21st Century Learning tools: What the Research says...
This section addresses the concept of learning and technology specifically the Utilization of technology and the 21st Century learner. Clearly increased technological advancement are shaping our world but how are they shaping our students? And how is this generation different than those before and does this difference require a different pedagogical strategy? These are questions this section will address.
The 21st Century Learner:
In order to understand learning, technology and the 21st century learner it is important to define the 21st Century learner. Previously, the section on the 21st Century learning provides a background to the understanding of the key components in 21st century learning, but what defines the 21st century learner? Is it the year that they were born? The technological advancements made during their lifetime? Are they 'hardwired; differently and if so why are we still educating them in a learning system that clearly does not fit their needs . In his 2008 best-selling novel entitled Grown up Digital: How the Net Generation is Changing the World, Don Tapscott describes 8 norms of the Net Generation. These 8 norms are “distinctive attitudinal and behavioral characteristics that differentiate this generation from their baby boom parents and other generations “ (Tapscott, 2008, p. 74). This list was compiled through a survey of over 6000 netgeners. They are: freedom, customization, scrutiny, collaboration, entertainment, speed and innovation
(Tapscott, 2008). Technology has a role in each and every one of these norms. Vast amounts of information, mobile technologies and the speed in which information can be acquired, scrutinized and discarded for new information is astounding.
In the classroom the 21st Century learner has evolved and technology has aided in this evolution. Learning is student centred not teacher driven and can be guided by the use of technology if available.“The Net Generation values experiential learning, working in teams and social networking” ( Oblinger, Oblinger & Lipinncott, 2005 p. 9). The access to technology has changed not only the student and teacher but also in the environment in which they learn. According to Oblinger et,al,2005), learning spaces need to be rethought. Online classes are becoming more and more accessible. Even the idea of a library has to evolve “ student’s mention google more often than going to the library” (p.9).
As Universities and Colleges are adapting to technological advancements by offering more and ore degrees online, the natural conclusion would be to ask how far will this extent? Are High Schools next? And if so what are the social implications to that move. According to Lynch(1999), little has been done to show the social impact of online learning on high school students. And that the learning that does occur online really does depend on the type of learner a student is. Are they independent, do they require social connections to learn etc. Again, like so many other issues related to technology the type of learning experience synchronous, asynchronous, a blended environment, would have an impact and that would impact the type of learner that is participating in the experience. However, given the variety of online experiences that one student can have, the 21st Century learner would more than likely know what their learning needs are and find a program to fit those needs.There is enough information, program, learning environments in the digital world that could easily tap into the different learning styles of students.
In all of this discussion, the idea that must never be forgotten is that technology is just a tool. It is the user of that tool that decides how to use it, when to use it and what to use it for. Ultimately, it is the user that guides the utilization of technology and the construction of knowledge.
Please the next page for meaningful use of 21st Century tools.
The 21st Century Learner:
In order to understand learning, technology and the 21st century learner it is important to define the 21st Century learner. Previously, the section on the 21st Century learning provides a background to the understanding of the key components in 21st century learning, but what defines the 21st century learner? Is it the year that they were born? The technological advancements made during their lifetime? Are they 'hardwired; differently and if so why are we still educating them in a learning system that clearly does not fit their needs . In his 2008 best-selling novel entitled Grown up Digital: How the Net Generation is Changing the World, Don Tapscott describes 8 norms of the Net Generation. These 8 norms are “distinctive attitudinal and behavioral characteristics that differentiate this generation from their baby boom parents and other generations “ (Tapscott, 2008, p. 74). This list was compiled through a survey of over 6000 netgeners. They are: freedom, customization, scrutiny, collaboration, entertainment, speed and innovation
(Tapscott, 2008). Technology has a role in each and every one of these norms. Vast amounts of information, mobile technologies and the speed in which information can be acquired, scrutinized and discarded for new information is astounding.
In the classroom the 21st Century learner has evolved and technology has aided in this evolution. Learning is student centred not teacher driven and can be guided by the use of technology if available.“The Net Generation values experiential learning, working in teams and social networking” ( Oblinger, Oblinger & Lipinncott, 2005 p. 9). The access to technology has changed not only the student and teacher but also in the environment in which they learn. According to Oblinger et,al,2005), learning spaces need to be rethought. Online classes are becoming more and more accessible. Even the idea of a library has to evolve “ student’s mention google more often than going to the library” (p.9).
As Universities and Colleges are adapting to technological advancements by offering more and ore degrees online, the natural conclusion would be to ask how far will this extent? Are High Schools next? And if so what are the social implications to that move. According to Lynch(1999), little has been done to show the social impact of online learning on high school students. And that the learning that does occur online really does depend on the type of learner a student is. Are they independent, do they require social connections to learn etc. Again, like so many other issues related to technology the type of learning experience synchronous, asynchronous, a blended environment, would have an impact and that would impact the type of learner that is participating in the experience. However, given the variety of online experiences that one student can have, the 21st Century learner would more than likely know what their learning needs are and find a program to fit those needs.There is enough information, program, learning environments in the digital world that could easily tap into the different learning styles of students.
In all of this discussion, the idea that must never be forgotten is that technology is just a tool. It is the user of that tool that decides how to use it, when to use it and what to use it for. Ultimately, it is the user that guides the utilization of technology and the construction of knowledge.
Please the next page for meaningful use of 21st Century tools.