Module 1:

st
21 CENTURY EDUCATION
WHAT TO EXPECT
1. Define 21st Century Education Insert picture
2. Describe the 21st Century
teacher and the needed
innovative tools for learning
3. Examine the critical attributes of
21st Century education
4. Explain how 21st Century
education concepts can be
integrated in the classroom
5. Draw relevant life lessons and
significant values from the
experience in practicing 21st
Century education
6. Analyze research and its
implications on teaching-
learning process
7. 7. Prepare an evaluation
instrument intended for 21st
Century teaching-learning

PRE-DISCUSSION

The Carousel Round: In this strategy, students will generate information

through personal ideas, thoughts and insights on 21 st Century education. This
is also to determine their prior knowledge on the given topic.

Procedures:

1. Students will form two big circles: the inner core and outer core.
2. The inner core will rotate clockwise while the outer core
counterclockwise upon the signal of the teacher. When the teacher
keeps on uttering “carousel…carousel…carousel”, students will also
keep on rotating. When he/she says “Off”, students will stop and face
partners.
3. The teacher will then ask questions and students share their answers
with their partners in a given time.

Questions:

A. What is your understanding of 21st Century learning?

B. What digital tool do you know is it operated?
C. What can you say about 21st Century learners?
D. How do you describe technology?
E. Are you in favor of this technological world?
 4. This will continue until the teacher has asked all the questions at hand.

LESSON OUTLINES
This modern society is ushered in by a dramatic technological revolution.
It is an increasingly diverse, globalized and complex media-saturated society.
According to Dr. Douglas Kellner, this technological revolution bears a greater
impact on society than the transition from an oral to print culture.

Education prepares students for life in this world. Amidst emerging social
issues and concerns, there is a need for students to be able to communicate,
function and create change personally, socially, economically and politically at
the local, national and global levels by participating in real-life and real-world
service learning projects.

Emerging technologies and resulting globalization also provide unlimited

possibilities for exciting discoveries and developments.

21st Century Education Context

21st Century Schools. School in the 21st century focus on a project-

based curriculum for life that would engage students in addressing real-world
problems and humanity concerns and issues.

This has become an innovation in education, from textbook-driven,

teacher-centered, paper-and-pencil schooling into a better understanding of the
concept of knowledge and a new definition of the educated person. Therefore,
it makes a new way of designing and delivering the curriculum.

Schools will go from ‘building’ to ‘nerve centers’, with open walls and are
roofless while connecting teachers, students and the community to the breadth
of knowledge in the world.

Teachers will transform their role from being dispensers of information

to becoming facilitators of learning and help students translate information into
knowledge and knowledge into wisdom.

Therefore, the 21st century will require knowledge generation, not just
information delivery, and schools will need to create a “culture of inquiry”.

Learners will become adaptive to changes. In the past, learners spent a

required amount of time in respective courses, received passing grades and
graduated. Today, learners are viewed in a new context.

These changes have implications for teachers: (1) Teachers must

discover student interest by helping them see what and how they are learning
to prepare them for life in the real world; (2) They must instill curiosity, which is
fundamental to lifelong learning; (3) They must be flexible in how they teach;
and (4) They must excite learners to become resourceful so that they will
continue to learn outside formal school.

21st Century learning demands a school that excites students for school.
There is a little or no discipline problem because of strong student engagement.
Likewise, parents are informed about positive changes in their children. As a
result, students manifest significant improvement in basic skills of reading,
writing, speaking, listening, researching, scientific explorations, math,
multimedia skills and others.
The 21st Century Curriculum. The twenty-first century curriculum has
critical attributes that are interdisciplinary, project-based and research-driven.
It is connected to local, national and global communities, in which students may
collaborate with people around the world in various projects. The curriculum
also integrates higher-order thinking skills, multiple intelligences, technology
and multimedia, multiple literacies and authentic assessment, including
service-learning (http://edglossary.org.21st-century-skills).

The classroom is filled with self-directed students, who work

independently and interpedently. The curriculum and instruction are designed
imbued with the concept of differentiation. Thus, instead of focusing on
textbook-driven or fragmented instruction, instruction turns to be more thematic,
projects-based and integrated with skills and competencies purely not confined
within themselves, but are explored through research and concept application
in projects and outputs (http://edglossary.org/21st-century-skills).

