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Childhood Education
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Learning and Teaching in the 21st Century: An Education

Plan for the New Millennium Developed in British Columbia,
Canada
a a
Wanda Boyer & Carolyn L. Crippen
a
Department of Educational Psychology and Leadership Skills, University of Victoria, Victoria,
Canada.
Published online: 26 Aug 2014.

To cite this article: Wanda Boyer & Carolyn L. Crippen (2014) Learning and Teaching in the 21st Century: An Education Plan for the
New Millennium Developed in British Columbia, Canada, Childhood Education, 90:5, 343-353, DOI: 10.1080/00094056.2014.952218

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 Learning
and
Teaching
in the
21st
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Century
An Education Plan
for the New Millennium
Developed in
British Columbia, Canada
© Dusan Jankovic/Shutterstock

This article describes how a ministry of education in Canada is responding to

new developments in educational thinking related to 21st century learning
and teaching. The authors identify challenges with 21st learning aspirations
and explore opportunities for reconfiguring schools and education systems.
The key competencies identified by the Education Plan of the British Columbia
Ministry of Education may serve as a framework for a global paradigm shift
in learning, with the potential to transform and personalize learning for all.
Based on the foundational elements of 21st century core subjects, themes,
and skills, the Education Plan proposes the need for personalized learning for
every student, quality teaching and learning, flexibility and choice,
high standards, and learning empowered by technology.

by Wanda Boyer and Carolyn L. Crippen

Wanda Boyer is Associate Professor and Carolyn L. Crippen is Associate Professor,
Department of Educational Psychology and Leadership Skills, University of Victoria, Victoria, Canada.

September/October 2014 / 343

 R
apidly evolving in- share, store, and disseminate information
ternal and external with the potential to connect with each other
factors are changing almost instantaneously to share ideas at
our global com- national, regional, and international levels
munity, the world (Dale, 2000; Freeland, 1996). The emphasis
of learning, and the is shifting away from formal education to-
place of learning in ward informal inquiry and personal research
our world (Hannon (Burnard & White, 2008). Education can
& McKay, 2010). As a global community, be mobilized through online and distance
we must respond to the impact of these learning (Richardson, 2010), and students
changes upon parents, children, and schools can download free educational resources,
(British Columbia Ministry of Education, co-author online, and participate in collab-
2011). Gonzalez (2004) reminded us that orative learning communities outside of their
the amount of knowledge in the world has schools.
doubled in the past 10 years; that knowledge Such educational globalization calls for
is doubling further every 18 months (Meister, a greater understanding of identity, core
Downloaded by [University Of Pittsburgh] at 12:28 26 November 2014

