Digital Learners and The 21st Century Teachers
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This document discusses the qualities and skills of a 21st century teacher. It argues that teachers must be adaptable to changing technologies and student needs, take risks in their teaching methods, collaborate with other educators and students, continuously learn and stay up-to-date, communicate fluently through various technologies, model lifelong learning behaviors, and provide leadership to students. The 21st century teacher envisions new possibilities with emerging tools, involves students in the learning process, and prepares them to be lifelong learners.
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The document discusses how the world and education are changing due to technological advances. It notes that skills like collaboration, problem solving, and adaptability will be most important for students in the 21st century. It argues that schools need to shift from a teaching focus to a learning focus and embrace new technologies and project-based learning to best prepare students.
Aligning with dramatic technological revolution
Schools are struggling to engage students who have grown up immersed in technology and multi-task across various digital devices. This "I Generation" of digital learners processes information differently than previous generations but schools have not fully adapted to their needs. While technology is increasingly present in schools, it is often used more for administrative tasks than innovative instruction that could excite and challenge students. Educators must figure out how to develop 21st century skills in students and cater to their learning needs to prepare them for a rapidly changing world dominated by information and communication technologies.
the digital landscape and its relationship to teaching and learning
The document discusses the shifting digital landscape and its implications for education. It notes that social media, mobile access, cloud computing, and participatory web platforms have altered how youth learn and socialize. This represents a challenge to traditional education values and norms. The document advocates rethinking education to resemble more collaborative, connective, and social online culture. It argues the properties of the internet itself, not just the tools, should influence how education evolves through more diverse and distributed learning spaces using digital and virtual pedagogies. However, it notes that new instructional design, pedagogy, and skills are still missing to fully leverage technology in education.
21st Century Skills group assignment.pptx
This document discusses 21st century skills which include problem solving, cooperation, digital literacy, and critical thinking. It states that students must be able to synthesize knowledge from various sources while respecting different cultures. Key 21st century skills are cooperation, communication, creativity, civic duty, and digital literacy. The document also discusses advantages of teaching these skills like engaging students and improving time management through digital learning. It provides some ways to prepare students for the 21st century like letting students lead their own learning, encouraging collaboration and creativity. Finally, it discusses how indigenous knowledge relates to 21st century learning and educational leadership.
Educational Technology
The document discusses the skills needed for success in the 21st century, including collaboration, critical thinking, creativity, communication, and digital literacy. It emphasizes the need for education systems to equip students with the ability to think, solve problems, and adapt to changing environments. Additionally, it outlines characteristics of 21st century teaching, such as making learning learner-centered and personalized, engaging students as producers, integrating new technologies, and innovating teaching practices.
CUEBC Presentation - Oct 2020
This document summarizes the keynote speech of Chris Kennedy, Superintendent of Schools in West Vancouver, about the impact of technology in schools during the COVID-19 pandemic. Kennedy discusses how the pandemic exposed gaps in technology infrastructure and investment across different schools and districts. He argues that technology can help overcome barriers to access and connectivity if implemented properly. Kennedy outlines trends in edtech like online learning, virtual reality, and artificial intelligence. He stresses that technology should be used as a tool to support learning and teaching, not drive it, and that building teacher capacity and focusing on pedagogy are most important for the future.
Information Literacy Wikipedia
Information literacy involves effectively analyzing and using information from various sources. It is an important skill taught in many schools and required courses to ensure students can properly research topics. While everyday information searching often relies on a single source, academic research demands using legitimate websites and considering multiple perspectives to avoid bias. Younger generations who grew up with technology often find acquiring digital literacy skills easier than older generations who had to adapt to evolving technologies.
Byod planning
This document discusses the need to implement a Bring Your Own Device (BYOD) technology plan at a school called Ladbrooks. It notes that learning has changed significantly from the past, as students now live in a multimedia world and learn best through visual learning, trial and error, and constant connection and collaboration. Allowing students to use technology to develop knowledge is vital for preparing them for the 21st century. The presentation will cover what BYOD is and how to implement it, but first it is important to understand why BYOD is an important step for the school's learning journey.