Learning is not confined through memorization of facts and figures alone

but rather is connected to previous knowledge, personal experience, interest,
talents and habits.

The 21st Century Learning Environment. Typically, a 21st Century

classroom is not confined to a literal classroom building but a learning
environment where students collaborate with their peers, exchange insights,
coach and mentor one another and share talents and skills with other students.
Cooperative learning is also apparent, in which students work in teams because
cooperation is given more emphasis than competition, and collaborative
learning more than isolated learning. They use technologies, including Internet
systems and other platforms.

Hence, in the process of creating a world-class 21st century learning

environment, building new schools and remodeling of present school facilities
can be addressed toward creating environmentally friendly, energy-efficient,
and “green” schools. Inside every classroom, students shall apply their
knowledge of research in life, which is a clear indication of a relevant, rigorous,
21st century real-life curriculum.
 An ideal learning environment also considers the kind of spaces needed
by students and teachers in conducting investigations and projects by diverse
groups for independent work. An ideal learning environment has plenty of wall
space and other areas for displaying student work that includes a place where
the parents and the community can gather to watch student performances, as
well as a place where they can meet for discussions.

Technology in the 21st Century Pedagogy. Technologies are not ends

in themselves but these are tools students use to create knowledge for personal
and social change.

21st Century learning recognizes full access to technology. Therefore, a

better bandwidth of Wifi access should be available along areas of the school
for the students to access their files and supplement their learning inside the
classroom. Various laboratories and learning centers are set up in such a way
that they allow a space needed for students’ simulation and manipulative works.
All classrooms should have televisions to watch broadcasts created by the
school and other schools around. Other resources in the school can also be
utilized by students in creating opportunities for their knowledge explorations
(http://www.21centuryschools.com/Critical_Pedagogy.htm).

Understanding 21st Century Learners. Today’s students are referred

to as “digital natives”, while educators as “digital immigrants” (Prensky, 2001).
Most likely, digital natives usually react, are random, holistic and non-linear.
Their predominant senses are motion and touch. They learn through
experience and learn differently. Digital immigrates often reflects, are
sequential, and linear. Their predominant senses are hearing and seeing .They
tend to intellectualize and believe that learning is constant (Hawkins and
Graham, 1994).

Students’ entire lives have been immersed in the 21 st Century media

culture. That take in the world via the filter of computing devices, such as
cellular phones, hand held gaming devices, PDAs, and laptops plus the
computers, TVs, and game console at home.

A survey by the Henry J. Kaiser Family Foundation found that young

people (ages 8-18) spend on electronic media an average of six hours a day.
In addition, many are multitasking, such as listening to music while surfing the
Web or instant-messaging friends while playing a video game.

The preschoolers easily navigate electronic multimedia resources on

games, in which they learn colors, numbers, letters, spelling, and more complex
tasks, such as mixing basic colors to create new colors, problem-solving
activities, and reading.
 However, as Dr. Michael Wesch points out, although today’s students
understand how to access and utilize these tools, they use them only for
entertainment purposes. Thus, students should be prepared and assisted to
become media literate as they function in an online collaborative research-
based environment with the advent of researching, analyzing, synthesizing,
critiquing, evaluating and creating new knowledge.

21st Century Skills outcome and the Demands in the Job Market.
The 21st Century skills are a set of abilities that students need to develop to
succeed in the information age. The Partnership for 21st Century Skills lists
three types, namely: (1) Learning Skills which comprise critical thinking,
creative thinking, collaborating, and communicating; (2) Literacy Skills which is
composed of information literacy, media literacy, and technology literacy; (3)
Life Skills that include flexibility, initiative, social skills, productivity and
leadership. These skills have always been important in an information-based
economy.

Likewise, skills demanded in the job market include knowing a trade,

following directions, getting along with others, working hard and being
professional, efficient, prompt, honest, and fair. More so, to adapt to these jobs
in this information age, students need to think deeply about issues, solve
problems creativity, work in teams, communicate clearly in many media, learn
ever-changing technologies and deal with the influx of information. Amidst rapid
changes in the world, industry requires students to be flexible, take the initiative,
lead when necessary, and create something new and useful.

