BUILDING AND ENHANCING NEW LITERACIES ACROSS THE WORLD

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
21 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 21 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 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 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
assessments, including service-learning (http://edglossary.org/21s-century-skills).

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 on 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 (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, interests, talents and habits.

The 21 ST Century Learning Environment. Typically, a 21 deg 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 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.21stcenturyschools.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 lean 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 immersed in the 21 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 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; 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" 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-21-century-skills).

The 21 Century Learning Implications. 21 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 21 century skills
in the 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 world, 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 them how to
use them in real-life settings is no longer enough.

Schools need to adapt and develop new ways of teaching and warning 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 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://thoughtfullearning.com/resources/what-are-21st-century-skills)

A Paradigm Shift for 21st Century Education

Before 21" Century Education 21st Century Education

Time-based Focus: memorization of discrete facts

Lower order thinking skills in Bloom's Higher order thinking skills (metacog-
Taxonomy, such as knowledge and nition), such as application, analysis,
comprehension synthesis, and evaluation

Textbook-driven Research-driven

Passive learning Active learning

 Learners work in isolation and Learners work collaboratively with
confined in the classroom (walled classmates and others around the world
classroom (global classroom).

Teacher-centered teacher is dispenser of Student-centered: teacher is

knowledge, information and attention. facilitator/coach of students' learning.

Great deal of student freedom.

Little to no student freedom.
No "discipline problems" - Students and
"Discipline problems"-No trust between teachers have mutual respect and
educators and students. Little student relationship as co-learners. High student
motivation. motivation.

Fragmented curriculum Integrated and Interdisciplinary

curriculum
Grades taken from formal assessment
measures entered in the class record for Grades are based on students' perfor-
reporting purposes mance as evidence of leaming outcome

Assessment is for marking purposes and Assessment is important aspect of

placed as part of lesson plan structure instruction to gauge learning outcome

Low expectations. What students receive High expectations that students succeed
is what they get in learning to high extent.

Teacher is judge. No one else sees Self, peer and others serve as evaluators
student work. Outputs are assessed of student learning using wide range of
using structured metrics. metrics and authentic assessments.

Curriculum is irrelevant and meaningless Curriculum is connected to students

to the students. interests, experiences, talents and the
real world.
Print is the primary vehicle of learning
and assessment. Performances, projects and multiple
forms of media are used for learning and
Student diversity is ignored. assessment.

Students just follow orders and Curriculum and instruction address

instructions while listening to teacher's student diversity.
lecture.
Students are empowered to lead and
Literacy is the 3 R's (reading, writing and initiate while creating solutions and
 'rithmetic). solving problems.

Factory model, based upon the needs of Multiple literacies of the 21st Century
employers for the Industrial Age of the aligned to living and working in a
19th century globalized new society.

Global model based upon the needs of a

globalized high-tech society

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 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 students' holistic perspectives,

The Critical Attributes of 21 st Century Education

Education continuously changes dramatically throughout time. There is a paradigm shift

in the way teaching and learning is delivered. Therefore, the 21 deg Century teacher
needs to develop essential knowledge, skills and values in order to cope with these
changes. and address students' need 21 ^ x Century Schools, 2011).
The following are eight attributes of 21 ^ t Century education and their implications:

1. Integrated and Interdisciplinary. Education in the 21 ^ w 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 21 st 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 21 st 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 21 ^ H 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 21 Century is focused on students as learners

while addressing their needs Differentiated instruction is relevant in the 21 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

6. 21" 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 21 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. 21 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 21 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 21 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"
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 in 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
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 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 21st Century technology tools:

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

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. 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.

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 a 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://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.

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 student-produced videos.

13. Google Docs. It allows students to collaborate with other people and the document
materials that need to be compiled, 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
chalkboards or whiteboards in classrooms.

18. ReadWrite Think.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 resources for new literacies for teachers.
(http://cnets.iste.org/teachers/t_glossary. html#)

21 Century skills refer to a broad set of knowledge, skills, work habits, and character
traits that are deemed necessary in coping with today's world and future careers and
workplaces. Thus, it can be applied in all academic subject areas and educational
settings throughout a student's life.