2010). Today, four interactive driving forces values, and cultural priorities (Boyer, 2012,
seem to dominate education and have led to 2013). In a multicultural society that includes
change in our global community: economy, many races, religions, languages, customs,
information technology, cultural diversity, and values, the third driving force of cultural
and the environment. diversity is apparent. We are recognizing and
appreciating the importance of developing
Economy, the first driving force, is a factor education for and about indigenous peoples
due to world markets that are becoming (Freeland, 1996). Family structures have
more integrated. People have the potential to also shifted from a nuclear family of father,
change jobs frequently and relocate around mother, and children to more diversity, such
the globe, often in response to the need for as blended families, single-parent families,
higher order skills (Taylor, Hoyler, Walker, pregnant teenagers, same sex parents, and
& Szegner, 2001; Walkenhorst, 2008). Sub- extended families, as well as those who de-
Saharan African countries, Arab States, liberately choose not to have children. The
Central Asia, East Asia/Pacific, South/West volatile economy will impact these varied
Asia, Latin American/Caribbean, North family structures, which may be migrant,
America, Western Europe, and Central/ nomadic, living in dispersed settlements, or
East Europe recognize the importance living in geographically remote and rural
and positive impact of educational access areas (UNESCO, 2006). The volatile economy
on grade completion, a second chance also escalates the need to protect children in
of learning for adults and youth, and diverse circumstances, such as orphans and
meaningful employment (United Nations other vulnerable children, and to eliminate
Educational, Scientific and Cultural child labor and honor the Minimum Age
Organization [UNESCO], 2006). Global Convention of 1973 (UNESCO, 2006).
economic trends necessitate new work place The environment also affects the education
requirements and a shift in educational community. Concerns about climate change,
expectations and worker skill sets (Aud availability of clean water, the price and
et al., 2012; Booth, 1999; Heyneman, 1997; transportation of fuel and oil, and the de-
Nishimura, Yamano, & Sasaoka, 2008; struction of wildlife and forests all have im-
UNESCO, 2006). This new world thinking plications for children’s health, nutrition, and
contributes to a readjustment of our beliefs survival, and directly influence a child’s abil-
and understanding regarding the continuum ity to learn and effectively function in school
of learning. Specifically, world scholars are (UNESCO, 2006; UNICEF, 2006). These seri-
noting that individuals are on a lifelong ous issues related to our fragile and precious
learning trajectory (Jakobi, 2009), within a environment impact all global citizenry and
social network that offers free content on may preclude the optimistic inclusion of chil-
Facebook, Wikipedia, YouTube, etc. dren and youth in the educative process.
Information technology, the second force, If, as Trilling and Fadel (2009) suggested,
has changed the way we are able to access, learning has the potential to increase signifi-

344 \ Childhood Education

 cantly when students are engaged in aca- and environmental literacy (Kay, 2010). These
demic study through authentic, real-world core subjects and themes need to be support-
experiences, then we need to consider the ed by 21st century skills in order to actively
internal and external factors that impact chil- prepare 21st century learners “to think, learn,
dren, youth, and their families. Perhaps with work, problem-solve, communicate, collabo-
respectful consideration of these factors, we rate and contribute effectively throughout
can develop improved ways of learning and their lives” (Kay, 2010, p. xx).
teaching and thereby empower our students With these core subjects and themes in
to develop solutions for these environmental mind, the B.C. Ministry of Education (2011)
and human ecological challenges. has put forward the following eight compe-
The Ministry of Education (2011) in the tencies for co-construction and conversation:
Canadian province of British Columbia (B.C.) 1) collaboration and the practice of team
has initiated a conversation whereby all work; 2) creativity and inquiry defined as
voices have the opportunity to be heard as “What do we know, need to know, how will
the province develops a plan to acknowledge we do it?”; 3) social responsibility as an abil-
the growing regional, national, and interna- ity to practice self-regulation and emotion
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tional challenges and to keep pace with the regulation to foster our own self-reliance
needs of learners at all ages and stages. This while also supporting other members of
article highlights new developments in edu- our immediate and global communities; 4)
cational thinking that explore 21st century healthy living, including physical and mental
learning and teaching and how one ministry well-being, and ways to protect our global
of education, as a community, is formulating home; 5) global and cultural understanding
an educative plan. This article also identifies that supports an appreciation of our global
the challenges with 21st learning aspirations world and diverse citizenry; 6) communica-
and explores the opportunities that the 21st tion using technology literacy and techno-
century paradigm shift can offer for reconfig- logical resource acclimatization; 7) innova-
uring schools to support learners and their tion, which is defined as new thinking and
learning experiences. divergent thinking; and 8) critical thinking
skills, which include reasoning, perspec-
21st Century Learning tive taking, and problem-solving (including
and Teaching solution-based learning through scenarios).
The 21st century student and teacher are These competencies are the cornerstones of a
not bound to one geographical location, but plan that has the potential to transform and
rather are interdependent and citizens of the personalize learning.
world. Kay (2010) identified design specifica-
tions for all students/citizenry of the world The B.C. Education Plan
as 21st century student outcomes, which the The creators of the B.C. Education Plan (B.C.
B.C. Ministry of Education used to establish Ministry of Education, 2011, 2012a, 2012b)
competencies for 21st century learning and espouse one simple principle: every learner
teaching. These design specifications include will realize their full potential and contribute
three foundational elements: 1) 21st cen- to society. The five elements that support this
tury core academic subjects, 2) 21st century principle are: 1) personalized learning for ev-
themes, and 3) 21st century skills. The first ery student, 2) quality teaching and learning,
foundational element includes nine core aca- 3) flexibility and choice, 4) high standards,
demic subjects: English, reading, or language and 5) learning empowered by technology
arts; world languages; the arts; mathemat- (see Figure 1). The Plan was developed in
ics; economics; science; geography; history; consultation with students, teachers, parents
and government and civics (Kay, 2010). The and guardians, administrators, universities,
second foundational element of the “design and the community.
specs” includes themes or topics that parallel
the core subjects, emphasizing world citi- Personalized Learning
zenry, global sensitivity, and responsiveness. Innovators of the B.C. Education Plan ad-
There are five themes: global awareness; vocate for collaboration among students,
financial, economic, business, and entrepre- teachers, and parents to help students per-
neurial literacy; civic literacy; health literacy; sonally develop and meet goals that are

