Building and Enhancing New Literacies Across the Curriculum

ROMBLON STATE UNIVERSITY- ROMBLON CAMPUS

School of arts, Sciences and Technology
Sawang, Romblon, Romblon

Building and
Enhancing New
Literacies Across the
Curriculum
(Prof. Ed 10)
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Prepared by:
Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
Building and Enhancing New Literacies Across the Curriculum

MODULE 1: 21st Century Education

Learning Outcomes

1. Define 21st Century Education

2. Describe the 21st Century teacher and the needed innovative tools for learning.
3. Examine the critical attribute 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 21 st Century
education
6. Analyze research abstract on 21st Century education and its implications on teaching learning
process.
7. Prepare an evaluation instrument intended for 21st Century teaching-learning.

A. his/her mind?
B. What have you shared with a partner regarding your views about 21st Century learning?
C. What can you say about the activity? What can you suggest for further improvement of
the next activity?

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 Contexts

21st Century Schools. Schools 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 ‘buildings’ 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”.
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Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
Building and Enhancing New Literacies Across the Curriculum

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.

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Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
Building and Enhancing New Literacies Across the Curriculum

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 more 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 in 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, or multiple literacies
and authentic assessments, including service-learning.
The classroom is filled with self-directed students, who work independently and interdependently. The
curriculum and instruction are designed imbued with the concept of differentiation. Thus, instead of focusing
textbook-driven or fragmented instruction, instruction turns to be more thematic, project-based and integrated
with skills and competencies purely not confined within themselves, but are explored through research and
concept application in projects and outputs. Learning is not confined through memorization of facts figures
alone but rather is connected to previous knowledge, personal experience, interests, talents and habits.
Learning is not confined through memorization of facts and figures alone but rather is connected to
previous knowledge, personal experience, interests, 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 21 st 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 ending 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.

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Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
Building and Enhancing New Literacies Across the Curriculum

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 immigrants often reflect, 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 immersing in the 21 st Century media culture. They 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 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.

The 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; and (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 creatively, 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 21 st 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.

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 to 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 21 st century skills in

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prior written permission of RSU, is strictly prohibited
Prepared by:
Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
 Building and Enhancing New Literacies Across the Curriculum

curriculum. In doing so, the assessment tools should also contain these skills. They may design or adopt
learning standards that explicitly describe 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 taking initiative, thinking creatively, 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 skills and values while equally completing the academic coursework and
meeting the same learning standards required of students.
In today’s word, information and knowledge are continuously increasing at a certain rate
that no one can learn 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 apply in all facets of life. Thus, merely teaching them
ideas and facts without teaching the 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 school 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
are now, what events led them to be where they are, how this can inform development of a vision
for the future unless he/ she understands the socio-historical context of where they are 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 21 st
Century is the place to begin.
A Paradigm Shift for 21st Century Education

Before 21st Century Education 21st Century Education

Time-based Outcome-based
Focus: memorization of discrete facts Focus: what students Know, Can Do and
Are Like after all the details are forgotten.
Lower order thinking skills in Bloom’s Taxonomy, Higher order thinking skills
such as knowledge and comprehension (metacognition), such as application,
analysis, synthesis, and evaluation.
Textbook-driven Research-driven
Passive learning Active Learning
Learners work in isolation and confined in the Learners work collaboratively with
classroom (walled classroom) classmates and others around the world
(global classroom).
Teacher-centered: teacher is dispenser of Student-centered: teacher is
knowledge, information and attention facilitator/coach of students’ learning.
Little no student freedom Great deal of student freedom
“Discipline problems”- No trust bet. Educators No “discipline problems”-Students and
and students. Little student motivation. teachers have mutual respect and
relationship as co-learners. High students’
motivation.
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Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
Building and Enhancing New Literacies Across the Curriculum