The 21 Century skills may include the following: (1) critical thinking, problem-solving,
reasoning, analysis, interpretation, synthesizing information; (2) research skills and
practices, interrogative questioning; (3) creativity, artistry, curiosity, imagination,
Innovation, personal expression; (4) perseverance, self-direction, planning, self-
discipline, adaptability, initiative; (5) oral and written communication, public speaking
and presenting, listening; (6) leadership, teamwork, collaboration, cooperation, facility in
using virtual workspaces; (7) information and communication technology (ICT) literacy,
media and Internet literacy, data interpretation and analysis, computer programming; (8)
civic, ethical, and social justice literacy: (9) economic and financial literacy,
entrepreneurialism; (10) global awareness, multicultural literacy, humanitarianism; (11)
scientific literacy and reasoning, the scientific method; (12) environmental and
conservation literacy, ecosystem understanding; and (13) health and wellness literacy,
including nutrition, diet, exercise, and public health and safety
(http://thoughtfullearning.com/resources/what-are-21st-century-skills).

Framework for 21st Century

According to the Partnership for 21 Century Skills, this concept encompasses a wide
array of a body of knowledge and skills that have to be categorized. Moreover, this
concept has been interconnected with applied skills, cross-curricular skills, cross-
disciplinary skills, interdisciplinary skills, transferable skills, transversal skills,
noncognitive skills and soft skills.

The 21 Century skills concept is grounded on the belief that students must be educated
in a more relevant, useful, in-demand and universally applicable manner. The idea
simply lies in the fact that students need to be taught different skills and reflect on the
specific demands that will be placed upon them in a complex, ,knowledge- competitive
based, information-age and technology-driven society. Therefore, 21st Century
education addresses the whole child or the whole person (AАСТЕ, 2010).
Hence, the curriculum should be designed to be interdisciplinary. integrated and project-
based. Tony Wagner (2010), in his book "The Global Achievement Gap", advocated the
seven survival skills. namely: (1) critical thinking and problem-solving; (2) collaboration
across networks and leading by influence; (3) agility and adaptability; (4) initiative and
entrepreneurialism; (5) effective oral and written communication; (6) accessing and
analyzing information; and (7) curiosity and imagination.

The term "21" Century skills" refers to certain core competencies, such as collaboration,
digital literacy, critical thinking, and problem-solving that schools need to teach the
students for them to thrive in today's world.

The Partnership for 21st Century Skills presents the following sets of skills that are
categorized accordingly with different strands of expected outcomes.

Learning and Innovation Skills

These are the primary skills orchestrated in the 21st Century. They are attributes that
differentiate students who are prepared for a complex life and work environment from
those who are not. Therefore, there is a need to stress on creativity, critical thinking,
communication and collaboration in preparing learners for the future.

A. Critical Thinking and Problem Solving. These may include effectively analyzing
and evaluating evidence, arguments, claims and beliefs; and solving different kinds of
non-familiar problems in both conventional and innovative ways.

1. Work together effectively in team

Sub-skills
Establish clear definitions and agreements on the roles of partners in the collaborative
process

Keep communication open within teams to carry out tasks

Carefully identify obstacles and address problems cooperatively

2. Reason effectively
Sub-skills
Use various types of reasoning (inductive, deductive, etc.) as appropriate to the
situation

Use systems thinking

Analyze how parts of a whole interact with each other to produce overall outcomes in
complex systems
3. Make judgments and decisions
Sub-skills
Effectively analyze and evaluate evidence, arguments, claims and beliefs

Analyze and evaluate major alternative points of view

Synthesize and make connections between information and arguments

Interpret information and draw conclusions based on the best analysis

Reflect critically on learning experiences and processes

4. Solve problems
Sub-skills
Solve different kinds of non-familiar problems in both conventional and innovative ways

Identify and ask significant questions that clarify various points of view and lead to
better solutions

B. Communication. This pertains to articulating thoughts and ideas effectively using

oral and written communication skills in a variety of forms and contexts.