According to Partnership for 21st Century Skills (P21), various industries

look for employees who can think critically, solve problems creatively, innovate,
collaborate and communicate. Therefore, for a perfect match between
academe and industry demands, schools need to embed time-tested industry-
demanded work skills in the curriculum
(http://thoughtfullearning.com/resources/what-are-21st-century-skills).

The 21st Century Learning Implications. 21st Century skills are viewed
relevant to all academic areas and the skills may be taught in a wide variety of
both in-campus and community settings.

Teachers should practice teaching cross-disciplinary skills in related

courses, such as integrating research methods in various disciplines;
articulating technical scientific concepts in verbal, written, and graphic forms;
presenting laboratory reports to a pool of specialists, or use emerging
technologies, software programs and multimedia applications as an extension
of an assigned project.

Likewise, accrediting organizations and regulatory bodies may require

21st century skills in the curriculum. In doing so, design or adopt learning
standards that explicitly described multi-disciplinary skills that students should
acquire and master.

Schools and teachers should use a variety of applied skills, multiple

technologies, and new ways of analyzing and processing information, while
also thinking initiative, thinking creativity, planning out the process, and working
collaboratively in teams with other students.

More so, schools may allow students to pursue alternatives, in which

students can earn academic merits and satisfy graduation requirements by
completing an internship, apprenticeship or volunteer experience. It is in this
manner that students can practice a variety of practical, career-based, work
related and meeting the same learning standards required of students.

In today’s world, information and knowledge are continuously increasing

at a certain rate that no one learns everything about every subject. What may
appear true today could be proven to be false tomorrow and the jobs that
students will get after they graduate may not yet exist. For this reason, students
need to be taught how to process, analyze and use the information and they
need adaptable skills that they can facts without teaching them how to use them
in real-life settings is no longer enough.

Schools need to adapt and develop new ways of teaching and learning
that reflect a changing world. The purpose of schools should be to prepare
students for success after graduation and therefore, schools need to prioritize
the knowledge and skills that will be in the greatest demand, such as those
deemed to be most important by college professors and employers. Hence,
teaching students to perform well in school or pass the test alone is no longer
sufficient.

Henceforth, teachers must realize and students must understand that no

one can move toward a vision of the future unless he/she understands the
socio-historical context of where they now, what events led them to be where
they are, how this can inform development of a vision for the future and how
they want to get there. Thus, a clear articulation of the purpose of education for
the 21st Century is the place to begin.
(http://thoughfullearning.com/resources/what-are-21st-century-skills).
A Paradigm Shift for 21st Century Education

Before 21st Century Education 21st Century Education

Insert pi
Insert Picture cture

Time-based Outcome-based
Focus: memorization of discrete Focus: What students Know, Can Do
facts and Are Like after all the details are
forgotten.
Lower order thinking in Bloom’s Higher order thinking skills
Taxonomy, such us knowledge and (metacognition), such as application,
comprehension analysis, synthesis, and evaluation.
Textbook-driven Research-driven
Passive learning Active learning
Learners work in isolation and Learners work collaboratively with
confined in the classroom (wall classmates and others around the
classroom). world (global classroom).
Teacher-centered: teacher in Students-centered: teacher is
dispenser of knowledge, information facilitator/coach of students’
and attention. learning.
Little to students freedom Great deal of student freedom.
“Discipline” – No trust between No “discipline problems” – Students
educators and students. Little and teachers have mutual respect
students motivation and relationship as co-learners. High
students’ motivation.
Fragmented curriculum Integrated and Interdisciplinary
curriculum
Grades taken from formal Grades are based on students’
assessment measures entered in performance as evidence of learning
the class record for reporting outcome
purposes
Assessment is for marking purposes Assessment is important aspect of
and placed as part of lesson plan instruction to gauge learning
structure outcome
Low expectations. What students High expectation that students
receive is what they get. succeed in learning to high extent.
 Teacher is judge. No one else sees Self, peer and others serve as
student work. Outputs are assessed evaluators of students learning using
using structured metrics. wide range of metrics and authentic
assessments.
Curriculum is irrelevant and Curriculum is connected to students’
meaningless to the students. interests, experiences, talents and
the real world.
Print is the primary vehicle of Performances, projects and multiple
learning and assessment. forms of media are used for learning
and assessment.
Student diversity is ignored. Curriculum and instruction address
student diversity.
Students just follow orders and Students are empowered to lead and
instructions while listening to initiate while creating solutions and
teacher’s lecture. solving problems.
Literacy is the 3 R’s (reading, writing Multiple literacies of the 21st Century
and ‘rithmetic). aligned to living and working in a
globalized new society.
Factory model, based upon the Global model based upon the needs
needs of employers for the Industrial of a globalized high-tech society.
Age of the 19th century
(source: http://www.21stCenturyschools.com/)

