To thrive in today's digital economy, students need 21st century skills such as digital literacy, inventive thinking, interactive communication, and producing high-quality results. An extensive literature review identified key skills in areas like cultural awareness, adaptability, collaboration, and use of real-world tools. Educational systems must incorporate these skills to help students be prepared for life and work beyond the classroom.
Incorporating Digital Literacy into School Curriculum for the 21st CenturyBetty Wakia (白丽)
Incorporating digital literacy into school curriculums is important for preparing students for the 21st century. The development of technology has greatly changed the global economy and workforce, replacing many jobs with machines. This requires educational systems to teach new skills like digital literacy. Incorporating frameworks for 21st century skills can help students learn skills like critical thinking, creativity, communication and collaboration needed for future careers and life. Developing countries like Papua New Guinea should incorporate digital literacy across school curriculums to help students adapt to these changes.
Future of education: Learning and teaching in an ICT revolutionising worldVictor Van Rij
The document discusses the need for visionary policies and teaching approaches to prepare society for an increasingly technology-driven world. It summarizes that previous communication revolutions transformed society and education needs. To thrive in today's ICT revolution, students must learn digital literacy, collaboration, and continuous skills updating. However, not all will achieve these competencies without support. Teachers require training and schools need equipment upgrades. Curricula must incorporate fast-changing ICT skills. Significant investments are needed from governments and industry to implement new education strategies and technologies.
The document discusses the importance of effective technology integration in classrooms. It defines technology integration as using technology across the curriculum to make learning more active, collaborative, constructive, authentic, and engaging. While placing computers in schools was once seen as preparing students for technology use, it is now understood that technology must be meaningfully integrated into classroom instruction and curriculum. For technology integration to be effective, teachers must receive proper training and use technology as a regular instructional tool to support learning goals. The document also discusses how today's digital students and 21st century skills demand changes to how teachers prepare students and how standards now incorporate technology.
Teaching and learning in the 21st Century is an attempt at postulating the needs of both Educators and learners suitable for achieving learning outcomes of the 21st century. The presentation throws more light on the future of teaching and learning now that technology has entered into our classrooms. This sets the stage for the incorporation of digital literacies into our daily teaching life as practitioners.
Learning Futures: lessons from the Beyond Current Horizons Programmekerileef
The document discusses findings from the Beyond Current Horizons project in the UK, which aimed to develop long-term future scenarios for education through 2025. It outlines probable futures such as an aging population, increased human-machine collaboration, and greater access to information. Preferable futures emphasized quality learning experiences, tackling inequality, and preparing individuals. Key issues for education include developing curriculum around human-machine relations, lifelong learning, and ensuring fairness in a complex learning landscape.
Digital Citizenship PowerPoint-Group Ochoguesta79ffd
The document discusses various aspects of digital literacy. It defines digital literacy and provides examples. It discusses browsers, search engines, and email. It covers evaluating online resources and understanding URLs. It then discusses what students and teachers should know about digital literacy and technology, including basic computer skills, applications, networking, and troubleshooting for students, and ISTE technology standards and professional development for teachers.
The document provides a vision for transforming K-12 education in British Columbia to better prepare students for participation in a 21st century knowledge-based society. It envisions moving from a one-size-fits-all model to personalized learning focused on developing skills like problem solving, creativity, and digital literacy. The vision also entails shifting the roles of students to become active learners, teachers to become guides, and parents to become participants in education. While some steps have been taken, the document argues more urgent and transformative change is needed to keep pace with globalization and technological change.
Incorporating Digital Literacy into School Curriculum for the 21st CenturyBetty Wakia (白丽)
Incorporating digital literacy into school curriculums is important for preparing students for the 21st century. The development of technology has greatly changed the global economy and workforce, replacing many jobs with machines. This requires educational systems to teach new skills like digital literacy. Incorporating frameworks for 21st century skills can help students learn skills like critical thinking, creativity, communication and collaboration needed for future careers and life. Developing countries like Papua New Guinea should incorporate digital literacy across school curriculums to help students adapt to these changes.
Future of education: Learning and teaching in an ICT revolutionising worldVictor Van Rij
The document discusses the need for visionary policies and teaching approaches to prepare society for an increasingly technology-driven world. It summarizes that previous communication revolutions transformed society and education needs. To thrive in today's ICT revolution, students must learn digital literacy, collaboration, and continuous skills updating. However, not all will achieve these competencies without support. Teachers require training and schools need equipment upgrades. Curricula must incorporate fast-changing ICT skills. Significant investments are needed from governments and industry to implement new education strategies and technologies.
The document discusses the importance of effective technology integration in classrooms. It defines technology integration as using technology across the curriculum to make learning more active, collaborative, constructive, authentic, and engaging. While placing computers in schools was once seen as preparing students for technology use, it is now understood that technology must be meaningfully integrated into classroom instruction and curriculum. For technology integration to be effective, teachers must receive proper training and use technology as a regular instructional tool to support learning goals. The document also discusses how today's digital students and 21st century skills demand changes to how teachers prepare students and how standards now incorporate technology.
Teaching and learning in the 21st Century is an attempt at postulating the needs of both Educators and learners suitable for achieving learning outcomes of the 21st century. The presentation throws more light on the future of teaching and learning now that technology has entered into our classrooms. This sets the stage for the incorporation of digital literacies into our daily teaching life as practitioners.