1. Communicate clearly

Sub-skills

Articulate thoughts and ideas effectively using oral, written and nonverbal
communication skills in a variety of forms and contexts

Listen effectively to decipher meaning, including knowledge, values, attitudes and

intentions

Use communication for a range of purposes (e.g. to inform, instruct, motivate and
persuade)

Utilize multiple media and technologies, and judge their effectiveness a priori, as well as
assess their impact

Communicate effectively in diverse environments (including multi-lingual)

Use technology as a tool to research, organize, evaluate and communicate information

Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to access
Exercise flexibility and willingness in making necessary compromises to accomplish a
common goal

Assume shared responsibility for collaborative work, and value the individual
contributions made by each team member

C. Collaboration. It entails demonstrating ability to work. effectively and respectfully

with diverse teams.

1. Work together effectively in team

Establish clear definitions and agreements on the roles of partners in the collaborative
process

Keep communication open within teams to carry out tasks

Carefully identify obstacles and address problems cooperatively

D. Creativity and Innovation. It denotes use of wide range of idea creation techniques
to create new and worthwhile ideas.

1. Think creatively

Use a wide range of idea creation techniques, such as brainstorming

Create new and worthwhile ideas (both incremental and radical concepts)

Elaborate, refine, analyze and evaluate their own ideas in

order to improve and maximize creative efforts

2. Work creatively with others

Sub-skills

Develop, implement and communicate new ideas to others effectively

Be open and responsive to new and diverse perspectives; incorporate group input and
feedback into the work

Demonstrate originality and inventiveness in work and understand the real world limits
to adopting new ideas
View failure as an opportunity to learn; understand that creativity and innovation is a
long-term, cyclical process of small successes and frequent mistakes

3. Implement innovations

Sub-skills

Act on creative ideas to make a tangible and useful contribution to the field in which the
innovation will occur

INFORMATION, MEDIA AND TECHNOLOGY SKILLS

People in the 21st century live in a technology and media-saturated environment

marked by the following: (1) access to an abundance of information; (2) rapid changes
in technology tools; and (3) the ability to collaborate and make individual contributions
on an unprecedented scale.

Therefore, to be effective in the 21st Century, everyone must be able to exhibit a range
of functional and critical thinking skills related to information, media and technology
(AACTE, 2010).

A. Information Literacy. It refers to accessing and evaluating information critically and

competently and managing the flow of information from a wide variety of sources.

1. Access and evaluate information

Sub-skills

Access information efficiently (time) and effectively (sources)

Evaluate information critically and competently

2. Use and manage information

Sub-skills

Use information accurately and creatively for the issue or problem at hand

Manage the flow of information from a wide variety of sources

Apply a fundamental understanding of the ethical/legal issues surrounding the access
and use of information

B. Media Literacy. It underscores understanding both how and why media messages
are constructed; creating media products by understanding and utilizing the most
appropriate media creation tools, characteristics and conventions.

1. Analyze media

Sub-skills

Understand both how and why media messages are constructed, and for what purposes

Examine how individuals interpret messages differently, how values and points of view
are included or excluded, and how media can influence beliefs and behaviors

Apply a fundamental understanding of the ethical/legal issues surrounding the access

and use of media

2. Create media products

Sub-skills

Understand and utilize the most appropriate media creation tools, characteristics and
conventions

Understand and effectively utilize the most appropriate expressions and interpretations
in diverse, multi-cultural environments

C. Technology Literacy. It pertains to the use of technology as a tool to research,

organize, evaluate and communicate information.

Skill

1. Apply technology effectively

Sub-skills

Use technology as a tool to research, organize, evaluate and communicate information

Use digital technologies (computers, PDAs, media players, GPS, etc.),

communication/networking tools and social networks appropriately to access, manage,
integrate, evaluate and create information to successfully function in a knowledge
economy
Apply a fundamental understanding of the ethical/legal issues surrounding the access
and use of information technologies

D. Life and Career Skills. Today's life and work environments

both require more than thinking skills and content knowledge. Cultivating the ability to
navigate the complex life requires students to develop the following life and career
skills: (1) flexibility and adaptability; (2) initiative and self-direction; (3) social and cross-
cultural skills; (4) productivity and accountability; and (5) leadership and responsibility
(AACТА, 2010).

