outcomes, and rubrics or assessments we design, should be wild-eyed and tentative. Assessment as an act of agency, a learning activity in and of itself not something delivered ex post facto by an external authority.

"The major activity of this project was to investigate ways of assessing the 21st-century skills of critical thinking, creative thinking and collaboration."

Online book with 6 chapters covering inquiry culture, inquiry across disciplines, assessment, teaching and learning, scholarly practice and leadership. Available as PDF download

Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students' access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students' learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT - what are collectively known as the "digital divide" - that are related to students' socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students' ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.

Thanks Jennie, I have just come home from travelling in Asia and I heard them talking about this study in the media. I was thinking I'd have to look it up when I got home but you have saved me the effort. Thanks

The AASL Standards framework reflects a comprehensive approach to teaching and learning by demonstrating the connection between learner, school librarian, and school library standards. Three sets of standards (Learner, School Librarian, and School Library) make up the AASL Standards Integrated Framework featured within the National School Library Standards. Use the resources here to familiarize yourself with the structure and get started using the standards in your practice.

The schools that are taking this seriously are still in the minority. But around the world there is a growing global movement towards achieving the vision of 21st century education. The Innovation Unit present their views of what this vision looks like in practice. 10 great ideas to shift your thinking.

A list of identified skill and aptitudes with support videos to explore these from different viewpoints.