The paradigm shift from the 20th to the 21st Century, shows that the
structure and modalities of education have evolved. Students become the
center of teaching-learning process in the 21st Century using wide array of
technological tools to assist them in exploring knowledge and information
needed in surviving the test of time and preparing for future career endeavors.
Assessment has been made varied to address multiple literacy development
in diverse context. Teachers turn to become facilitators rather than lecturers
and dispensers of information. As such, curriculum is designed in a way that it
connects to life in the real world, interconnected with other disciplines and
reshapes the students’ holistic perspectives.

The Critical Attributes of 21st

Century Education Integrated and
Interdisciplinary
Global
classrooms

Technologies 21st Century

Education continuously changes
dramatically throughout time. There is & Multimedia Skills

a paradigm shift in the way teaching Students Relevant,

Centeredness Rigorous,
and learning is delivered. Therefore, and
the 21st Century teacher needs to Real World

develop essential knowledge, skills Project-Based & Creating/Adapting

and values in order to cope with Research-Driven to Constant Personal
and
these changes and address students’ Social Change, and
need (21st Century Schools, 2011). Lifelong Learning
The following are eight attributes of 21 st Century education and their implications:

1. Integrated and Interdisciplinary. Education in the 21st Century is

characterized by interfacing various disciplines in an integrated manner
rather than compartmentalizing its subsequent parts. This critical
attribute implies the need to review the curriculum and create strategies
infusing different subjects toward enhancing the learning experiences of
students.
2. Technologies and Multimedia. Education in the 21st Century makes
optimum use available Information and Communication Technology
(ICT), as well as multimedia to improve the teaching and learning
process, including online applications and technology platforms. It
implies a need to acquire and use computers and multimedia equipment
and the design of a technology plan to enhance learning at its best.
3. Global Classrooms. Education in the 21st Century aims to produce
global citizens by exposing students to the issues and concerns in the
local, national and global societies. This critical attribute implies the need
to include current global issues/concerns, such as peace and respect for
cultural diversity, climate change and global warming in classroom
discussions.
4. Creating/Adapting to Constant Personal and Social Change and
Lifelong Learning. Education in the 21st century subscribes to the belief
that learning does not end within the four walls of the classroom. Instead,
it can take place anywhere, anytime regardless of age. This means that
teachers should facilitate students’ learning even beyond academics.
Therefore, it should not end with requirement compliance and passing
the exams but also for transferring and applying knowledge to a new
context or real-life situations. As such, the curriculum should be planned
in such a way that students will continue to learn even outside the school
for life.
5. Student-Centered. Education in the 21st Century in focused on students
as learners while addressing their needs. Differentiated instruction is
relevant in the 21st Century classrooms, where diversity factors and
issues are taken into account and addressed when planning and
delivering instruction, including their learning styles, interest, needs and
abilities.
6. 21st Century Skills. Education in the 21st Century demonstrates the
skills needed in becoming productive members of society. Beyond
learning the basic skills of reading, writing and numeracy, students
should also develop life and work skills in 21st Century communities,
such as critical and creative thinking, problem-solving and decision-
making and ICT literacy and skills. Therefore, it implies that teachers
should possess these skills first before their students.
 7. Project-Based and Research-Driven. 21st Century education
emphasizes data, information and evidence-based decision-making
through student activities that encourage active learning. This implies
the need for knowledge and skills in research, such as self-directed
activities, learning projects, investigatory projects, capstones and other
research-based output.
8. Relevant, Rigorous and Real World. Education in the 21st Century is
meaningful as it connects to real-life experiences of learners. It implies
the use of current and relevant information linked to real-life situations
and contexts. (http://iflex.innotech.org/GURO21/module1/l1_5.html)

The characteristics of a 21st Century Teacher

The 21st Century teaching-learning environment becomes more complicated

brought by technological changes. Therefore, teachers should be able to cope with
adapt to these changes.

