Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to:
> 1. Develop proficiency with the tools of technology
> 2. Build relationships with others to pose and solve problems collaboratively and cross-culturally
> 3. Design and share information for global communities to meet a variety of purposes
> 4. Manage, analyze and synthesize multiple streams of simultaneous information
> 5. Create, critique, analyze, and evaluate multi-media texts
> 6. Attend to the ethical responsibilities required by these complex environments
Contents contributed and discussions participated by Stephanie Cooper
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How in god’s name can we talk seriously about 21st Century skills for kids if we’re not talking 21st Century skills for educators first? (URGENT: 21st Century Skills for Educators (and Others) First )
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Teachers are hungry to use technology in their classrooms. But they don’t. While part of this lack of usage stems from problems with education reform that emerges from administrators and education boards not fully understanding the technologies themselves, another part of teachers not using technology in the classroom comes from the simple fact that they don’t know how to use the technologies, let alone how to incorporate these technologies into their classrooms. In some cases, the teachers don’t know about the technologies at all.
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