Learning Futures: lessons from the Beyond Current Horizons Programmekerileef
The document discusses findings from the Beyond Current Horizons project in the UK, which aimed to develop long-term future scenarios for education through 2025. It outlines probable futures such as an aging population, increased human-machine collaboration, and greater access to information. Preferable futures emphasized quality learning experiences, tackling inequality, and preparing individuals. Key issues for education include developing curriculum around human-machine relations, lifelong learning, and ensuring fairness in a complex learning landscape.
Digital Citizenship PowerPoint-Group Ochoguesta79ffd
The document discusses various aspects of digital literacy. It defines digital literacy and provides examples. It discusses browsers, search engines, and email. It covers evaluating online resources and understanding URLs. It then discusses what students and teachers should know about digital literacy and technology, including basic computer skills, applications, networking, and troubleshooting for students, and ISTE technology standards and professional development for teachers.
The document provides a vision for transforming K-12 education in British Columbia to better prepare students for participation in a 21st century knowledge-based society. It envisions moving from a one-size-fits-all model to personalized learning focused on developing skills like problem solving, creativity, and digital literacy. The vision also entails shifting the roles of students to become active learners, teachers to become guides, and parents to become participants in education. While some steps have been taken, the document argues more urgent and transformative change is needed to keep pace with globalization and technological change.
The document discusses the skills needed for the 21st century as identified by various organizations over time. It notes that the Delors Report in 1996 by UNESCO first identified four pillars of education: learning to learn, learning to do, learning to live together, and learning to be. More recently, frameworks from OECD, the University of Melbourne, and Partnership for 21st Century Skills have outlined additional important skills such as communication, creativity, ethics, critical thinking, problem solving, collaboration, digital literacy, and life/career skills. National frameworks from India like CBSE and NEP 2020 also emphasize skills including scientific temper, evidence-based thinking, innovation, communication, collaboration, digital/coding literacy, and citizenship.
This document provides a vision for 21st century K-12 education in British Columbia. It outlines that education needs to transform to prepare students for a knowledge-based society with rapidly expanding information. The vision is for a personalized learning system that focuses on teaching students skills like literacy, numeracy, problem solving and technology use, rather than predetermined content. It would have a flexible curriculum allowing in-depth study of student interests. The roles of students, teachers and parents would also shift to support lifelong learning.
This document summarizes the key findings of a Wikistrat crowdsourced simulation on 21st century education. It identifies three major themes that arose: 1) The opportunities and challenges of technology in education, such as MOOCs, AI teachers, and digital textbooks reducing costs but traditional educators resisting changes. 2) The relationship between education and jobs, and debates around vocational vs. liberal education. 3) The impact of globalization on student mobility and education systems adjusting to the global economy. Over 50 analysts worldwide contributed scenarios on how economic, technological and social trends will change educational methods, programs and policies in the future.
Mit digital media and learning participatory performance culture jenkins whi...Friedel Jonker
This document discusses the rise of participatory culture among today's youth and the importance of media literacy education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting content creation and sharing, and providing mentorship. Over half of American teens can now be considered media creators, producing blogs, artworks, videos, and remixes. While some learn skills informally online, the document argues that a systematic media education is still needed to address the "participation gap," help youth understand how media shapes perceptions, and socialize them in ethical online practices. Schools should teach "new media literacies" to foster cultural competencies and social skills for full participation in today's digital world.
21st century skills include creativity, innovation, collaboration, problem-solving and critical thinking. These skills are part of a framework that also includes communication and systems thinking. Ohio has committed to integrating 21st century skills into education by providing professional development for educators, updating standards, and developing assessments of these skills to prepare students for future success.
D:\ jessie\ business issues\classroom aid inc\networked_for_learning[1] by enaClassroom Aid, Inc.
This document discusses the need for a new model of education called "networked education" to prepare students for the 21st century. It makes three key points:
1) For students to succeed today, schools must focus on teaching 21st century skills like problem-solving, collaboration, and innovation. The traditional education model is outdated and not keeping up with the changing world.
2) A new "networked education" model relies on connecting educational communities through technology, providing networked tools for teachers and students, and using an Education-Managed Internet Service Provider (Ed-MISP) for robust technology infrastructure.
3) When implemented through an Ed-MISP, networked education can provide personalized, equitable,
Trends and Emerging Issues as a result of tremendous growth in E & M LearningAdrian Amani
The document discusses trends in e-learning and m-learning across four areas:
1) Policymakers are promoting lifelong learning policies to increase employability and literacy.
2) Businesses demand online training to improve workforce performance as jobs require higher education. E-learning provides personalized, just-in-time learning.
3) Rapid advances in technology, especially mobile devices, are driving changes in the education industry. The mobile revolution will transform distance learning as students can learn anywhere.
4) Studies show education improves society through reduced crime and welfare and increased community involvement. E-learning may indirectly enhance these social benefits.
This document discusses 21st century learning skills and how education needs to change to prepare students for the future. It notes that today's students will be retiring in 2067, so schools must prepare them for a world that will be dramatically different due to technological changes and global issues. It advocates integrating 21st century skills like collaboration, problem solving and technology use throughout the curriculum rather than as separate lessons. It also discusses how today's "digital native" students learn differently and have shorter attention spans, so lessons need to incorporate multimedia, be project-based and change frequently to engage them.