Flexibility and Adaptability

1. Adapt to change

Sub-skills

Adapt to varied roles, job responsibilities, schedules and contexts

(Partnership for 21st Century Skills, 2008)

Work effectively in a climate of ambiguity and changing priorities

2. Be flexible

Incorporate feedback effectively

Deal positively with praise, setbacks and criticism

Understand, negotiate and balance diverse views and beliefs to reach workable
solutions, particularly in multi-cultural environments

INITIATIVE AND SELF-DIRECTION

1. Manage goals and time

Set goals with tangible and intangible success criteria

Balance tactical (short-term) and strategic (long-term) goals

Utilize time and manage workload efficiently

(Partnership for 21" Century Skills, 2008)

2. Work independently

Sub-skills

Monitor, define, prioritize and complete tasks without direct oversight

3. Be self-directed learner

Sub-skills

Go beyond basic mastery of skills and/or curriculum to explore and expand one's own
learning and opportunities to gain expertise

Demonstrate initiative to advance skill levels towards a professional level

Demonstrate commitment to learning as a lifelong process

Demonstrate integrity and ethical behavior in using influence and power

4. Be responsible to others

Sub-skills

Act responsibly with the interests of the larger community in mind

Consider others' ideas and view points

Look for others' welfare and safety in all circumstances

Assist others in times of their downfalls and setbacks

SOCIAL AND CROSS-CULTURAL SKILLS

1. Interact effectively with others.

Sub-skills

Know when it is appropriate to listen and when to speak

Conduct one's self in a respectable, professional manner

2. Work effectively in diverse teams

Sub-skills

Respect cultural differences and work effectively with people from a range of social and
cultural backgrounds

Respond open-mindedly to different ideas and values

Leverage social and cultural differences to create new ideas and increase both
innovation and quality of work

PRODUCTIVITY AND ACCOUNTABILITY

1. Manage projects

Set and meet goals, even in the face of obstacles and competing pressures

Prioritize, plan and manage work to achieve the intended result

2. Produce results

Sub-skills

Demonstrate additional attributes associated with producing high quality products,

including the abilities to:

Work positively and ethically

Manage time and projects effectively

Multi-task

Participate actively, as well as be reliable and punctual

Present oneself professionally and with proper etiquette

Collaborate and cooperate effectively with teams

Respect and appreciate team diversity

Be accountable for results

LEADERSHIP AND RESPONSIBILITY

1. Guide and lead others

Use interpersonal and problem-solving skills to influence and guide others toward a goal

Leverage strengths of others to accomplish a common goal

Inspire others to reach their very best via example and self-lessness

Demonstrate integrity and ethical behavior in using influence and power

2. Be responsible to others

Act responsibly with the interests of the larger community in mind

INTEGRATING 21ST CENTURY SKILLS IN TEACHING- LEARNING PROCESS

The 21st Century support systems. The following elements are the systems necessary
to ensure student mastery of 21 ^ w Century skills: (1) 21 ^ n Century standards; (2)
assessments; (3) curriculum and instruction (4) professional development; and (5)
learning environments. These must be aligned to produce a suppor system that
produces 21 Century outcomes for today's students .

1.21st Century Standards

1.1 Focus on 21 Century skills, content knowledge and expertise

1.2 Build understanding across and among core subjects, as well as 21 ^ * Century
interdisciplinary themes

1.3 Emphasize deep understanding rather than shallow knowledge

1.4 Engage students with the real-world data, tools and experts they will encounter in
college, on the job, and in life; students learn best when actively engaged in solving
meaningful problems

1.5 Allow for multiple measures of mastery

2. Assessment of 21st Century Skills

2.1 Supports a balance of assessments, including high-quality standardized testing

along with effective formative and summative classroom assessments
2.2 Emphasizes useful feedback on student performance that is embedded into
everyday learning

2.3 Requires a balance of technology-enhanced, formative and summative

assessments that measure student mastery of 21 Century skills

2.4 Enables development of portfolios of student work that demonstrate mastery of 21.
Century skills to educators and prospective employers

2.5 Enables a balanced portfolio of measures to assess the educational system's

effectiveness in reaching high levels of student competency in 21 ^ x Century skills
(AACTE, 2010)
Module 1: 21 Century Education

3. 21" Century Curriculum and Instruction

3.1 Teaches 21 Century skills discretely in the context of core subjects and 21" Century
interdisciplinary themes

3.2 Focuses on providing opportunities for applying 21 Century skills across content
areas and for a competency-based approach to learning