Fragmented Curriculum Integrated and Interdisciplinary curriculum

Grade taken from formal assessment measures Grades are based on student’s
entered in the class record for reporting purposes performance as evidence of learning
outcome.
Assessment is for making purposes and placed as Assessment is important aspect of
part of lesson plan structure instruction to gauge learning outcomes
Low expectations. What students receive is what High expectations that students succeed in
they get. learning to high extent.
Teacher is judge. No one else sees student work. Self, peer and others serve as evaluators of
Outputs are assessed using structured metrics student learning using wide range of
metrics and authentic assessments.
Curriculum is irrelevant and meaningless to the Curriculum is connected to students’
students. interest, experiences, talents and the real
world.
Print is the primary vehicle of learning and Performance, projects and multiple forms
assessment. of media are used for learning and
diversity.
Student diversity is ignored. Curriculum and instruction address student
diversity.
Students just follow orders and instructions while Students are empowered to lead and
listening to teacher’s lecture. initiate while creating solutions and solving
problems.
Literacy is the 3R’s (reading, writing and Multiple literacies of the 21st Century
rithmetic). aligned to living and working in a globalized
new society.
Factory model, based upon the needs of Global model based upon the needs of a
employers for the Industrial Age of the 19 th globalized hih-tech society.
century.

The paradigm shifts from the 20 th to the 21st Century shows that the structure and modalities
of education have evolved. Students become the center of teaching-learning process in the 21 st
Century using widen array technological tools to assist them in knowledge and information
needed in surviving the test time and preparing for the future career endeavors. Assessment has
been made varied to address multiple literacy development in diverse contexts. 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 student`s holistic perspectives.

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Prepared by:
Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
Building and Enhancing New Literacies Across the Curriculum

The Critical Attributes of 21st Century Education  Integrated and Interdisciplinary

 Global Classroom
Education continuously changes dramatically  21st Century skills
throughout time. There is a paradigm shift in the way  Relevant, Rigorous and Real World
teaching and learning is delivered. Therefore, the 21st  Creating/ Adapting to Constant Personal and
Century teacher needs to develop essential Social Change, and Lifelong Learning
knowledge, skills and values in order to cope with  Project-Based & Research-Driven
these changes and address students’ need (21st  Student-Centeredness
Century Schools, 2011).  Technologies & Multimedia

The following are eight attributes of 21st 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 of 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 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 is 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, interests, needs and abilities.

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Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
Building and Enhancing New Literacies Across the Curriculum

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 emphasized data, information and
evidence-based decision making through student 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.

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 and adapt to these changes.

Thus, teachers must be equipped with attributes, knowledge and skills critical to 21 st century education
so that they may be able to integrate them in their teaching. 21st 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 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 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 goals 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. 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 possess 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 with human beings.

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Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
Building and Enhancing New Literacies Across the Curriculum

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 we should know different technology tools for learning to respond to the needs
of 21st Century learners’ and the demands of the times. The following are common 21 st Century technology
tools.

1.Affinity Groups. These are groups or communities that unite individuals with common interests. Electronic
Spaces extend the reange of possibilities for such groups.

1. Blogs. Web logs or “blogs” are interactive websites, often open to the public that can include Web links,
photographs and audio and video elements.
2. E-portfolio. It refers to student’s works that are generated, 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.
3. Hypertext. These are electronic texts that provide multiple links and allow users to trace ideas and
immediate and idiosyncratic directions. Hypermedia adds sound, video, animation, and/or virtual reality
environments to the user’s choices.
4. Podcasts. 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.
5. 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.
6. Myspace (http://www.Myspace.com). It is a social networking website that offers an interactive user-
submitted network of friends. Personal profiles, blogs, groups, music and videos internationally.
Students can rate professors, discuss books, and connect with high school and college classmates here.
7. Second Life (http://www.secondlife.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.
8. 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.
9. Webkinz (http://www.webkinz.com). It is an internet simulation wherein children learn pet care and
other skills.
10. 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.
11. 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 student-produced
videos.
12. Google Docs. It allows students to collaborate with other people and the document materials that need
to be compiled, processed, transacted and analyzed.
13. Prezi. It allows individuals to use pre-made, creative presentation templates.
14. Easybib. It allows individuals to generate citations in any given format.
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Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
Building and Enhancing New Literacies Across the Curriculum