Elearning basicmethodology
This document discusses how technology can be used effectively in the classroom to engage today's students and prepare them for the future. It notes that students today have grown up with technology and have different learning styles than previous generations. While technology should not be used just for its own sake, the educational system needs to help students think critically and become lifelong learners by sorting through large amounts of information. Successful technology integration in schools requires support from administrators, trained teachers, adequate infrastructure, and ensuring students stay on task.
The Net Generation
The document discusses the characteristics of the "Net Generation" or students who have grown up with technology. It notes that these students spend much more time using digital media than reading books or newspapers. They are comfortable with visuals and multi-tasking. The document advocates teaching students 21st century skills like information literacy, problem solving, and lifelong learning to prepare them for a digital world.
The net-generation4347
The document discusses the characteristics of the "Net Generation" or students born after 1982 who have grown up with technology. It notes that these students spend much more time using computers, video games, and the internet than reading books or in classrooms. As a result, they learn differently and educators must adapt teaching approaches to their skills with visuals, games, multitasking and finding information online rather than traditional lectures. The document advocates for teaching students 21st century skills like problem solving, collaboration and information literacy through inquiry-based learning rather than memorization.
Today's learner mitch champagne
This document discusses the evolution of technology use in education over time. It provides quotes from various time periods expressing skepticism about new technologies used in schools. Teachers in 1703 were skeptical of slates replacing bark for calculations. In 1815, teachers worried about overreliance on paper. In 1907, they worried about dependence on ink and pens instead of pencils. Similar concerns were expressed about store-bought ink in 1928, fountain pens in 1941, and ballpoint pens in 1950. In 1999, the internet was dismissed as not being useful for education. By 2006, concerns were raised about devices like iPods being disruptive in classrooms. The document argues that new technologies should be embraced as tools for learning, as
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Digital Learners and The 21st Century Teachers
- 3. THE 21ST-CENTURY DIGITAL LEARNER• ONE OF THE STRANGEST THINGS IN THIS AGE OF YOUNG PEOPLE'S EMPOWERMENT IS HOW LITTLE INPUT OUR STUDENTS HAVE INTO THEIR OWN EDUCATION AND ITS FUTURE. KIDS WHO OUT OF SCHOOL CONTROL LARGE SUMS OF MONEY AND HAVE HUGE CHOICES ON HOW THEY SPEND IT HAVE ALMOST NO CHOICES AT ALL ABOUT HOW THEY ARE EDUCATED -- THEY ARE, FOR THE MOST PART, JUST HERDED INTO CLASSROOMS AND TOLD WHAT TO DO AND WHEN TO DO IT. UNLIKE IN THE CORPORATE WORLD, WHERE BUSINESSES SPEND TENS OF MILLIONS RESEARCHING WHAT THEIR CONSUMERS REALLY WANT, WHEN IT COMES TO HOW WE STRUCTURE AND ORGANIZE OUR KIDS' EDUCATION, WE GENERALLY DON'T MAKE THE SLIGHTEST ATTEMPT TO LISTEN TO, OR EVEN CARE, WHAT STUDENTS THINK ABOUT HOW THEY ARE TAUGHT.
- 4. IT'S ALSO DANGEROUS. WE TREAT OUR STUDENTS THE WAY WE TREATED WOMEN BEFORE SUFFRAGE -- THEIR OPINIONS HAVE NO WEIGHT. BUT JUST AS WE NOW INSIST THAT WOMEN HAVE AN EQUAL VOICE IN POLITICS, WORK, AND OTHER DOMAINS, WE WILL, I PREDICT, BEGIN ACCEPTING AND INSISTING THAT STUDENTS HAVE AN EQUAL VOICE IN THEIR OWN EDUCATION. OR ELSE OUR STUDENTS WILL DROP OUT (AS THEY ARE DOING), SHOOT AT US (DITTO), SUE US, RIOT, OR WORSE.
