21ST CENTURY EDUCATION

 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 print culture.
 Education, prepares students for life in this world.
21st Century Education Context
1. 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.
 This change had the implications for teachers:
(1) Teachers must discover student interest by helping them to 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;
(4) They must excite learners to become more resourceful so that they will continue
to learn outside formal school.
The 21st century curriculum. The twenty first century curriculum has critical attributes that are
interdisciplinary, based-project and research driven.
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, exchanges insights, coach and mentor one another and share talents and skills with other
students.
Technological 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.
Understanding 21st century learners. Today students are referred to as “digital natives”, while
educators as “digital immigrants” (Prensky, 2001).
 Digital natives. They learn to experience and learn
 Digital immigrants. Often reflect, are sequential, and linear.
They tend to intellectualize and believe that learning is constant (Hawkins and Graham, 1994)
A survey by henry j. kaiser family foundation found that young people (ages 8-18) spend on
electronic media an average of six hours a day.
21st century skills outcome and the demands in the job market. the 21st century skills are set of
abilities that students need to develop to succeed in the information age.
The partnership for 21st century skills lists three types:
1) Learning Skills. Which comprise critical thinking, creative thinking, collaborating, and
communicating
2) Literacy skills. Which is composed of information literacy, media literacy, and technological
literacy, and
3) skills Life. That include flexibility, initiative, social skills, productivity and leadership.
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.
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 Blooms Higher order thinking skills(metacognition)
Taxonomy, such as knowledge and such as application, analysis, synthesis, and
comprehension evaluation
Textbook-driven Research-driven
Passive learning Active learning
Learners work in isolation and confined in the Learners work collaborative with classmates
classroom (walled classroom) and others around the world (global
classroom)
Teacher-centered: teacher is dispenser of Student-centered: teacher is facilitator/
knowledge, information and attention coach of students learning.
Little to no student freedom Great deal of student freedom
Discipline problems- no trust between No, discipline problem – students and
educators and students. Little student teacher have mutual respect and relationship
motivation as co-learners. High student motivation
Fragmented curriculum Integrated and interdisciplinary curriculum
Grades taken from formal assessment Grades are based on student performance as
measures entered in the class record for evidence of learning outcome
reporting purposes
Assessment is for making purposes and Assessment is important aspect of instruction
placed as part of lesson structure to gauge learning outcome
Low expectations. What students receive is High expectations that student succeed in
what they get learning to high extend
Teacher is judge, no one else sees student Self, peer and others serve as evaluators of
work outputs are assessed using structured student learning using wide range of metrics
metrics and authentic assessment
 Curriculum is irrelevant and meaningless to Curriculum is connected to student interest,
the student experiences, talents and the real world
Print is the primary vehicle of learning and Performances, projects and multiple forms of
assessment media are used for learning and assessment
Student diversity is ignored Curriculum and instruction address student
diversity
Students just follow others and instruction Students are empowered to lead and initiate
while listening to teacher lecture while creating solutions and solving problems
Literacy in the 3 Rs (READING, WRITING, AND Multiple literacies of the 21st century aligned
REHTMETIC). 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 19th globalized high-tech society
century

The paradigm shift from 10th to 21st century, shows that the structure and modalities of
education have evolved. Student become the center of teaching-learning process in the 21 st
century using a wide a 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.