Republic of the Philippines

Bulacan State University

Sarmiento Campus

General Academics and Teacher Education Department

_____________________________________________________________
EDUC 302: Technology in Teaching and Learning
1st Semester – A.Y. 2024 – 2025
DR. MARICIEL B. BALIGOD

Module 2 Week 4-5: September 2-14, 2024

The Emergence of Education 4.0 from
20th-Century to 21st-Century Education
 OBJECTIVES
At the end of this meeting, the students should be able to:
a. Differentiate between the key elements of 20th and 21st-century
education.
b. Analyze how the evolution of education reflects changing societal,
technological, and economic needs.
c. Understand the concept and pillars of Education 4.0.
d. Explore how Education 4.0 integrates digital technologies and innovative
pedagogies.
e. Apply the principles of Education 4.0 to practical teaching scenarios
 I. The 20th Century Education Model
Jan. 1901- Dec. 31, 2000
Key characteristics of 20th-Century Education
vStandardized Curriculum: The 20th-century
education system focused heavily on a
standardized curriculum that was often dictated by
national or state-level authorities, with the goal of
creating a uniform educational experience for
students (Gulson & Symes, 2019).

vTeacher-Centered Instruction: The teacher-

centered approach dominated much of 20th-
century education, with the teacher acting as the
primary knowledge source and students playing a
more passive role in learning (Blikstad-Balas,
2020).
 I. The 20th Century Education
Model
Key characteristics of 20th-Century Education
vIndustrial Model: Schools adopted a model
similar to factories during the industrial age,
designed to train students for industrial jobs by
emphasizing routine, order, and efficiency
(McGregor & Mills, 2020).

 Subject-Based Learning: Education in the 20th

century largely organized learning around distinct
subjects, which created rigid boundaries between
disciplines, limiting interdisciplinary learning (Vogt,
2019).
 I. The 20th Century Education
Model
Key characteristics of 20th-Century Education
Textbook-Driven Learning: Textbooks were the
central tool for instruction, and much of the
knowledge was derived directly from these
resources, which were often seen as the
authoritative source of information (Wang, 2019).

Assessment Through Examinations: Student

evaluation relied heavily on standardized testing,
with a focus on knowledge recall rather than the
development of critical thinking and practical
application (Zhao, 2020).
 I. The 20th Century Education
Model
Key characteristics of 20th-Century Education
Limited Use of Technology: During most of
the 20th century, technology played a minor
role in the classroom, with instructional
practices primarily relying on chalkboards,
paper, and basic audiovisual aids (Selwyn,
2021).
Segregated Learning Environments:
Educational segregation, based on race,
gender, and class, was prevalent in the early
20th century, although later in the century,
efforts toward desegregation and equal access
were made (Mazama & Lundy, 2020).
 I. The 20th Century Education
Model
Key characteristics of 20th-Century Education
 Limited Focus on Skills Development: The
emphasis was largely on content knowledge rather
than developing broader skills such as critical
thinking, creativity, or collaboration, which became
more emphasized in later educational models
(Rethinking Education Initiative, 2020).
 Teacher Training and Professionalism: Teacher
education programs became formalized in the 20th
century, establishing professional standards and
certification requirements to ensure a higher level of
competence among educators (Darling-Hammond et
al., 2020).
 I. The 20th Century Education
Model
The Industrial
Revolution had
profound social and
economic influences
on education models,
particularly during
the 19th and 20th
centuries.
 I. The 20th Century Education
Model
Key aspects of how the Industrial Revolution impacted education
1. Industrial Revolution Impact on Education Models
 Standardization and Uniformity: Schools developed standardized curricula and routines,
mirroring the structured and hierarchical nature of factory work. This approach helped produce a
workforce that was disciplined, punctual, and able to follow orders, which was critical for factory
environments (Lynch, 2020).
 Centralized Education Systems: The growing industrial economies required a more educated
workforce. As a result, governments began centralizing education, making schooling compulsory
for children to ensure that they had the basic literacy and numeracy skills needed for industrial
jobs (Ward, 2019).
 I. The 20th Century Education
Model
Key aspects of how the Industrial Revolution impacted education
2. Preparation for Factory-Based Work and Repetitive Tasks
Teacher-Centered Learning - Classrooms were often teacher-centered, where students
were expected to sit in rows, listen quietly, and perform repetitive tasks. This method
mirrored the factory work environment where employees had to follow strict procedures
and routines (Shapiro, 2020).