Thus, teachers must be equipped with attributes, knowledge and skills critical
to21stcentury education so that they may be able to integrate them in their teaching.
st
21 Century teachers are characterized as:

1. Multi-literate. Teachers know how to use various technologies in

teaching.
2. Multi-specialist. Teachers are not only knowledgeable in the course
subject they teach but also only knowledgeable in the course subject
they teach but also in other areas so that they can help the learner build
up what they gain in the classroom and outside the school and make
sense of what was learned.
3. Multi-skilled. Teachers cope with the demand for widening learning
opportunities by being skillful not just in teaching but also on facilitating
and organizing groups and activities.
4. Self-directed. Teachers are responsible for various aspects of school life
and know how to initiate action to realize the learning goal of the students
and the educational goals of the country, at large.
5. Lifelong Learner. Teachers embrace the ideal that learning never ends.
Therefore, teachers must be constantly updated on the latest information
related to their subject and pedagogic trends. They should also share
what they are learning with their students and colleagues with a high
sense of professionalism.
6. Flexible Learner. Teachers are able to adapt to various learning styles
and needs of the learners. They can facilitate learner-centered teaching
with flexibility using alternative modes of delivery.
7. Creative Problem Solver. Teachers create innovative ideas and effective
solutions to the arising problems in the field, be it in the classroom, in the
school or the profession as a whole.
 8. Critical Thinker. Teachers are critical thinkers as they encourage
students to reflect on what they have learned, and rekindle in them the
desire to ask questions, reason out, probe, and establish their own
knowledge and belief.
9. Has a passion for excellent teaching. Teachers process passion in the
teaching profession to ensure that students are motivated to learn under
their guidance and care.
10. High Emotional Quotient (EQ). Teachers do not just have the head but
also the heart to teach. Teaching is emotionally taxing but an influential
job as it involves interaction with human beings. (http://udyong.gov.ph)

Common 21st Century Technology Tools for Learning

As teacher for the 21st Century, no one can escape from the reality that
we are now in a borderless society. It is, therefore, important that that we should
know different technology tools for learning to respond to the needs of 21 st
Century learners’ and the demands of the times. The following are common 21st
Century technology tools.

1. Affinity Groups. These are groups or communities that unite individuals

with common interest. Electronic spaces extend the range of possibilities
for such groups.
2. Blogs. Web logs or “blogs” are interactive websites, often open to the
public that can include Web links, photographs and audio and video
elements.
3. E-portfolio. It refers to student’s works that are generate, selected,
organized, stored and revised digitally. Often, electronic portfolios are
accessible to multiple audiences and can be moved from one site to
another easily. It can document the process of learning, promote
integrative thinking, display final work, and/or provide a space for
reflective learning.
4. Hypertext. These are electronic texts that provide multiple links and allow
users to trace ideas in immediate and idiosyncratic directions.
Hypermedia adds sound, video, animation, and/or virtual reality
environments to the user’s choices.
5. Podcast. These are digitalized audio files that are stored on the Internet
and downloaded to listeners’ computers or most likely to MP3 players.
The term “podcast” comes from iPod, the popular MP3 player.
6. Web 2.0. This refers to a second generation of Web-based communities
that demonstrate the participatory literacies that students need for the
21st-century.
7. Myspace (http://www.Myspace.com). It is social networking website that
offers an interactive user-submitted network of friends, personal profiles,
blogs, groups, photos, music and videos internationally. Students can
 rate professors, discuss books, and connect with high school and college
classmates here.
8. Second life (http://wwwsecondlife.com). It is an Internet-based 3-D
virtual world that uses avatars (digital representations) to explore,
Socialize, participate in individual or group activities, create and trade
items (virtual property) and services.
9. Semantic Web. It is an extension of the current Web that puts data into
a common format so that instead of humans working with individual
search engines (e.g., Google, Ask Jeeves) to locate information, the
search engines themselves feed into a single mechanism that provides
this searching on its own. Sometimes called Web 3.0, this technology
enables integration of virtually all kinds of information for more efficient
and comprehensive retrieval.
10. Webkinz (http://www.webkinz.com). It is an Internet simulation wherein
children learn pet care and other skills.
11. Wiki. It refers to software that fosters collaboration and communication
online. Wikis enable students to create, comment upon, and revise
collaborative projects. One of the most prominent is Wikipedia
(http://www.wikipedia.org), an online multilingual free-content
encyclopedia, which has 7.9 million articles in 253 languages.
12. Youtube (http://www.Youtube.com). It is a popular website for video
sharing where users can upload, view and share video footage, including
movie clips, TV clips, and music videos, even students-produced videos.
13. Google Docs. It allows students to collaborate with other people and the
document materials that need to be complied, processed, transacted
and analyzed.
14. Prezi. It allows individuals to use pre-made, creative presentation
templates.
15. Easybib. It allows individuals to generate citations in any given format.
16. Social media platforms (Facebook, Twitter, Edmodo, Schoology,
Instagram, etc.). These are means to communicate and share ideas
among users.
17. Smartboards and audience response systems. These are replacement
for traditional chalkboard or whiteboards in classrooms.
18. ReadWriteThink.org. (www.readwritethink.org). It is a repository of
standards-based literacy lessons that offer teachers instructional ideas
for Internet integration.
19. WebQuest Page (www.webquest.org). It provides Webquests on an
array of topics across content areas with a template for creating one’s
own.
20. Literacy Web (http://www.literacy.uconn.edu). It is an online portal that
includes a large number of new literacy’s resource for new literacies for
teachers. (http://cnets.iste.org/teachers/t_glossary.html#t)
SUMMARY
THE 21st CENTURY EDUCATION

