Perhaps the biggest misconception that one can have about 21st century learning is to think of it as a single reform program.
21st century learning is not a singular “thing” that can be plugged into an existing school environment and used as an easy upgrade to improve existing practice. Learning that teaches children how to think is a process with deep philosophical underpinnings and embraces new findings about how people teach, learn, and get motivated. This challenges educational organizations to incorporate new thinking into the ways in which we view the function and purpose of formal education; it implores us to move beyond draconian practices that are rooted in 19th century assumptions about learning.
Twitter is one of those pieces of technology that people either love or hate.
For the haters, it seems like a superfluous, narcissistic, even petty platform through which people who think they are more important than they really are share their most intimate details with the world. For those who love the medium, it is a way of filtering and digesting a vast world of digital information quickly and efficiently. Some even see it as a possible vehicle for changing the world. Others have begun using Twitter in education with positive results.
A recent report from The Education Forum, Twitteracy: Tweeting as a New Literacy Practice, sheds some light on the debate over whether Twitter is a major time waster or a valuable educational tool for developing technological literacy. Is Twitter, with its 140 character limit really a tool that can make education better? If so, how?
Students at Castlebrooke Secondary School battled for robot supremacy during official opening of the Brampton school’s Technology Learning Commons.
The school, which opened with Grade 9 and 10 students this past September, marked the opening of this unique learning space with a robotics competition. The commons area is a space that allows students to learn through independent exploration, experimentation and collaboration.
Castlebrooke was constructed with the goal of providing students with an innovative learning environment for the 21st century. The use of technology to accommodate learning anytime and anywhere is a focus for students and staff.
Marc Prensky has written a number of books about the integration of technology and education. In his latest, Brain Gain: Technology and the Quest for Digital Wisdom, Prensky argues that technology can be used to enhance the human brain and improve the way we process information. In a recent interview, Prensky spoke about what teachers and education leaders can do to get more out of technology.
It has been the passionate rallying call for change in education for more than a decade and has challenged many of us to rethink the context and culture of learning in this century as significantly different from the previous one.
Now that we are more than 10% into it, our use of 21st Century in terms of learning, education, schools, pedagogy now needs to cease. We can’t keep using it forever. One eighth of the 21st Century is behind us, it is time to move on.
Over the past 12 months I have been resisting using the term when I speak or write, yet succumbing from time to time as it succinctly describes what we are talking about.
The modern workplace and lifestyle demand that students balance cognitive, personal, and interpersonal abilities, but current education policy discussions have not defined those abilities well, according to a special report released this afternoon by the National Research Council of the National Academies of Science in Washington.
A “who’s who” team of experts from the National Academies’ division of behavioral and social sciences and education and its boards on testing and on science education collaborated for more than a year on the report, intended to define just what researchers, educators, and policymakers mean when they talk about “deeper learning” and “21st-century skills.”
“Staying in school and completing degrees clearly have very strong effects,” said James W. Pellegrino, a co-editor of the report and co-director of the Interdisciplinary Learning Sciences Research Institute at the University of Illinois in Chicago. Americans get about 7 to 11 percent return in higher career earnings based on their years of schooling, “and cognitive skills don’t explain all the effects of schooling. Schooling is probably a proxy for some combination of different clusters of skills,” he said.
How long do we have to be in the 21st century to say we are 21st century teachers?
Everything has changed because of the Internet. Schools are going wireless, using interactive whiteboards, flipping the classroom, putting in 1:1 solutions — some are even BYOD (Bringing Your Own Device). I see exciting technology yet rarely see innovative teaching and learning. I don’t mean to be harsh here, but I read Med Karbach’s What Does It Take to be a 21st Century Teacher? and thought I need to write something. It’s all about a culture shift. It’s not just the technology. It’s a mindset.
There are lots of great teachers that don’t use technology. They motivate their students. Students are engaged and love being in their class. Karbach included this image:
This image says it all to me. It is all about each learner and their own learning potential. Do we tap into it? Teachers mostly teach the way they have been taught. To move to a more collaborative learning environment involves all stakeholders. One teacher in a school can move desks around, have students create learning plans, but this is a whole culture shift that needs to happen.
I am invited to facilitate change at schools all over. Observing teachers, I notice a desperation. They tell me that they want to make a difference; they want to use the technology; but…
The digital revolution risks bypassing UK education if schools don’t step up to the technological plate. But without more financial support, experts worry they could have little choice but to offer an analogue education in a digital world. Schools need to offer a better digital education to pupils used to technology
Teaching and learning in the 21st century needs to be ‘turbo-charged’ by educational technology rather than using technologies designed for other purposes, according to a new report developed by the Technology-Enhanced Learning Research Programme (TEL) – a five-year research programme funded jointly by the Economic and Social Research Council and the Engineering and Physical Sciences Research Council.
The report, ‘System Upgrade: Realising the vision for UK Education’ is the work of academics, industry and practitioners from across the UK and warns that to prosper in the 21st century, people need to be confident digital collaborators and communicators, discerning users of the internet, and equipped with computational thinking skills such as understanding how to use and write the computer programs that underpin emails, searches and maps.
An exciting one-day conference for educators, including K-12 teachers, higher education faculty, college students and other learning practitioners to develop and exchange best practices in teaching and learning. Presentations will include hands-on workshops and research-based current strategies to engage your 21st century learners!
The College of St. Scholastica, Duluth, MN
When: Tuesday, June 19, 2012
Cost: Conference fee is $125
Details: This event will also offer a host of break-out sessions geared towards engaging the 21st century learner.
CEUs: Presentations will meet MDE re-licensure strands.