3.3 Enables innovative learning methods that integrate the use of supportive
technologies, inquiry- and problem-based approaches and higher-order thinking skills

3.4 Encourages the integration of community resources beyond school walls (AACTE,
2010)

4.The 21st Century Professional Development

4.1 Highlights ways teachers can seize opportunities for integrating 21 Century skills,
tools and teaching strategies into their classroom practice and help them identify what
activities they can replace/de-emphasize

4.2 Balances direct instruction with project-oriented teaching methods

4.3 Illustrates how a deeper understanding of subject matter can enhance problem-
solving, critical thinking, and other 21st Century skills

4.4 Enables 21 Century professional learning communities for teachers that model the
kinds of classroom learning that best promotes 21st Century skills for students
4.5 Cultivates teachers' ability to identify students' particular learning styles,
intelligences, strengths and weaknesses

4.6 Helps teachers develop their abilities to use various strategies (such as formative
assessments) to reach diverse students and create environments that support
differentiated teaching and learning

4.7 Supports the continuous evaluation of students' 21st Century skills development

4.8 Encourages knowledge sharing among communities of practitioners using face-to-

face, virtual and blended communications

4.9 Uses a scalable and sustainable model of professional development (AАСТЕ, 2010)

5. The 21st Century Learning Environments

5.1 Create learning practices, human support and physical environments that will
support the teaching and learning of 21st Century skill outcomes

5.2 Support professional learning communities that enable educators to collaborate,

share best practices and integrate 21st Century skills into classroom practice
BUILDING AND ENHANCING NEW LITERACIES ACROSS THE CURRICULUM

5.3 Enable students to learn in relevant, real-world 21 Century contexts (e.g., through
project-based or othe applied work)

5.4 Allow equitable access technologies and resources to quality learning tools

5.5 Provide 21st Century architectural and interior designs for group, team and
individual learning

5.6 Support expanded community and international involvement in learning, both face-
to-face and online (AACTE, 2010)

Implications to Educators

The advent of 21st Century skill enhancement among learners bring the following
implications to educators in:
1. successfully complementing technologies to content and pedagogy and developing
the ability to creatively use technologies to meet specific learning needs

2. aligning instruction with standards, particularly those that embody 21st Century
knowledge and skills

3. balancing direct instruction strategically with project-oriented teaching methods

4. applying child and adolescent development knowledge to educator preparation and

education policy

5. using a range of assessment strategies to evaluate student performance and

differentiate instruction (including but not limited to formative, portfolio-based,
curriculum-

embedded and summative)

6. participating actively in learning communities, tapping the expertise within a school or

school district through coaching, mentoring, knowledge-sharing, and team teaching

7. acting as mentors and peer coaches with fellow educators

8. using a range of strategies (such as formative assessments) to reach diverse

students and to create environments that support differentiated teaching and learning

9. pursuing continuous learning opportunities and embracing career-long learning as

professional ethics (AACTE, 2010)

10. establishing a conducive learning environment where learners can freely express
themselves and explore their potentials and capacities

Implications to Pre-service Teacher Preparation

There is a need to understand the key elements of optimum curricula that will help pre-
service teachers develop the dispositions, habits of mind and confidence to enable
students to develop 21" Century skills in a range of core academic subject areas.
Since schools get rid of a one-size-fits-all system, therefore, pre-service teachers are
expected to play an active role in developing and organizing content and instruction for
their students.
AACTE (2010) asserts that a 21 Century approach to curriculum is about more than just
adding an extra course or extra class time in the curriculum. Thus, pre-service teachers
benefit from the ability to fully explore and understand how to develop and use
curriculum for deep understanding and mastery of academic subject knowledge and 21
Century skills.

As a starting point, a teacher education program can be aligned with student and
teacher standards in ways that blend thinking and innovation skills, ICT literacy; and life
and career skills in the context of all academic subjects and across interdisciplinary
themes.

An effective 21th Century skills approach to curriculum, in other words, is designed for
understanding (McTighe and Wiggins, 2005 in AACTE, 2010). The program's curriculum
will be most beneficial to pre-service teachers if it is designed to produce deep
understanding and authentic application of 21 Century skills in all subject areas.