September/October 2014 / 345

 closely aligned with their needs, strengths, interests, (p. 7). Stakeholders implementing the B.C. Education
and aspirations. Personalized learning is based on Plan put the student at the center of her/his own
the following principles of learning and teaching: education with increasing student-centered account-
1) “Learning requires the active participation of the ability for their own individual learning success. In
student, 2) People learn in a variety of ways and at order to personalize learning, adult caregivers must
different rates, 3) Learning is both an individual and a help children and youth acquire nuanced self-regu-
group process, and 4) Learning is most effective when lation and emotion regulation skills that promote au-
students reflect on the process of learning and set tonomy, self-worth, and social responsibility (Boyer,
goals for improvement” (B.C. Ministry of Education, 2009).
2012a, p. 10). When these principles of learning and Collective and individual responsibilities are
teaching are used, they illustrate that “not all students involved in implementing learning plans with a
learn successfully at the same pace, in the same learn- student focus (Saylan & Blumstein, 2011). More
ing environment, and in the same learning style” (B.C. specifically, each level of education has its own idio-
Ministry of Education, 2012b, p. 2). syncrasies that will require attention. For example,
According to the B.C. Ministry of Education’s if we consider young children in the early years, we
(2012b) Personalized Learning Parents’ Guide, students recognize their need for consistent and stable caregiv-
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will be given more time to “reflect on what they are ing, stability of location in personal place and space,
learning, why they are learning it, and how it could and constancy of daily rituals and routines. These
be applied, [while providing] more opportunities to varied forms of stability allow children to feel con-
learn collaboratively, and [explore ways of] using the nected to people and to feel centered and grounded
community and local environment as the classroom” (Bateson, 1979). Parents and teachers must take time

Personalized
Learning for
Every
Student
Learning
Empowered Quality
by Teaching and
Technology Learning

Flexible,
Adaptable,
Excellence in
Education (British
Columbia Ministry
of Education, 2011,
p . 5)

High Flexibility and

Standards Choice

Figure 1
The British Columbia Ministry of Education Plan: A response to excellence in learning and teaching
in the 21st century (B.C. Ministry of Education, 2011, 2012a, 2012b).