Focus on Basic Skills- Schools focused heavily on basic skills such as reading, writing,
and arithmetic, which were essential for factory work. Creative or critical thinking was
less emphasized, as the goal was to produce workers who could perform repetitive tasks
efficiently (Bowles & Gintis, 2019)
 I. The 20th Century Education
Model
Key aspects of how the Industrial Revolution impacted education

Pedagogical approaches in the 20th century were heavily

influenced by behaviorist learning theories, which focused on
observable behavior and emphasized reinforcement and
conditioning as key mechanisms in learning. These theories
shaped how instruction was delivered and how students were
assessed.
 I. The 20th Century Education
Model
Key Features of Behaviorist Learning Theories
Reinforcement and Conditioning
 Behaviorist theorists like B.F. Skinner argued
that learning occurs through conditioning,
where desired behaviors are reinforced
through rewards, and undesired behaviors are
discouraged through punishment or lack of
reinforcement (Schunk, 2020).

 This model was widely adopted in classrooms,

where students were rewarded for correct
answers and disciplined for mistakes.
 I. The 20th Century Education
Model
Key Features of Behaviorist Learning Theories
Teacher-Centered Instruction
 Behaviorist approaches tended to emphasize
teacher control. The teacher dictated what
students should learn, and students were
expected to follow instructions.

 Learning was seen as a process of acquiring

correct responses through repetition and
reinforcement, rather than exploring ideas or
constructing knowledge independently (Bigge
& Shermis, 2021).
 I. The 20th Century Education
Model
Key Features of Behaviorist Learning Theories
Drill and Practice
 Repetition and drill were key methods in
behaviorist teaching strategies. Teachers used
repeated exercises to instill basic skills, such
as memorization of facts and mastery of
routines, especially in subjects like
mathematics and language learning (Ormrod,
2019).
 I. The 20th Century Education
Model
Limited Focus on Critical Thinking and Problem-Solving
Lack of Emphasis on Higher-Order Thinking
 Behaviorist approaches often downplayed critical thinking and
problem-solving.

Since these theories emphasized the observable behavior of

students, the focus was more on rote learning and task
completion than on fostering independent thinking or creativity
(Pritchard, 2018)
 I. The 20th Century Education
Model
Limited Focus on Critical Thinking and Problem-Solving
Passive Learning
 In many behaviorist-based classrooms, students played a passive
role, receiving information rather than actively engaging with
content.

 This passive learning limited opportunities for students to develop

problem-solving skills or engage in meaningful dialogue and
reflection (Mayer, 2021).
 I. The 20th Century Education
Model
Limited Focus on Critical Thinking and Problem-Solving
Rigid Assessment
 Assessment methods in behaviorist classrooms typically relied
on standardized tests and quizzes that measured factual recall
rather than students' ability to analyze, synthesize, or apply
knowledge in new situations (Swan, 2020)
 II. The 21st Century Education Model
Jan. 1, 2001 - Dec. 31, 2100
Key characteristics of 21st-century education
1. Student-Centered Learning
 21st-century education shifts away from the traditional teacher-centered approach toward student-centered
learning.
 Students are active participants in their learning, engaging in discussions, problem-solving, and critical
thinking (Murphy, 2019).