Digital Media Education for Korean YouthHafidzah Aziz
This document examines digital media education policies for youth in Korea. It provides an overview of trends in digital media education in English-speaking countries to frame the analysis. Digital media education aims to both empower youth and protect them, and can be categorized into awareness, access to hardware/software, and digital skills. The document then reviews digital media usage statistics for Korean youth and Korean government policies related to digital media education. It finds that while Korea has attempted a sophisticated framework, a formally established media education curriculum is still lacking.
Final presentation comparing frameworks for 21st century skillsrowa0015
The document discusses frameworks for 21st century skills and compares different approaches. It outlines several major frameworks that define 21st century skills, including digital literacy skills needed for the modern workforce. The frameworks generally agree but emphasize different skill areas. The document concludes that assessments are advancing to measure more complex 21st century skills, especially those involving technology, critical thinking and problem solving.
The future of education and skills Education 2030Peerasak C.
The document discusses the future of education and skills needed by 2030 according to a report by the OECD. It notes that the world is facing unprecedented social, economic, and environmental challenges driven by globalization and rapid technological change. The education system needs to prepare students with the knowledge, skills, attitudes and values to thrive in this uncertain future. This includes competencies like creativity, collaboration, digital literacy, critical thinking, problem solving, and global citizenship. The report proposes a framework for competency-based teaching and learning focused on developing learner agency, knowledge, and transformative competencies like creating new value, reconciling tensions, and responsibility. It also discusses design principles for curriculum redesign to incorporate these competencies into the education
Elevation of Teaching and Learning Pedagogy through the use of ICT at Seminar...IJSRED
1. The document discusses the use of information and communication technologies (ICT) to improve teaching and learning at the seminary level.
2. It argues that integrating technologies like digital class websites, interactive whiteboards, and digital learning portals can make learning more engaging for students and help teachers impart lessons more interactively.
3. The document reviews several perspectives from education experts on how technologies can develop students' learning abilities, prepare them for the future, and bring innovative changes to the classroom.
Maximizing the Impact: "The Pivotal Role of Technology in a 21st Century Educ...AWSA
This document discusses maximizing the impact of technology in 21st century education. It argues that education lags behind other industries in technology use and that comprehensive technology integration is needed in three key areas: 1) developing 21st century skills in students, 2) supporting innovative teaching and learning, and 3) creating robust support systems for educators. If schools leverage technology in these areas, it can help prepare students for college, careers and an increasingly digital world.
Digital Literacy and E-Leanring for Teachers and EducatorsRamakanta Mohalik
This document provides an overview of basics of Information and Communication Technology (ICT). It defines ICT and discusses its evolution over different phases from large computers to personal computers to microprocessors to the internet and wireless networks. It explains that ICT refers to technologies that provide access to information through telecommunications and is similar to IT but with a focus on communication. The document also differentiates between the Internet, which is a massive network of networks, and the World Wide Web, which is a system that uses the Internet to share information online through web pages. It discusses how ICT is now used extensively in various areas of life including education, business, entertainment and more.
1) The document discusses objectives and strategies for effective use of information and communication technologies (ICTs) in education. It examines ICTs in the context of global opportunities and challenges in designing, delivering, and administering education.
2) It considers important policy questions like how essential ICTs are to national goals and which educational objectives they can help achieve, like expanding access, improving quality, enabling lifelong learning, and facilitating non-formal education.
3) The document outlines challenges like increasing demand for education, the information explosion, preparing citizens for modern society, addressing illiteracy, and developing talent, which ICTs may help countries address as they pursue national educational goals.
Mobile Learning, eBooks, and the iPad for the 21st Century K-12 Learner
Daniel Alston - Media Specialist/Teacher Librarian
Tinton Falls Middle School, New Jersey
Teknologi telah berkembang. Cara kita bekerja, bermain bahkan belajar telah berubah. Begitupun mahasiswa di era industri 4.0 pada abad 21 ini. BERUBAH. IPK 4,2 saja tidaklah cukup. Harus memiliki soft skills yang dipentingkan di abad 21.
Online education final dec. 2013 - thu an duongOfficience
Reflexion on How Online Education have, are and will affect the world, by Thu An Duong (Linkedin: http://goo.gl/TM3zXA)
To read and share without moderation! #whitepaper #OnlineEducation
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
The document discusses the skills needed for the 21st century. It states that the intellectual capital of citizens will be the driving force this century, so developing students' intellectual potential now is crucial. It also notes that what and how students learn is changing. There is an urgency to build workers' skills to meet 21st century needs, as seen in reports calling for action. The document then lists 21st century skills compiled from various sources to serve as common definitions across sectors, including digital literacy, inventive thinking, interactive communication, and managing quality results with real-world application.
The document discusses the skills needed for the 21st century as identified by various organizations over time. It notes that the Delors Report in 1996 by UNESCO first identified four pillars of education: learning to learn, learning to do, learning to live together, and learning to be. More recently, frameworks from OECD, the University of Melbourne, and Partnership for 21st Century Skills have outlined additional important skills such as communication, creativity, ethics, critical thinking, problem solving, collaboration, digital literacy, and life/career skills. National frameworks from India like CBSE and NEP 2020 also emphasize skills including scientific temper, evidence-based thinking, innovation, communication, collaboration, digital/coding literacy, and citizenship.