346 \ Childhood Education

 and work together. This means that parents school, at home, and in the community and
must be valued and involved in each step of that support quality teaching and learning.
their child’s learning. As children and youth The first intentional strategy included a focus
become involved in real-world learning out- lesson in which the adult models thinking.
side the classroom, safety concerns and the The second intentional strategy included
importance of maintaining a civil, safe, and guided instruction with small-group arrange-
healthy society must become a priority of ments and a dialogue between learners and
students, parents, schools, and the commu- the adult as they begin to apply the skill or
nity (Malone, 2012). strategy. In collaborative tasks, a third phase
of intentionality, students practice the skills
Quality Teaching and Learning they saw an adult model in phase one and
The B.C. Education Plan emphasizes the col- that they discussed with their adult mentor
laborative work of teachers, students, parents in phase two. The fourth phase is an indepen-
and guardians, administrators, and the com- dent learning process when the student can
munity to make sure every student’s educa- extend, apply, and acquire new knowledge.
tive needs are met. Teachers will vary their Fisher and Frey (2010) explained that by
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educative role to include project manager, using these intentional teaching strategies,
“guide, mentor, coach, [and] content expert” students will play an active role in their
as they support the students’ individual learning process and they will become in-
needs, strengths, interests, and aspirations creasingly more accountable for their own
(British Columbia Ministry of Education, learning success.
2011, p. 3). Together, teachers, parents and While teachers as mentors in the classroom
guardians, the community, and students will will need time to plan with parents, children
build a partnership and “design a learning will also require time to develop their skills.
program for each student according to their McCutchen (2008) suggested that writing
personal needs and learning style” (B.C. and even math tasks may vary in length and
Ministry of Education, 2012b, p. 2). complexity, and require a few days or over
Programs designed for 21st century learn- several weeks to complete. Children and
ers provide opportunities to dispel concerns youth will also need opportunities for relax-
regarding consistency of learning opportuni- ation, physical activity, and social interaction
ties through quality planning, teaching, and (Craft, 2010). Providing learners with inter-
learning. This global paradigm shift provides personal connections in their learning envi-
the foundation for what Hutchinson (2010) ronment will facilitate the transition from the
identified as a universal design for learning, four walls of the classroom into fast-paced
where inclusivity is a priority that educators and ever-changing learning scenarios.
consider when maintaining a focus on 1) Attard (2012) also raised the issue of home-
21st century core academic subjects, 2) 21st work in 21st century learning and encour-
century themes, and 3) 21st century skills. aged a careful reflection on the purpose of
According to Hampson, Patton, and Shanks homework as a learning experience. He ex-
(2012), learning opportunities can capitalize plained that homework can best support stu-
on learners’ digital expertise, the community dent learning by providing extra time for the
at large as a resource, and learning using child to gain confidence and develop their
projects based on problem-based scenarios. learning acumen, creating a link between
Hampson et al. (2012) encouraged us to home and school, and affording opportuni-
move out of the school buildings to explore ties to apply concepts to the real world. In
the community and use community mem- concert with the use of these protracted and
bers as resources. As an example, wild life intense learning experiences, targeted assess-
sanctuaries and naturalists can engage learn- ment forms will be needed to meet this per-
ers in a hands-on exploration of our ecology. sonalized learning paradigm.
Fisher and Frey (2010) expanded on this Gorham, Finn-Stevenson, and Lapin (2008)
nimble thinking by indicating that preparing addressed the challenge of equitable yet var-
students for mastery of 21st-century skills ied delivery models, daily schedules, school
and providing quality teaching and learn- calendars, and programs by indicating that
ing will require four phases of intentional “effective leaders [administrators in schools]
instructional strategies that are applicable at convey a vision and, through their example,