2. Critical Thinking and Problem-Solving

 Developing critical thinking and problem-solving skills is a cornerstone of modern education.
 Rather than focusing solely on rote memorization, students are encouraged to analyze information, ask
questions, and approach challenges creatively (Trilling & Fadel, 2021).
 II. The 21st Century Education
Model
Key characteristics of 21st-century education
3. Collaboration and Communication
 Collaboration is highly valued in 21st-century classrooms.
 Students work in teams, often using technology to communicate and collaborate on
projects, mimicking real-world professional environments (Dede, 2020).

4. Technology Integration
 Technology plays a central role in 21st-century education.
 From online learning platforms to digital tools like tablets and interactive whiteboards,
technology is integrated into both teaching and learning processes (Selwyn, 2021).
 II. The 21st Century Education
Model
Key characteristics of 21st-century education
5. Focus on Lifelong Learning
 Education now emphasizes the idea of lifelong learning.
 Students are encouraged to continue learning beyond formal schooling, adapting to new
technologies, ideas, and professions throughout their lives (Fullan & Langworthy, 2019).

6. Interdisciplinary Learning
 21st-century education often breaks down traditional subject barriers, emphasizing
interdisciplinary learning where students can integrate knowledge from various fields to
solve complex problems (Beers, 2020).
 II. The 21st Century Education
Model
Key characteristics of 21st-century education
7. Personalized Learning
 With advances in technology and a greater understanding of different learning styles,
personalized learning has become a focus.
 Educators tailor instruction to meet the individual needs of students, enabling them to learn at
their own pace (Watters, 2020).

8. Global Awareness and Citizenship

 Students are encouraged to develop a global perspective, understanding different cultures and
global issues.
 This prepares them to be responsible global citizens who can contribute positively to society
(Reimers, 2020).
 II. The 21st Century Education
Model
Key characteristics of 21st-century education
9. Project-Based and Experiential Learning
 21st-century education emphasizes hands-on, project-based learning where students
work on real-world problems.
 This approach helps students develop practical skills, creativity, and innovation (Boss &
Krauss, 2018).

10. Emphasis on the 4Cs:

 21st-century learning focuses on the development of the 4Cs: Critical Thinking,
Communication, Collaboration, and Creativity.
 These skills are considered essential for success in the modern world (Trilling & Fadel,
2021).
 II. The 21st Century Education
Model
Pedagogical Approaches in 21st-Century Education
Constructivist Theories
Learning as an Active, Constructive Process
Constructivist pedagogy, rooted in the work of theorists like Jean
Piaget and Lev Vygotsky, views learning as an active, constructive
process. In this approach:
Active Learning, Teachers are facilitators
Collaboration and Social Interaction
Inquiry-Based Learning
 II. The 21st Century Education
Model
Pedagogical Approaches in 21st-Century Education
Emphasis on Digital Literacy, Media Literacy, and
Global
Emphasizes competencies that are crucial for navigating a
highly connected and media-saturated world
Digital Literacy- managing and using digital tools
Media Literacy - ability to critically analize media
Global Awareness - diverse cultures, global challenges
 III.Introduction to Education 4.0
Education 4.0
 refers to the transformation of education in response to the
Fourth Industrial Revolution, characterized by rapid
advancements in technology such as artificial intelligence (AI),
robotics, big data, the Internet of Things (IoT), and automation.

 It aligns education with the needs of the digital age,

emphasizing skills, tools, and learning methods that prepare
students for a technology-driven world.
 III.Introduction to Education 4.0
Key Characteristics of Education 4.0
Personalized Learning
Education 4.0 promotes personalized and self-directed learning. Using data-driven
analytics and AI, educational platforms can offer customized learning experiences
based on individual student needs, pace, and preferences (Zhong et al., 2020).