This document provides a vision for 21st century K-12 education in British Columbia. It outlines that education needs to transform to prepare students for a knowledge-based society with rapidly expanding information. The vision is for a personalized learning system that focuses on teaching students skills like literacy, numeracy, problem solving and technology use, rather than predetermined content. It would have a flexible curriculum allowing in-depth study of student interests. The roles of students, teachers and parents would also shift to support lifelong learning.
This document summarizes the key findings of a Wikistrat crowdsourced simulation on 21st century education. It identifies three major themes that arose: 1) The opportunities and challenges of technology in education, such as MOOCs, AI teachers, and digital textbooks reducing costs but traditional educators resisting changes. 2) The relationship between education and jobs, and debates around vocational vs. liberal education. 3) The impact of globalization on student mobility and education systems adjusting to the global economy. Over 50 analysts worldwide contributed scenarios on how economic, technological and social trends will change educational methods, programs and policies in the future.
Mit digital media and learning participatory performance culture jenkins whi...Friedel Jonker
This document discusses the rise of participatory culture among today's youth and the importance of media literacy education. It defines participatory culture as having low barriers to artistic expression and civic engagement, supporting content creation and sharing, and providing mentorship. Over half of American teens can now be considered media creators, producing blogs, artworks, videos, and remixes. While some learn skills informally online, the document argues that a systematic media education is still needed to address the "participation gap," help youth understand how media shapes perceptions, and socialize them in ethical online practices. Schools should teach "new media literacies" to foster cultural competencies and social skills for full participation in today's digital world.
21st century skills include creativity, innovation, collaboration, problem-solving and critical thinking. These skills are part of a framework that also includes communication and systems thinking. Ohio has committed to integrating 21st century skills into education by providing professional development for educators, updating standards, and developing assessments of these skills to prepare students for future success.
D:\ jessie\ business issues\classroom aid inc\networked_for_learning[1] by enaClassroom Aid, Inc.
This document discusses the need for a new model of education called "networked education" to prepare students for the 21st century. It makes three key points:
1) For students to succeed today, schools must focus on teaching 21st century skills like problem-solving, collaboration, and innovation. The traditional education model is outdated and not keeping up with the changing world.
2) A new "networked education" model relies on connecting educational communities through technology, providing networked tools for teachers and students, and using an Education-Managed Internet Service Provider (Ed-MISP) for robust technology infrastructure.
3) When implemented through an Ed-MISP, networked education can provide personalized, equitable,
Trends and Emerging Issues as a result of tremendous growth in E & M LearningAdrian Amani
The document discusses trends in e-learning and m-learning across four areas:
1) Policymakers are promoting lifelong learning policies to increase employability and literacy.
2) Businesses demand online training to improve workforce performance as jobs require higher education. E-learning provides personalized, just-in-time learning.
3) Rapid advances in technology, especially mobile devices, are driving changes in the education industry. The mobile revolution will transform distance learning as students can learn anywhere.
4) Studies show education improves society through reduced crime and welfare and increased community involvement. E-learning may indirectly enhance these social benefits.
This document discusses 21st century learning skills and how education needs to change to prepare students for the future. It notes that today's students will be retiring in 2067, so schools must prepare them for a world that will be dramatically different due to technological changes and global issues. It advocates integrating 21st century skills like collaboration, problem solving and technology use throughout the curriculum rather than as separate lessons. It also discusses how today's "digital native" students learn differently and have shorter attention spans, so lessons need to incorporate multimedia, be project-based and change frequently to engage them.
Digital Media Education for Korean YouthHafidzah Aziz
This document examines digital media education policies for youth in Korea. It provides an overview of trends in digital media education in English-speaking countries to frame the analysis. Digital media education aims to both empower youth and protect them, and can be categorized into awareness, access to hardware/software, and digital skills. The document then reviews digital media usage statistics for Korean youth and Korean government policies related to digital media education. It finds that while Korea has attempted a sophisticated framework, a formally established media education curriculum is still lacking.
Final presentation comparing frameworks for 21st century skillsrowa0015
The document discusses frameworks for 21st century skills and compares different approaches. It outlines several major frameworks that define 21st century skills, including digital literacy skills needed for the modern workforce. The frameworks generally agree but emphasize different skill areas. The document concludes that assessments are advancing to measure more complex 21st century skills, especially those involving technology, critical thinking and problem solving.
The future of education and skills Education 2030Peerasak C.
The document discusses the future of education and skills needed by 2030 according to a report by the OECD. It notes that the world is facing unprecedented social, economic, and environmental challenges driven by globalization and rapid technological change. The education system needs to prepare students with the knowledge, skills, attitudes and values to thrive in this uncertain future. This includes competencies like creativity, collaboration, digital literacy, critical thinking, problem solving, and global citizenship. The report proposes a framework for competency-based teaching and learning focused on developing learner agency, knowledge, and transformative competencies like creating new value, reconciling tensions, and responsibility. It also discusses design principles for curriculum redesign to incorporate these competencies into the education
Elevation of Teaching and Learning Pedagogy through the use of ICT at Seminar...IJSRED
1. The document discusses the use of information and communication technologies (ICT) to improve teaching and learning at the seminary level.
2. It argues that integrating technologies like digital class websites, interactive whiteboards, and digital learning portals can make learning more engaging for students and help teachers impart lessons more interactively.