- 7. THE ADAPTOR THE VISIONARY THE RISK TAKER THE COLLABORATOR THE LEARNER THE COMMUNICATOR THE LEADER THE MODEL 21ST CENTURY TEACHER BE LIKE..
- 8. THE 21ST CENTURY TEACHER IS AN ADAPTOR. HARNESSED AS WE ARE TO AN ASSESSMENT FOCUSED EDUCATION MODEL THE 21ST CENTURY EDUCATOR MUST BE ABLE TO ADAPT THE CURRICULUM AND THE REQUIREMENTS TO TEACH TO THE CURRICULUM IN IMAGINATIVE WAYS.
- 9. THEY MUST SEE THE POTENTIAL IN THE EMERGING TOOLS AND WEB TECHNOLOGIES, GRASP THESE AND MANIPULATE THEM TO SERVE THEIR NEEDS. THE VISIONARY TEACHER CAN LOOK AT OTHERSIDEAS AND ENVISAGE HOW THEY WOULD SEE THESE IN THEIR CLASS.
- 10. TECHNOLOGY ALLOWS COLLABORATION BETWEEN TEACHERS & STUDENTS. CREATING DIGITAL RESOURCES, PRESENTATIONS, AND PROJECTS TOGETHER WITH OTHER EDUCATORS AND STUDENTS WILL MAKE CLASSROOM ACTIVITIES RESEMBLE THE REAL WORLD. COLLABORATION SHOULD GO BEYOND SHARING DOCUMENTS VIA E-MAIL OR CREATING POWERPOINT PRESENTATIONS. MANY GREAT IDEAS NEVER GO BEYOND A CONVERSATION OR PAPER COPY, WHICH IS A GREAT LOSS! COLLABORATION GLOBALLY CAN CHANGE OUR ENTIRE EXPERIENCE!
- 11. A 21ST CENTURY EDUCATOR MUST TAKE RISKS AND SOME TIMES SURRENDER YOURSELF TO THE STUDENTS KNOWLEDGE. USE THE STRENGTHS OF THE DIGITAL NATIVES TO UNDERSTAND AND NAVIGATE NEW PRODUCTS, HAVE THE STUDENTS TEACH EACH OTHER.
- 12. WE EXPECT OUR STUDENTS TO BE LIFE LONG LEARNERS. HOW ANY SCHOOLS HAVE THE PHRASE “LIFE LONG LEARNERS” IN THEIR MISSION STATEMENTS AND OBJECTIVES. WE TOO MUST CONTINUE TO ABSORB NEW POSSIBILITIES AND EXPERIENCES. WE MUST ENDEAVOR TO STAY CURRENT. THE 21ST CENTURY TEACHER OR EDUCATOR MUST LEARN AND ADAPT.
- 13. THE 21ST CENTURY TEACHERS ARE FLUENT IN TOOLS AND TECHNOLOGIES THAT ENABLE COMMUNICATION. IT ALLOWS STUDENTS TO BE ABLE TO EXPRESS THEIR INSIGHTS AND SHARE THEIR THOUGHTS IN A TOPIC OR ANY ISSUES THAT CONCERN THEM.
- 14. THE DIGITAL TEACHER MUST MODEL THE BEHAVIORS THAT ARE EXPECTED FROM THEIR STUDENTS. THE EDUCATOR ARE OFTEN THE MOST CONSISTENT PART OF OUR STUDENT LIFE. TEACHERS WILL SEE THE STUDENTS MORE OFTEN THAN THEIR PARENTS.
- 15. LEADERSHIP, LIKE A CLEAR GOALS AND OBJECTIVES IS CRUCIAL TO THE SUCCESS OR FAILURE OF ANY PROJECTS.