Blended Learning and Technology Integration

Education 4.0 embraces blended learning models, combining traditional classroom
teaching with online and digital resources. Virtual classrooms, educational apps, and
Learning Management Systems (LMS) are integral components, facilitating both in-
person and remote learning (Gleason, 2018).
 III.Introduction to Education 4.0
Key Characteristics of Education 4.0
Lifelong Learning and Skill Development
The focus of Education 4.0 is not only on academic knowledge but also on the development of
skills for lifelong learning. This includes the 4Cs of 21st-century learning—Critical thinking,
Creativity, Communication, and Collaboration—as well as digital and technological
competencies necessary in modern industries (Saliba, 2021).

Project-Based and Experiential Learning

Education 4.0 encourages project-based, experiential, and problem-solving learning
approaches. Students engage in real-world scenarios and apply their knowledge to create
solutions, preparing them for a dynamic job market that values innovation and critical thinking
(Fisk, 2017).
 III.Introduction to Education 4.0
Key Characteristics of Education 4.0
AI and Automation in Education
AI plays a crucial role in automating administrative tasks, offering intelligent tutoring
systems, and supporting adaptive learning technologies that modify instruction
based on student performance. This enables educators to focus more on creative
teaching and mentoring (Luckin et al., 2018).

Focus on Soft Skills and Emotional Intelligence

Besides technical skills, Education 4.0 emphasizes the importance of soft skills like
emotional intelligence, adaptability, and teamwork. These skills are vital in a rapidly
changing work environment (Gleason, 2018).
 III.Introduction to Education 4.0
Key Characteristics of Education 4.0
Global and Digital Citizenship
Education 4.0 fosters global awareness, ethical use of technology, and
digital citizenship. Students are taught to navigate the complexities of a
connected world while considering cultural diversity, sustainability, and
responsible technology use (Ubell, 2020).
 III.Introduction to Education 4.0
Comparison between 21st-century education and Education 4.0
Aspect 21st-Century Education Education 4.0

Prepares students for a knowledge- Prepares students for the Fourth Industrial
Goals
based, globalized world. Revolution and a digital economy.

Emphasizes student-centered learning

and the 4Cs (critical thinking, Focuses on personalized learning, problem-
Pedagogical Approach collaboration, communication, solving, and self-directed learning through
creativity). technology.

Technology is used as a tool to

support learning, including blended Deep integration of AI, automation, and big data
Technology Integration learning, LMS, and multimedia to customize learning experiences and automate
resources. tasks.
 III.Introduction to Education 4.0
Comparison between 21st-century education and Education 4.0
Aspect 21st-Century Education Education 4.0
Emphasizes digital literacy, Focuses on digital fluency, technological skills
Skills Focus collaboration, creativity, and (AI, robotics), and soft skills like emotional
critical thinking. intelligence and adaptability.

Classrooms often use a blended Learning takes place in virtual environments,

Learning
learning model, mixing in-person utilizing AI-driven platforms, virtual and
Environment
and online instruction. augmented reality.

Limited personalization, often Highly personalized learning through AI and

Personalization through differentiated instruction or data analytics, adjusting to individual learning
technology-enabled platforms. needs and preferences.
 III.Introduction to Education 4.0
Comparison between 21st-century education and Education 4.0
Aspect 21st-Century Education Education 4.0
Encourages collaboration through Collaboration occurs across digital platforms
Collaboration group projects and teamwork, both with global connections, utilizing AI-driven
in physical and virtual spaces. collaboration tools.

Essential component of Education 4.0, with

Supports the idea of lifelong learning
Lifelong Learning continual learning and reskilling as industries
and adaptability to new knowledge.
evolve.

Teachers act as facilitators and Teachers are mentors and technology

Teacher’s Role guides, encouraging inquiry and integrators, helping students navigate advanced
exploration. tools and AI-based platforms.
 III.Introduction to Education 4.0
Comparison between 21st-century education and Education 4.0
Aspect 21st-Century Education Education 4.0
Combines traditional and digital
Real-time assessments powered by AI, focusing
assessments, focusing on
Assessment on skill development and competency-based
performance tasks and standardized
learning.
tests.