3. The document reviews several perspectives from education experts on how technologies can develop students' learning abilities, prepare them for the future, and bring innovative changes to the classroom.
Maximizing the Impact: "The Pivotal Role of Technology in a 21st Century Educ...AWSA
This document discusses maximizing the impact of technology in 21st century education. It argues that education lags behind other industries in technology use and that comprehensive technology integration is needed in three key areas: 1) developing 21st century skills in students, 2) supporting innovative teaching and learning, and 3) creating robust support systems for educators. If schools leverage technology in these areas, it can help prepare students for college, careers and an increasingly digital world.
Digital Literacy and E-Leanring for Teachers and EducatorsRamakanta Mohalik
This document provides an overview of basics of Information and Communication Technology (ICT). It defines ICT and discusses its evolution over different phases from large computers to personal computers to microprocessors to the internet and wireless networks. It explains that ICT refers to technologies that provide access to information through telecommunications and is similar to IT but with a focus on communication. The document also differentiates between the Internet, which is a massive network of networks, and the World Wide Web, which is a system that uses the Internet to share information online through web pages. It discusses how ICT is now used extensively in various areas of life including education, business, entertainment and more.
1) The document discusses objectives and strategies for effective use of information and communication technologies (ICTs) in education. It examines ICTs in the context of global opportunities and challenges in designing, delivering, and administering education.
2) It considers important policy questions like how essential ICTs are to national goals and which educational objectives they can help achieve, like expanding access, improving quality, enabling lifelong learning, and facilitating non-formal education.
3) The document outlines challenges like increasing demand for education, the information explosion, preparing citizens for modern society, addressing illiteracy, and developing talent, which ICTs may help countries address as they pursue national educational goals.
Mobile Learning, eBooks, and the iPad for the 21st Century K-12 Learner
Daniel Alston - Media Specialist/Teacher Librarian
Tinton Falls Middle School, New Jersey
Teknologi telah berkembang. Cara kita bekerja, bermain bahkan belajar telah berubah. Begitupun mahasiswa di era industri 4.0 pada abad 21 ini. BERUBAH. IPK 4,2 saja tidaklah cukup. Harus memiliki soft skills yang dipentingkan di abad 21.
Online education final dec. 2013 - thu an duongOfficience
Reflexion on How Online Education have, are and will affect the world, by Thu An Duong (Linkedin: http://goo.gl/TM3zXA)
To read and share without moderation! #whitepaper #OnlineEducation
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
The document discusses the skills needed for the 21st century. It states that the intellectual capital of citizens will be the driving force this century, so developing students' intellectual potential now is crucial. It also notes that what and how students learn is changing. There is an urgency to build workers' skills to meet 21st century needs, as seen in reports calling for action. The document then lists 21st century skills compiled from various sources to serve as common definitions across sectors, including digital literacy, inventive thinking, interactive communication, and managing quality results with real-world application.
The document discusses the skills needed for the 21st century. It states that the intellectual capital of citizens will be the driving force this century, so developing students' intellectual potential now is crucial. It also notes that what and how students learn is changing. There is an urgency for developing workers' skills to meet 21st century needs, as seen in reports calling for action. The document then lists 21st century skills compiled from various sources to serve as common definitions across sectors, including digital literacy, inventive thinking, interactive communication, and managing quality results with real-world application.
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.
Wefusa new visionforeducation_report2015DaniArias9
This document summarizes a report on addressing the skills gap between the skills needed in the 21st century versus the skills students are attaining. It finds large gaps in skills between developed and developing countries as well as within countries. The skills needed are grouped into foundational literacies, competencies, and character qualities. While foundational literacies like literacy and numeracy are the traditional focus of education, competencies like problem solving and character qualities like persistence are also essential for today's world. The report examines performance data for these skills across nearly 100 countries and finds wide variations both between income groups and within countries. It also identifies areas like education policy, teacher quality, resources, and technology infrastructure that contribute to these gaps and could be
The 21st Century Century Digital Learner and The 21st Century SkillsJanine Grace Dadap
The document discusses the skills needed for 21st century learners and how instruction needs to change to develop these skills. It identifies creativity, critical thinking, communication, collaboration and other skills as important for success. It recommends instruction incorporate projects, problem-solving, collaboration and technology. The role of teachers is also examined, with 21st century teachers described as adaptable, visionary, risk-taking learners and leaders who facilitate new styles of learning. The digital divide between natives and immigrants is also covered.
This document discusses the transition from 20th century classrooms to 21st century learning networks. It emphasizes that learning is now individualized, personalized, continuous and global. It also notes that the amount of available "textbooks" has grown exponentially to 2 quintillion. The document outlines some of the fundamental differences between 20th century and 21st century assumptions about teaching and learning, including that teachers are now part of large networks and students will learn to learn without teachers. It argues this represents a revolutionary shift that provides opportunities for transformation in schools.
The 21st Century Century Digital Learner and The 21st Century SkillsJanine Grace Dadap
The document discusses the skills needed for 21st century learners and teachers in a digital world. It identifies key skills like creativity, critical thinking, communication and collaboration. Effective instruction incorporates project-based learning, technology tools, collaboration and assessments. Teachers must adapt to this changing landscape by taking risks, leading innovation and facilitating 21st century skills through their resources, pedagogy and curriculum. The digital divide exists between digital natives comfortable with technology and digital immigrants who see technology as foreign, but many have become enthusiastic adopters.