September/October 2014 / 347

 expand others’ view of what is possible” (p. a school calendar to support student needs.
1). With this in mind, Gorham et al. (2008) Multi-access modalities will be employed to
identified coaching as a developmental tool support online, face-to-face, and combination
to assist in training and mentoring teachers learning arenas.
at each stage of the professional continuum, Several contemporary challenges have
from new professionals to more experienced, been identified for administrators, includ-
by unifying, clarifying, and aligning their ing delivery models for programs, daily
community purpose, choices, and actions schedules, and the school’s calendar year. For
within their schools, their school districts, or example, the use of a full calendar year deliv-
school divisions. Orr (2004) supported the ery model may differ across school districts
importance of teacher education as a means and across schools. This has the potential to
of orienting students to 21st century skills. increase competition among administrators
For example, discussions on healthy living for student numbers and parental support.
in teacher education programs should cover Flexibility and choice in how, when, and
both physical and mental well-being, as well where learning takes place has the poten-
as ecological literacy concerning ways to tial to overcome these challenges because
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protect our global home. Gorham et al. (2008) the emphasis is on what delivery model is
indicated that coaching can be incorporated meaningful and meets the needs of the stu-
along a teacher education continuum, begin- dent. Flexibility and choice, then, accentuates
ning with the student teaching practicum the importance of teacher knowledge about
and extending into the first and subsequent the effect of learner internal motivation on
years of the teaching profession. At each of performance across the learning continuum.
these periods of professional development, Ariely, Gneezy, Loewenstein, and Mazar
administrators and teachers can work togeth- (2009) explored the role of traditional pro-
er to identify how 21st century basic skills tocols of motivation for the performance of
will be delivered while incorporating free- young adults. They offered participants in
dom of choice by learners and their coaches/ rural India the opportunity to earn a small
teacher mentors. The coaching process also motivator equivalent to one day’s pay at
can be used to articulate how student perfor- their regular pay rate. Other participants had
mance will be measured and high standards the opportunity to earn a medium-size bo-
maintained; what a class size will be; and nus for the equivalent of two week’s pay at
what newer, more flexible ways of gathering their regular rate. A few received the highest
information will be used to meet the needs of bonus equal to five months of their regular
the learners and other stakeholders. pay. The researchers introduced six challenge
activities: 1) packing quarters, 2) a memory
Flexibility and Choice game, 3) a recall of the last three numbers,
Stakeholders implementing the educative 4) a labyrinth, 5) dart ball, and 6) rolling a
plan and paradigm shift for 21st century small ball up an inclining slope. Ariely et al.
learners must consider the third unified ele- found that those who had the most to benefit
ment of flexibility and choice, to provide (the highest bonus) demonstrated the low-
“more choice for students and families with est level of performance across the cognitive
respect to how, when and where learning and physical activities. Those participants in
takes place” (B.C. Ministry of Education, the low or medium performance conditions
2011, p. 6). Flexibility and choice means that achieved good or very good performance
learners of all ages have more varied op- less than a third of the time.
portunities to maximize their growth toward Ariely et al. posited that factors affecting
autonomy, their mastery of skills and con- performance include characteristics of the
tent, and their commitment and purpose in task (how easy or difficult it is), character-
life. This flexibility will extend from Boards istics of the individual (how easily they are
of Education to school-based administrators stressed), and characteristics related to the
and teachers, giving them more opportuni- individual’s experience with the task (how
ties for flexibility to organize classes and much practice they have had with the task
learning experiences to support learners’ var- and how much effort they need to apply to
ied learning and motivation needs. Districts succeed). As teachers reflect on the manner in
will also have more flexibility in formulating which learners in the 21st century will be in-

348 \ Childhood Education

Downloaded by [University Of Pittsburgh] at 12:28 26 November 2014

© Sergei Bachlakov/Shutterstock

troduced to and then explore skills, it would or being in command of skills, knowledge,
be important to consider human and humane and capacities to navigate the community
aspects of the learning process. As Ariely et and world. However, Boyer (2009) indicated
al. (2009) suggested, it would be important that young children require a more devel-
to note the difficulty level of the task, stress opmentally appropriate explanation for the
levels of the learner when faced with chal- transition from controlled regulation of self
lenge and effort, the time needed to practice and emotions to autonomous regulation that
the skills in varied ways, and opportunities includes consideration for the acquisition of
to work with learners to identify the time and autonomy, mastery, and a sense of purpose.
effort needed to realistically complete a task. According to Boyer (2009), the acquisition
of autonomy for young children is depen-
High Standards dent upon an attachment and connectedness
In order to create what Leadbeater (2008) re- to significant others and “it is these adult-in-
ferred to as an ethos of support, motivation, duced experiences that provide opportunities
care, and reward, measures of success must for evolving interpersonal coherence over
be wider and educators must use data min- time” (p. 180). Further, Boyer documented a
ing tools that account for both educational series of four methods for supporting mas-
and social measures of success. In order to tery acquisition in young children, or the
use data mining, we must identify the factors ability to improve their own performance by
that contribute to an ethos of support moti- “first capitalizing on varied human perspec-
vation, care, and reward in a personalized tives in the learning context, then supporting
manner for each child and youth. social intelligence via following directions,
Ryan and Deci (2000) identified three safely and appropriately modifying rules for
factors involved in the determination of activities, and finally adapting activities to
better performance for youth and adults: meet special developmental needs” (p. 180).
autonomy, or the need to be self-directed; Boyer (2009, 2012) empirically explored the
relatedness, or the need to feel a connection explication of “emotion mentorship” as a
and closeness with others; and competence, means of cultivating the perspectives of oth-