Emphasizes global citizenship, Focuses on global digital citizenship, including

Global Awareness understanding cultural diversity, and the ethical use of technology and understanding
solving global issues. digital footprints.

Typically follows a fixed Learner-driven pace, where students can move

Learning Pace curriculum, with some flexibility for through content based on individual progress and
differentiated instruction. mastery.
 References
· Beers, S. Z. (2020). 21st Century Skills: Preparing Students for THEIR Future. ASCD.
· Bigge, M. L., & Shermis, S. S. (2021). Learning Theories for Teachers. Pearson.
· Blikstad-Balas, M. (2020). Key challenges of using video when investigating teachers’ instructional practices. European Educational Research Journal, 19(3),
321-335.
· Boss, S., & Krauss, J. (2018). Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the
· Bowles, S., & Gintis, H. (2019). Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life. Haymarket Books.
· Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2020). Effective Teacher Professional Development. Learning Policy Institute.
· Dede, C. (2020). The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy. Routledge.
· Digital Age. International Society for Technology in Education.
· Fisk, P. (2017). Education 4.0 … the Future of Learning Will Be Dramatically Different, in School and Throughout Life. Retrieved from
https://www.thegeniusworks.com
· Fullan, M., & Langworthy, M. (2019). A Rich Seam: How New Pedagogies Find Deep Learning. Pearson.
· Gleason, N. W. (2018). Higher Education in the Era of the Fourth Industrial Revolution. Palgrave Macmillan.
· Gulson, K. N., & Symes, C. (2019). Making Education: Material School Design and Educational Governance. Springer.
· Hobbs, R. (2019). Media Literacy in the Information Age: Current Perspectives. Routledge.
· Jolls, T., & Wilson, C. (2020). The evolution of media literacy education. Journal of Media Literacy Education, 12(1), 3-16.
· Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2018). Artificial Intelligence and Future of Learning. Centre for Curriculum Redesign.
· Lynch, M. (2020). How the Industrial Revolution changed education. The Edvocate. Retrieved from https://www.theedadvocate.org
· Mayer, R. E. (2021). Multimedia Learning. Cambridge University Press.
· Mazama, A., & Lundy, G. (2020). The Segregated School: Educational Apartheid in the USA. Brill.
· McGregor, G., & Mills, M. (2020). Educational reforms and schooling for disadvantaged young people. Critical Studies in Education, 61(1), 37-52.
· Murphy, M. P. (2019). The shift to student-centered learning: How it transforms classroom dynamics. Journal of Educational Change, 20(2), 123-137.
· Ormrod, J. E. (2019). Human Learning. Pearson.
· Pritchard, A. (2018). Ways of Learning: Learning Theories and Learning Styles in the Classroom. Routledge.
· Reimers, F. M. (2020). Educating Students to Improve the World. Springer.
PERFORMANCE TASK: TO BE DONE NEXT MEETING
Instructions:
1. Divide your class into 4 groups (Mayor to facilitate)
2. Each group will design a “classroom of the future” that aligns with the principles of Education 4.0 and the skills required in 21st-
century education.
3. You must consider technology integration, teaching methods, learning spaces, and the role of the teacher and student in this
new classroom model.
Guide questions:
1. What technologies will your classroom use (e.g., AI, VR, AR, digital tools)?
2. How will students collaborate and learn in your classroom?
3. What skills will students develop in this environment?
4. How will assessments and assignments look in this model?
5. What will the role of teachers be, and how will learning be personalized?
Create a visual representation of your "Future Classroom" . Groups should also list the key skills and features their classroom
addresses.
Presentation & Discussion (20 minutes per group)
Group Presentations: Each group will present their "Future Classroom" concept.
Class Discussion guide questions
1. How does this model align with 21st-century learning and Education 4.0 principles?
2. What new ideas did this presentation bring up?
3. How might we implement parts of these designs in current classrooms?
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