Tugasan 4 kpt 6044( pembacaan & penilaian kendiri)Ety Sue
This document discusses a student assignment for a course on web-based and electronic learning (KPT 6044). The assignment is a self-assessment reading and reflection task (referring to a text). The student's name is Noor Suziana Ismail and the course professor is Prof. Madya Dato' Dr. Abdul Latif bin Haji Gapor.
This document discusses a student assignment for a course on web-based and electronic learning (KPT 6044). The assignment is a self-assessment reading and reflection task (referring to a text). The student's name is Noor Suziana Ismail and the course professor is Prof. Madya Dato' Dr. Abdul Latif bin Haji Gapor.
Tugasan 4 kpt 6044( pembacaan & penilaian kendiri)Ety Sue
This document discusses a student assignment for a course on web-based and electronic learning (KPT 6044). The assignment is a self-assessment reading and reflection task (referring to a text). The student's name is Noor Suziana Ismail and the course professor is Prof. Madya Dato' Dr. Abdul Latif bin Haji Gapor.
Tugasan 4 kpt 6044( pembacaan & penilaian kendiri)Ety Sue
This document discusses a student assignment for a course on web-based and electronic learning (KPT 6044). The assignment is a self-assessment reading and reflection task (referring to a text). The student's name is Noor Suziana Ismail and the course professor is Prof. Madya Dato' Dr. Abdul Latif bin Haji Gapor.
This document discusses a student assignment for a course on web-based and electronic learning (KPT 6044). The assignment is a self-assessment reading and reflection task (referring to a text). The student's name is Noor Suziana Ismail and the course professor is Prof. Madya Dato' Dr. Abdul Latif bin Haji Gapor.
21st century skills: Preparing Students for their futuresyasyifa
This document discusses 21st century skills and how science, technology, engineering, and math (STEM) education relates to and fosters these skills. It defines key 21st century skills like critical thinking, problem solving, communication and collaboration. It explains that STEM education naturally incorporates these skills through cross-curricular, project-based learning centered around real-world problems. Students develop skills in creativity, innovation, information literacy and more by working together on STEM investigations and communicating their solutions. The document advocates for instructional changes that focus on applying knowledge through student-led inquiry and collaborative learning using technology.
This presentation accompanies my Engaging Digital Natives with Web 2.0 conference presentation. Access my wiki for more resources http://jdorman.wikispaces.com/digitalnatives
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.
Digital Literacy - 21st Century Workforce DevelopmentCTC Tec
This document discusses the need for Nigeria to develop a digitally literate workforce and citizenry to cope with rapid technological changes. It proposes adopting the Internet and Computing Core Certification (IC3) as a global standard for digital literacy in Nigeria. IC3 helps validate basic computing knowledge and prepares individuals for further ICT certifications. The document outlines challenges around existing skills gaps and mismatches, and proposes solutions like establishing an ICT training and certification roadmap based on IC3 and other globally recognized certifications. This would help raise Nigeria's workforce competence and make them job-ready and competitive in a global digital environment.
The document discusses a study on the effect of digital literacy on the academic performance of students at higher education levels in Pakistan. It begins with introducing digital literacy and its importance in today's digital world. It then outlines the objectives, research questions, methodology, and results of the study. The key findings are:
1. Students had a high level of digital literacy skills in some areas but a moderate level in others like managing and communicating information.
2. There was no significant relationship found between students' level of digital literacy and their academic performance measured by CGPA.
3. A positive correlation was found between students' level of digital literacy and their communication skills.
This document discusses how Web 2.0 technologies and participatory culture can support 21st century learning. It outlines the learning profile of digital natives and describes national educational technology standards. Web 2.0 applications like RSS feeds, blogs, wikis and social networking are presented as tools that can engage students by allowing creation, collaboration and participation online. The document advocates harnessing these technologies to develop skills like communication, research, problem solving and digital citizenship.
New Vision for Education. Unlocking the Potential of TechnologyJuan Jesús Baño Egea
This document discusses a new vision for education that focuses on developing 21st century skills to address skills gaps. It analyzes research to define 16 critical skills grouped into foundational literacies, competencies, and character qualities. Large gaps exist in these skills within and between countries. Education technology shows potential to help close these gaps by complementing new pedagogical approaches and facilitating skills like collaboration. However, its full impact has yet to be realized. Technology works best when tailored to local contexts and integrated into a "closed loop" system aligning standards, instruction, assessment, and outcomes tracking.
Sam Anthony of Hood School is recognized as a digital learning superstar for her work teaching robotics and literacy techniques using digital tools. She shared her experiences at the COSN Conference in March. The newsletter also announces upcoming professional development opportunities on digital learning topics and tools, including a presentation on using robotics in the curriculum and on digital learning language. Teachers are encouraged to share successful digital learning lessons or nominate other teachers as digital stars.
-Provide an overview of the Future Ready Process
-Share related resources and assessment questions
-Share how this process aligns with concurrent initiatives
-Discuss how this process improves collaboration amongst the
leadership team.
Challenges:
Everchanging devices and platforms
The broad content area needs across K-12
Student data privacy Concerns & equity
Cost-effectiveness/streamlining delivery
Teacher time to curate content
Ensuring quality & equity
This presentation will focus on your next steps of evaluating a range of OER resources so that you can enhance the use of OER for your purposes.