September/October 2014 / 349

 ers and supporting the acquisition of a sense ing their ability to improve their own perfor-
of purpose or the need to make a contribu- mance on goals that they set with teachers
tion and make the world a better place. and parents, and 3) their sense of purpose
To further combat rising rates of attrition and commitment to making a difference in
and drop-out, teachers mentoring learners in their community and the world.
the 21st century must consider the varying
degree of developmental support needed to Learning Empowered
promote engagement, ongoing motivation, by Technology
and performance, while also considering The B.C. Education Plan encourages expres-
the learner’s need for playfulness and social sion of technological literacy and acclimati-
interaction. Boyer (1997a, 1997b) identified zation to varied technological forms. Using
sensorial stimulation as a method for induc- present and emerging technologies, students
ing playfulness and relationship building. will have more opportunities to develop
Playful sensorial experiences included inter- their learning competencies while develop-
action with varied familiar and unfamiliar ing their digital citizenship. Fisher and Frey
objects; noting how certain senses make us (2010) indicated that a courtesy policy, or
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feel; using our senses in indoor play and ways of being courteous as a code of expec-
outdoor play individually or in group play; tations and social behaviors, must be estab-
using humorous poetry, riddles, songs, jokes, lished and maintained by all members of the
and imaginative games that the learners learning community. Digital citizenship skills
create; and engagement with linguistic com- enable learners to use technology in a coop-
monalities, opposites, absurdities, innovative erative rather than competitive manner to
forms, and metaphors. promote safe and socially responsible ways
In order to respond to the need for inter- of achieving mutual goals. Another challenge
active, collaborative, problem-based 21st is recognizing how technology can be used
century learning experiences, Reeves (2010) in K-12 not simply as a word processing tool,
proposed that the 21st century test param- glorified repository for games, or part of the
eters include non-standardized conditions classroom reward system for the completion
for assessment. Non-standardized condi- of work, but rather as an extension of the
tions include opportunities to note student interactive, discovery-based, and collabora-
reactions to the unexpected and capitalize tive learning mode necessary to be a part of
on student autonomy and self-direction. the global community. We must learn how to
The content should provide challenges that adequately use technology with varied learn-
the student is aware of and challenges that ers who have varied levels of experience
they might have set for themselves, thereby with technology and address social injustices
activating their sense of purpose and com- perpetuated by the prohibitive monetary cost
mitment to the learning process. According of technology for children and youth living
to Reeves, the results should be based on a in poverty and attending schools in high-
combination of individual and team mastery. poverty areas. Children and youth living
The testing condition should reflect their in- in poverty may not have access to the tools
dividual ability to improve their own perfor- of the 21st century either at home or at the
mance or mastery while utilizing interactive schools that they attend.
learning to gain insight about the learning The costs related to the availability and
process and offer support to other learners in quality of technology is a critical concern,
an egalitarian manner. yet equitable fund allocation across school
Once educators have identified how to districts and schools can provide the oppor-
demonstrate to students that they are in- tunities necessary to purchase equipment
dividually supported, it will be possible to and tools. Reid and Boyer (2013) indicated
understand what motivates them. We can that online social networking sites (SNS),
then develop and use data mining tools that particularly Facebook (FB), can be used as
account for educational and social measures a pedagogical tool to promote creativity
of success. Thus, student progress will be through the sharing of novel, individual,
reported in a manner that is meaningful to and contextually relevant ideas. A sense of
students and reflective of their level of 1) au- community, social connectedness, and so-
tonomy and self-direction, 2) mastery reflect- cial responsibility can be generated when

