Historical Underpinnings & What the Research Says
In
order to understand 21st century learning it is important to note the
historical underpinnings of education. During the late 19th and early 20th
century education followed the “factory model “ or transmission model of
education. Like technology
advancements today, the industrialized revolution marked a turning point in
history. “Factories, assembly lines, successful management and industrial
capitalism dominated ” (Friesen & Jardin ,2009 ,
p.4). Similar to the educational systems of today, education had to reflect
the needs of society. At the time of the industrial age it was a hierarchical
society and schooling reflected the need to create workers. Just enough
education was provided to reflect those needs like the assembly lines of
the day children were put into groups (classes) by age and taught just enough to be able
to work i.e: read, write, basic mathematics. (Friesen& Jardin, 2009 , p.6) .
Currently, we are experiencing a similar revolution. One in which the use of technology is a daily reality. Like the workforce of before, our children need to be educated to be able to use those tools. However, unlike the days of old children of today are more in charge of their learning than ever before, and technology is directly responsible for that. Information is at one's fingertips and therefore, learning can be done anywhere, anytime and by anyone. This has changed how we learn and the education system has to work to recognize this new reality.
There is a growing understanding of a framework that underscores 21st century learning. According to Ravitz, Hixson, English & Mergendoller (2012), 21st century learning includes “project based learning, critical thinking, collaboration, communication, creativity and innovation, self- direction and independence, global connections and using technology as a learning tool” (Little, p.86, 2013). There is some evidence that ICT can be linked to student achievement levels. According to a study by Lopez (2009) involving English Language Learners (ELL) and interactive white boards the “evidence strongly suggests that Digital Learning Classrooms strongly increased student achievement” (Lopez, 2009, p.910). However, the technology is one thing, the teachers interactions and understanding of the technology and how they engage their students is what makes it 21st century learning. As Lopez (2009) suggests it is the teacher that creates the conditions for this work encouraging collaboration and understanding and providing the conditions for this type of learning to exist.
A good example of 21st century learning tools and their ability to reach students in a unique and innovative way is the Quest to Learn project. Quest to Learn is a New York based school that is based on the idea of “game like” learning. It uses 21st Century skills to engage the students in "systems thinking, collaboration, just in time learning and scaffolding to help the students understand how they are doing, what they need to work on and why. It is based on gaming theory and takes into account the students’ lives as a whole reaching into their communities, home life, every place where learning takes place- which is everywhere"(Quest to Learn, 2013 ). Quest to learn “engages students in a “game like” approach to learning that draws on the intrinsic qualities of games and their design to engage students in a deep exploration of subject matter, which is 21st Century Learning at its core” (Torres & Wolozin, 2011 p, 10). This is one example of what 21st Century learning could look like in the future.
Please continue to the next page for artifacts and reflections.
Currently, we are experiencing a similar revolution. One in which the use of technology is a daily reality. Like the workforce of before, our children need to be educated to be able to use those tools. However, unlike the days of old children of today are more in charge of their learning than ever before, and technology is directly responsible for that. Information is at one's fingertips and therefore, learning can be done anywhere, anytime and by anyone. This has changed how we learn and the education system has to work to recognize this new reality.
There is a growing understanding of a framework that underscores 21st century learning. According to Ravitz, Hixson, English & Mergendoller (2012), 21st century learning includes “project based learning, critical thinking, collaboration, communication, creativity and innovation, self- direction and independence, global connections and using technology as a learning tool” (Little, p.86, 2013). There is some evidence that ICT can be linked to student achievement levels. According to a study by Lopez (2009) involving English Language Learners (ELL) and interactive white boards the “evidence strongly suggests that Digital Learning Classrooms strongly increased student achievement” (Lopez, 2009, p.910). However, the technology is one thing, the teachers interactions and understanding of the technology and how they engage their students is what makes it 21st century learning. As Lopez (2009) suggests it is the teacher that creates the conditions for this work encouraging collaboration and understanding and providing the conditions for this type of learning to exist.
A good example of 21st century learning tools and their ability to reach students in a unique and innovative way is the Quest to Learn project. Quest to Learn is a New York based school that is based on the idea of “game like” learning. It uses 21st Century skills to engage the students in "systems thinking, collaboration, just in time learning and scaffolding to help the students understand how they are doing, what they need to work on and why. It is based on gaming theory and takes into account the students’ lives as a whole reaching into their communities, home life, every place where learning takes place- which is everywhere"(Quest to Learn, 2013 ). Quest to learn “engages students in a “game like” approach to learning that draws on the intrinsic qualities of games and their design to engage students in a deep exploration of subject matter, which is 21st Century Learning at its core” (Torres & Wolozin, 2011 p, 10). This is one example of what 21st Century learning could look like in the future.
Please continue to the next page for artifacts and reflections.