Learn how you can efficiently evaluate these resources for:
quality
content
appropriateness
reputation
pedagogical methods
customization & refinement
Freely accessible, openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes. It is the leading trend in distance education/open and distance learning domain as a consequence of the openness movement.
A Rubric For District Robotics Success: A Buyer's Guide & Hands On Experience...Dr. Daniel Downs
This document provides an overview of a school district's robotics vision and curriculum. It outlines the district's goals of integrating robotics and computer science from K-12. It describes the robotics platforms and courses used at different grade levels. It also includes examples of robotics lessons, competencies, and resources for teachers. The district's process involved expanding digital learning positions and creating new courses in robotics and computer science at the middle and high school levels.
Sharing & Scaling The Language Of Digital LearningDr. Daniel Downs
Embedding Digital Citizenship, Computer Science and Makerspaces across your district provides amazing opportunities for students and teachers but it also requires that everyone is on the same page in terms of academic vocabulary related to educational technology. The presentation will detail the process the North Reading Digital Learning Team uses K-12 to scale a broader understanding of key digital learning terms into shared co-teaching lesson plans, digital learning curriculum sequence development and scaling teacher's knowledge base in the areas of digital learning and innovative teaching. Strategies for sequencing digital learning lessons based on refining key student vocabulary will be discussed.
This newsletter highlights digital learning efforts in North Reading schools. It recognizes Tina Borek from Batchelder School for inspiring students through hands-on science and STEM activities in the Imagination Studio and a Science Summit. It also advertises upcoming professional development opportunities on custom Google Maps and digital assessment tools. Finally, it mentions two North Reading High School students who presented their robotics platform at a technology conference.
Digital Learning Model- North Reading Public Schools North Reading,Massa...Dr. Daniel Downs
This document summarizes the digital learning initiatives in the North Reading Public Schools. It outlines the rotation model used by elementary digital learning specialists and paraprofessionals. It describes the curriculum used to teach digital literacy, robotics, and project-based learning with digital tools at the elementary level. At the middle school level, it discusses technology and robotics courses and the integration of computer science. For high school, it discusses expanding computer science opportunities and establishing a STEAM pathway to prepare students with technology skills.
This document provides an overview of flipping the classroom and strategies for implementing a flipped model. It defines flipping as having students learn content outside of class through videos or other online materials, then using class time for applying knowledge and discussion. It emphasizes setting goals, choosing appropriate technology, creating short concise videos and assessments, and providing a simple organized web presence for students to access materials. The document also shares examples of tools and additional resources for flipping classrooms.
This document provides an overview of various free technology tools and websites that can be used to host documents, videos, photos, presentations and other materials for flipping a classroom or developing online educational resources. It includes categories for different file types (documents, videos, photos, etc.) and lists specific websites in each category that can be used for hosting and sharing educational content online. The tools highlighted allow teachers to create, store and share materials remotely in an accessible way.
Project Based Learning With Technology Daniel DownsDr. Daniel Downs
Daniel Downs describes his experience using project-based learning and technology in the classroom. He has students work on multimedia projects using tools like screencasting, videos, and mobile apps. These projects focus on real-world skills like collaboration and allow students to demonstrate their understanding of core subjects. Downs provides examples of how technology can be embedded into projects, including podcasts, videos, tutorials, and online assessments. He stresses the importance of designing projects around driving questions and assessing students on skills, content knowledge, problem solving, and authenticity.
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students in implementing project-based learning are also outlined. While research on its effectiveness is mixed, proponents argue it can increase student engagement when implemented properly.
This document discusses the benefits of project-based learning (PBL) for differentiating instruction. It explains that PBL allows teachers to scaffold instruction, target students' zones of proximal development, and capitalize on their strengths and interests to foster motivation. PBL provides opportunities for students to socially construct knowledge through collaboration on projects of appropriate challenge levels. Teachers can guide students individually according to their skills and prior knowledge.
This document discusses Howard Gardner's theory of multiple intelligences which identifies eight types of intelligence: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. It provides brief descriptions of each type of intelligence and examples of how technology can be used to support instruction for students with those intelligences. The figure aims to help teachers identify ways to engage all students using different technologies that match their multiple intelligences.
Tech con workshop descriptions danieldownsphotography@gmail.com - gmailDr. Daniel Downs
This document contains descriptions of two technology workshops targeted at grades 6-12:
1) "Technology Tools and Strategies For Starting A Flipped Classroom" which introduces various web tools like Slideshare and Edmodo that can be used to put classroom content online and discusses video lectures and screencasts.
2) "An Introduction To Project Based Learning With Technology" which provides an overview of how to incorporate group projects, podcasts, and videos into the classroom using tools to bring projects to life and create student engagement.
Developing a mobile application curriculum which empowers authenticDr. Daniel Downs
This document discusses developing a mobile application curriculum that allows for authentic and personalized learning experiences. It recommends choosing a platform like Android or iOS based on resources and aligning tools with classroom goals. The curriculum would involve students learning skills like design, coding, and debugging through project-based units where they plan and create their own mobile applications. Examples are provided of student groups taking graphic design and conceptual approaches to create apps that address real-world problems. Benefits for students include developing skills in areas like layout, programming, and applying their work to actual devices.
