The document discusses key aspects of 21st century learning. It outlines the framework for 21st century learning developed by the Partnership, which describes essential skills like critical thinking, problem solving, communication and collaboration. The framework includes core subjects, 21st century themes, learning and innovation skills, information/media/technology skills, and life/career skills. It also discusses five support systems needed to help students master 21st century skills: standards, assessments, curriculum/instruction, professional development, and learning environments.

1. UNIVERSITI PENDIDIKAN SULTAN IDRIS,
39500, TANJUNG MALIM, PERAK DARUL RIDZUAN
FAKULTI PENDIDIKAN DAN PEMBANGUNAN MANUSIA
PEMBELAJARAN BERASASKAN TEKNOLOGI DAN WEB
(KPT 6044)
TUGASAN 3: PENILAIAN BACAAN KENDIRI
CHAPTER 1 : EXPLORING 21st CENTURY LEARNING
NAMA : YUSMAHANI JAMALUDDIN
NO MATRIK : M20141000689
PENSYARAH : PROF MADYA DATO’ DR. ABDUL LATIF BIN HAJI GAPOR

2. 1. What is the key components of the framework for 21st century learning?
2 1 st Century Student Outcomes
To help practitioners integrate skills into the teaching of core academic subjects, the
Partnership has developed a unified, collective vision for learning known as the
Framework for 21st Century Learning. This Framework describes the skills,
knowledge and expertise students must master to succeed in work and life; it is a
blend of content knowledge, specific skills, expertise and literacy’s. Every 21st
century skills implementation requires the development of core academic subject
knowledge and understanding among all students. Those who can think critically and
communicate effectively must build on a base of core academic subject knowledge.
Within the context of core knowledge instruction, students must also learn the
essential skills for success in today’s world, such as critical thinking, problem solving,
communication and collaboration. When a school or district builds on this foundation,
combining the entire Framework with the necessary support systems—standards,
assessments, curriculum and instruction, professional development and learning
environments—students are more engaged in the learning processed graduate better
prepared to thrive in today’s global economy.
Core Subjects and 21st Century Themes
Mastery of core subjects and 21st century themes is essential to student success. Core
subjects include English, reading or language arts, world languages, arts,
mathematics, economics, science, geography, history, government and civics. In
addition, schools must promote an understanding of academic content at much higher
levels by weaving 21st century interdisciplinary themes into core subjects:
• Global Awareness

3. • Financial, Economic, Business and Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
Learning and Innovation Skills
Learning and innovation skills are what separate students who are prepared for
increasingly complex life and work environments in today’s world and those who are
not.
They include:
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
Information, Media and Technology Skills
Today, we live in a technology and media-driven environment, marked by access to
an abundance of information, rapid changes in technology tools and the ability to
collaborate and make individual contributions on an unprecedented scale. Effective
citizens and workers must be able to exhibit a range of functional and critical thinking
skills, such as:
• Information Literacy
• Media Literacy
• ICT (Information, Communications and Technology) Literacy

4. Life and Career Skills
Today’s life and work environments require far more than thinking skills and content
knowledge. The ability to navigate the complex life and work environments in the
globally competitive information age requires students to pay rigorous attention to
developing adequate life and career skills, such as:
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility
2 1 s t Century Support Systems
Developing a comprehensive framework for 21st century learning requires more than
identifying specific skills, content knowledge, expertise and literacies. An innovative
support system must be created to help students master the multi-dimensional abilities
that will be required of them. The Partnership has identified five critical support
systems to ensure student mastery of 21st century skills:
• 21st Century Standards
• Assessments of 21st Century Skills
• 21st Century Curriculum and Instruction
• 21st Century Professional Development
• 21st Century Learning Environments

5. 2. What is the six basic categories of media and the key features of each?
The six basic categories of media are:-
i. Text
 The most commonly used medium, is composed of alphanumeric characters
that computer screen and so on.
ii. People
 People are critical to learning.
 Students learn from teachers, others students and adults.
iii. Manipulatives (objects)
 This is another form of media uses in teaching and learning process although
often not considered as the media. Real objects and models are examples of
three-dimensioned manipulative used to stimulate students learning process.
iv. Audio
 Commonly used in learning,
 Includes anything you can hear.
 Examples:- a person voice, music, mechanical sound ( running car engine),
noise
 It may be live or recorded
v. Video
 Video is a visual as well as audio audio medium that shows motion and can be
stored on DVDs, in streamed videos from the internet, as computer animation.
vi. Visuals
 Regularly used in learning and include diagrams on a computer screen,
drawing on a whiteboard, photographs, graphics in book, cartoons

6. 3. What are the primary features of the eight types of literacy needed by today’s
students?
The primary features of the eight types of literacy needed by today’s students are:-
i. General literacy
 Teacher need an understanding of general literacy, or the ability of a student to
comprehend or decode information and to use, transform, and create new
information. As you follow the ASSURE model to develop lesson plans,
always include opportunities for students to build general literacy knowledge
and skills.
ii. Text literacy
 If current growth patterns continue, the “digital universe” of information is
predicted to double in size every 18 months (Farmer,2009). Students will need
text literacy skill to use text-based resources as a means to gather, interpret
and communicate information.
iii. Computer literacy
 Encompasses the knowledge and skills teachers need to select and use
technology to enhance learning opportunities for their students. This includes
knowing how to operate system and how to recognize and find to hardware
and software problems.
iv. Distance learning literacy
 Distance learning literacy comprises three main components that are
applicable when teachers and students are separated by time or distance:
designing and facilitating learning experiences, modeling and promoting
learning and responsibility, and engaging in lifelong learning.

7. v. Cyberlearning literacy
 Cyberlearning involves the use of a variety of technology tools to connect
students with people and resources beyond the boundaries of a normal
classroom setting. To maximize their learning in this environment, students
need cyberlearning literacy, or the knowledge and skills to be successful in
the use of these tools.
vi. Visual literacy
 Textbooks, workbooks, digital media, newspapers, books and magazines are
filled with visual images. In order for students to learn for visual media
included in your instruction, they will need visual literacy skill, or the learned
ability to interpret and create visual messages accurately.
vii. Audio literacy
 Audio has always been an important aspect for teaching, and lecturing or
verbally presenting information to students is still a key role of teachers.
Students need audio literacy skills to understand the role of hearing and
listening in learning. In addition, as technology becomes increasingly
influential in classroom, they must also have the skills to create audio.
viii. Video literacy
 With its increasing accessibility in digital format such as DVD and
downloadable files, video is being integrated into teaching and learning
activities with greater frequency. To learn effectively from video, students will
need video literacy skills to understand and evaluate video messages and to
create video that appropriately achieves the intended outcomes.