350 \ Childhood Education

 learners engage in collaborative tasks. For tential to support learning in the new millen-
example, after sending out an online survey/ nium (Boyer, 2008).
poll, elementary school students and their This plan does not subordinate relation-
teacher discerned from the results that the ships; instead, it seeks to strengthen those
community had strongly identified the need connections using different learning avenues
for a community garden. The students post- and technologies (Reid & Boyer, 2013).
ed the results of the survey on social media Learners will always need a personal space,
and solicited feedback on where the garden but the concept of space is changing through
could be situated, what types of flora could the use of these varied learning avenues and
be planted, who would be willing to do some technologies. For example, one of the authors
planting on the weekends, and a schedule recently saw two sisters in grade 1 and grade
for community members who would tend to 3, respectively, begin playing together while
the garden. In this way, FB provided young their father was conducting some business
learners with opportunities to “build social nearby. When the girls began talking about
capital and for teachers to continuously re- video game characters, their father gave each
configure the learning environment to reflect one a mobile device with the game. The par-
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student needs and interests” (Reid & Boyer, ent was still present and actively interacted
2013, p. 249). with the children while they engaged with
the technology in their virtual space. The
Summary and young children still felt the comfort of their
Concluding Discussion father’s presence and also interacted with
Implementors of the B.C. Education Plan one another while accessing their own indi-
support the belief that “children are natural vidual virtual space at their fingertips.
born learners and teachers are passionate All challenges and even the educative
about teaching” (p. 3). Students are placed at solutions associated with 21st century learn-
the center of their own learning of basic core ing may appear overwhelming. In order to
skills with an emphasis on learning opportu- facilitate the first steps toward change, a B.C.
nities within a particular topic that allow stu- Education Plan Weekly Report is produced
dents to pursue individual interests and pas- that contains the top themes, statistics, and
sions. Stakeholders emphasize the educative other information from the BC Education
role of the teacher as orchestrator and over- Plan online discussion forum and the @bced-
seer of the learning process. Furthermore, plan Twitter account.
implementors recognize the need for respect- Ongoing consultative and mindstorming
ful and meaningful learning for children sessions with teachers, parents, students,
from various cultural backgrounds and administrators, and the community are an-
evidenced-based interventions for students other forum for supporting collaborative,
with exceptional needs. Technology within collegial, and ongoing formulation of the
this personalized learning model can then B.C. Education Plan. One instance of this
become a tool that we can use “effectively collaboration occurred with teachers from
and ethically” in our digital world. three school districts in British Columbia
Although the challenges appear daunt- (personal communication and mindstorming
ing, they can inspire our sense of purpose session May 22, 2012), who identified issues
and commitment to the change process. Yet, they felt must be addressed in order for the
change takes time—time to plan, time to plan to be successful. They emphasized the
communicate to all learners and stakehold- need for time to communicate the plan to all
ers, and time to prepare and design. We must stakeholders and time to adequately prepare
be patient with the process. The process in- and design the plan so that students would
volves all learners, including students, teach- have success. They noted that teachers and
ers, parents, and community members, in a all others connected with the plan need to be
more engaging, collaborative, and personal- prepared to take risks, to make mistakes, and
ized manner. There is an opportunity for an to learn from their mistakes. The teachers
entire community to engage with students’ asserted that implementing the plan should
learning and developmental needs. It is not not be a competition between teachers or
stability of context but rather the consistency between schools and programs. To minimize
of caregiving and mentorship that has po- competition, varied success stories could be

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must be flexible, comprehensive, and sys- preschoolers’ acquisition of self-regulation
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