 Education prepares students for life in this world that can make them
communicate, function and create change personally, socially, economically
and politically on local, national and global levels.
 There is a drastic change brought by the advent of the 21 st Century
education in the context of a curriculum, classroom environment,
technology, learners and demands of the job market.
 21st Century education implies challenges among teachers in the way need
to embrace technological advancement and instructional innovations.
 With the paradigm shift from 20th Century to 21st Century education,
transformations and transitions are taking place.
 To cope with the demands of 21 st Century education, educational
institutions should address its eight critical attributes.
 Teachers must be multiliterate, multispecialist, multiskilled, self-directed,
lifelong learners, flexible, creative problem solver, and critical thinker,
emotionally intelligent and passionate for excellent teaching.

ASSESSMENT/ENRICHMENT
QUESTIONS FOR DISCUSSION

1. What are the critical attributes of 21 st Century education? Explain them.

2. Described a 21st Century teacher and discuss some innovative tools for
learning?
3. Explain how you can integrate 21st Century education in the curriculum.

INTROSPECTING
Direction: Write 21st Century Education concepts on each ray of the sun.

21st
Century
Education
CURRICULUM APPLICATION

Direction: Prepare an evaluation tool to measure technology integration in the

classroom or
the school. Use the provided template sample below.

TECHNOLOGY INTEGRATION EVALUATION TOOL

Direction:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Scale: (with interpretations)

4- ____________________________ 3 - __________________________
2 - ___________________________ 1 - __________________________

CLASSROOM/SCHOOL TECHNOLOGY SCALE

INTEGRATION EVALUATION
Standards/Indicators 4 3 2 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

(After the teacher has checked the tool, students may utilize the said tool in actual
evaluation of technology integration in the classroom or in the school.)
REFERENCES
De Leon, E. (2020). Building and Enhancing New Literacies Across the
Curriculum, Lorimar Publishing Inc. Philippines
https://www.istockphoto.com/vector/illustration-of-a-target-with-an-arrow-on-a-white-
background-in-flat-style-gm1129198791-298208537
https://knowingtechnologies.com/21st-century-education-technology/
https://www.istockphoto.com/vector/lecturer-blackboard-with-students-line-icon-
lecture-or-training-lesson-symbol-gm1214504716-353383962
https://mcluhangalaxy.wordpress.com/2013/10/30/marshall-mcluhan-as-educationist-
institutional-learning-in-the-post-literate-era-part-2/
https://www.deltaxresearch.com/circleflip-portfolio/toa4s-dga-summary-report/
https://webstockreview.net/image/assessment-clipart-clip-art/2663566.html