15. Social media platforms (Facebook, Twitter, Edmodo, Schoology, Instagram, etc.). These are means to
communicate and share ideas among users.
16. Smart boards and audience response systems. These are replacement for traditional chalkboards or
whiteboards in classrooms.
17. Read WriteThink.org. (www..readwritethink.org). It is a repository of standards-based literacy lessons
that offer teachers instructional ideas for Internet integration.
18. WebQuest Page (www.webquest.org). It provides Webquests on an array of topics across content areas
with a template for creating one’s own.
19. Blogs. Web logs or “blogs” are interactive websites, often open to the public that can include Web
links, photographs and audio and video elements.
20. E-portfolio. It refers to student’s works that are generated, 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.
21. whiteboards in classrooms.
22. Read WriteThink.org. (www..readwritethink.org). It is a repository of standards-based literacy lessons
that offer teachers instructional ideas for Internet integration.
23. WebQuest Page (www.webquest.org). It provides Webquests on an array of topics across content areas
with a template for creating one’s own.
24. Literacy Web (http://www.literacy.uconn.edu). It is an online portal that includes a large number of new
literacy’s resources for new literacies for teachers. (http://cnets.iste.org/teachers/t_glossary.html#t)

Test Yourself

Matching Type:

Directions: Matching column A from column B. Write the letter of the correct answer on the space
provided.

Test 1.

Column A Column B
A.It allows individuals to use pre-made, creative
presentation templates.
1. Global Classroom 1.____ B.These are electronic texts that provide multiple
2. Student Centered 2.____ links and allow users to trace ideas in immediate
3. Project- based and Research-Driven 3.____ and idiosyncratic directions.
4. Flexible 4. ____ C.It is an internet simulation wherein children
5. Self- directed 5.____ learn pet care and other skills.
6. Hypertext 6.____ D.It implies the need for knowledge and skills in
7. Second-life 7.____ investigation of facts for the latest information.
8. Webkinz 8.____ E. It is focused on learners needs.
9. Prezi 9.____ F.To address the needs of the students and ro be
10. Literacy Web 10.___ globally competitive
G.Teachers are able tp adapt to various learning
styles and needs of the learners.
H. teachers are responsible for various aspects of
school life and know how to initiate action.
I. It is an internet-based 3-D virtual world that uses
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Prepared by:
Lizette Ilao-Villaraza, MAEd, LPT.
Instructor
Building and Enhancing New Literacies Across the Curriculum

avatars to explore, socialize, participate in

individual or group activities create and trade
items and services.
J.It is an online portal that includes a large number
of new literacy’s resources for new literacies for
teachers.
Test II.

TRUE OR FALSE:

Directions: Write True if the statement conforms correctness and False if it shows wrongness and
underline the wrong word/ statement and write the correct answer. Right minus wrong

1. Teachers should practice teaching cross-disciplinary skills in related courses,

such as integration of research in various disciplines. 1.______
2. Technology paved way in the 21st century education to students to use and
create knowledge for their own benefit. 2.______
3. Collaboration in the 21st century education must be inhibited for it takes a lot
of time performing the task. 3. _____
4. Podcast are digitalized audio files that are not stored on the internet and
downloaded to listeners computers or most likely to Mp3 players. 4. ______
5. In the 2oth and 21st century, shows that the structure and modalities of
Education have evolved and the center of educative process is the teacher. 5. ______
6. My space refers to a second generation of web-based communities that
demonstrates the participatory literacies that students need for the 21 st
century. 6.______
7. Smartboards are replacement for traditional chalkboards or whiteboards
In classrooms. 7.______
8. Teachers of 21st century must be equipped with attributes, knowledge
And skills critical to 21st century education and learner. 8.______
9. Teachers should have also EQ in dealing with learners meaning they head
And at the same time right competency skills. 9.______
10. Teachers of 21st century must be multi-skilled and at the same time life
long learners to deal with 21st century learners. 10._____

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Prepared by:
Lizette Ilao-Villaraza, MAEd, LPT.
Instructor