Instructional models. Instructional models are an important

component of any teacher preparation program. AACTE (2010) pointed out that the
integration of innovative and research-proven teaching strategies, modern learning
technologies and real-world resources and contexts are all imperative in:

1. Integrating "teach for understanding" principles. When pre-service teachers can

prepare and present lessons that can develop students' essential concepts and skills
with the integration of technologies, the latter can reciprocally demonstrate critical
thinking and problem-solving in class.

2. Creating rich practice teaching experiences. Strong practice teaching experiences

allow pre-service teachers to connect theory and practice.

3. Creating dynamic learning communities and peer mentoring networks. Pre-

service teachers benefit greatly from service-learning as part of their experiential
learning courses. It provides time to reflect on relevant pedagogic strategies that
enhance 21 Century skills in classroom practice.

4. Examining the role of content, pedagogy and technologies in developing

higher-order thinking skills. The ability to teach for content mastery is a challenging
task for most pre-service teachers. Teaching for content mastery (1) supports a range of
high-quality standardized testing along formative and summative assessments; (2)
emphasizes useful feedback on student performance; (3) requires balanced technology-
enhanced, formative and summative assessments; (4) enables development of student
portfolios that demonstrate mastery of 21st Century knowledge and skills; and (5)
enables a balanced score card to assess the educational system's effectiveness….

Teacher preparation programs can play a vital role in developing education leaders who
understand and can influence current trends in assessment through: (1) research and
evaluation test for innovative approaches; (2) 21 ^ (st) Century knowledge and skills
assessment strategies; and (3) mastery of a wide range of student assessment
methods.

Learning environments. The learning environment within the teacher preparation

program is a key component of any systemic reform initiative. Determining the enabling
structures, policies and strategies that can best support 21 ^ n Century skills acquisition
among pre-service teachers is a step towards creating a kind of environment that will
promote 21 ^ (st) Century learning.

The following are initiatives in creating 21 Century teacher education learning

environment: (1) Establish a 21 Century vision for learning environments in the program
and the university; (2) Ensure that the physical infrastructure supports 21 ^ prime prime
Century knowledge and skills; (3) Practice flexibility in time for project-based work and
competency-based assessment; (4) Ensure technical infrastructure that sufficiently
supports learning; and (5) Strengthen networking engagement in the learning
environment.

Partnerships. Partnerships are extraordinarily important in the work of transforming

21st Century teacher preparation programs. Along the line, teamwork within the
program and the institution is imperative for sustainability and development. The
partnership forged with community leaders, business industry, professional
associations, government agencies, non-government organizations, other institutions,
parents, other stakeholders and the community creates high impact outcome.

The powerful partnerships are created through strong collaboration towards enabling
innovation in the teaching and learning for the 21 ^ m Century.

Continuous improvement. Continuous improvement represents willingness to commit

to revisiting the process over time. For AACTE (2010), any implementation effort should
include continuous improvement steps. to wit: (1) Clearly identify measurable goals, (2)
Track progress regularly against these goals; (3) Communicate progress to all
stakeholders; and (4) Engage all participants in refining and improving success over
time (AACTE, 2010)

Life and Values Integration

Share a personal experience in which you were able to develop any of the 21 Century
skills. What life lessons and values have you realized and learned?

Preparing students to be career-and-work ready is a concern of educators and schools

nationwide. Twenty-first century skills prepare students to enter the workforce or higher
education with the ability to think critically and creatively, collaborate with others, take
the initiative when approached with a task, and use technology to its fullest potential. If
students are not learning the skills needed for success, it is because educators and
schools are not teaching them. When students possess these skills, they are prepared
to work in teams, think critically and creatively about a problem, display leadership and
social skills, and communicate effectively with others. This research sought to identify
school-based agriculture education teachers' perceived knowledge, importance, and
ability to teach these 21st century skills in the classroom. Results showed that
agriculture teachers nationwide find 21st century skills to be important, but they are less
knowledgeable and able to teach them. The research concluded that professional
development is needed to increase teachers' knowledge of and ability to teach 21
century skills. Professional development will allow school-based agricultural education
teachers to gain specific and applicable strategies for implementation. With the
application of 21st century skills in the school-based agricultural education classroom,
students will become better prepared to enter the workforce or higher education upon
graduating high school.