This document discusses project-based learning (PBL), an approach to teaching where students drive their own learning through inquiry-based projects. The key points are:
1) PBL teaches 21st century skills like collaboration, communication, and problem solving as students research topics and create projects to share their knowledge. Studies show PBL students outperform traditionally taught peers on tests and demonstrate deeper understanding.
2) In PBL, students pursue knowledge by asking questions and guiding their own research with teacher facilitation. They develop projects to demonstrate their learning. This motivates students and improves skills like time management and accountability.
3) PBL promotes social learning as students collaborate in groups, sharing ideas and negotiating solutions.
2. Twenty-First Century Skills
In order to thrive in a digital economy, students will need digital age proficiencies. It is important for the
educational system to make parallel changes in order to fulfill its mission in society, namely the preparation
of students for the world beyond the classroom. Therefore, the educational system must understand and
embrace the following 21st century skills within the context of rigorous academic standards.
1. Digital Age Literacy—Today’s Basics
! Basic, Scientific, and Technological Literacies
As society changes, the skills that citizens need to
negotiate the complexities of life also change. In the
early 1900s, a person who had acquired simple
reading, writing, and calculating skills was
considered literate. It has only been in recent years
that the public education system has expected all
students to learn to read critically, write
persuasively, think and reason logically, and solve
complex problems in mathematics and science.[i]
! Visual and Information Literacy
The graphic user interface of the World Wide Web
and the convergence of voice, video, and data into a
common digital format have increased the use of
visual imagery dramatically. Advances such as
digital cameras, graphics packages, streaming
video, and common imagery standards,allow for the
use visual imagery to communicate ideas. Students
need good visualization skills to be able to decipher,
interpret, detect patterns, and communicate using
imagery. Information Literacy includes accessing
information efficiently and effectively, evaluating
information critically and competently, and using
information accurately and creatively. [ii]
! Cultural Literacy and Global Awareness
The world is rapidly becoming wired and the
resulting globalization of commerce and trade has
increased the need for cultural literacy. In such a
global economy, with the U.S. concerned about
interactions, partnerships and competition from
around the world, there is a greater necessity for
knowing, understanding and appreciating other
cultures, including cultural formations established as
norms in a technological society, such as virtual
realities.[iii
2. Inventive Thinking—Intellectual Capital
! Adaptability/Managing Complexity and Self-Direction
The interconnectedness of today’s world brings with it
unprecedented complexity. Globalization and the Web are
inherently complex, accelerating the pace of change in
today’s world. Interaction in such an environment requires
individuals to be able to identify and react to changing
conditions independently—self-directed learners who are
able to analyze new conditions as they arise, identify the
new skills that will be required to deal with these conditions
and independently chart a course that responds to these
changes. They must be able to take into account
contingencies, anticipating changes, and understanding
interdependencies within systems.
! Curiosity, Creativity and Risk-taking
Today’s knowledge workers are expected to adjust and
adapt to changing environments. Inherent in such lifelong
learning is a curiosity about the world and how it works.
Researchers now understand how the very structure of the
brain can be changed through intellectual pursuits—“there
is a corresponding relationship between the amount of
experience in a complex environment and the amount of
structural change in the brain—in other words, learning
organizes and reorganizes the brain.”[iv] Curiosity fuels
lifelong learning as it contributes to the quality of life, and
to the intellectual capital of the country. Equally as
important is risk taking—without which there would be few
quantum leaps in discoveries, inventions, and learning.
! Higher Order Thinking and Sound Reasoning
For decades reports have been calling for higher order
thinking and sound reasoning in P-12 curricula. The
SCANS report[v], for example, defines thinking skills as
“thinking creatively, making decisions, solving problems,
seeing things in the mind’s eye, knowing how to learn and
reasoning.” Furthermore, sound reasoning enables
students to plan, design, execute, and evaluate solutions—
processes that are often carried out more efficiently and
effectively using technological tools. [vi]
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3. What does it mean to be ‘literate and educated’ in today’s knowledge-based digital age?
.3. Interactive Communication—Social and
Personal Skills
! Teaming and Collaboration
The rapid pace of today’s society and communications
networks have caused—and enabled—a shift in the level
of decision-making down to the worker closer to the client
or product.. At the same time the complexity of today’s
world requires a high degree of specialization by decision
makers—hence the need for teaming of specialists to
accomplish complex tasks in ways that are efficient,
effective and timely. Information technology plays a key
role in the ease with which individuals and groups
collaborate. Email, faxes, voice mail, audio and video
conferencing, chat rooms, shared documents, and virtual
workspaces can provide more timely, iterative
collaborations.
! Personal and Social Responsibility
Emerging technologies of today often present ethical and
values dilemmas. As the technical complexity increases,
our society needs to advance ethics and values to guide
the application of science and technology in society—to
manage the use of these powerful tools at the personal,
community, and governmental levels. It will be important
for students to grasp this responsibility and contribute as
informed citizens at all levels.[vii]
! Interactive Communication
In today’s wired, networked society it is imperative that
students understand how to communicate using
technology. This includes asynchronous and synchronous
communication such as person-to-person email
interactions, listservs, group interactions in virtual learning
spaces, chat rooms, MOOs, MUDs, interactive
videoconferencing, phone/audio interactions, and
interactions through simulations and models. Such
interactions require knowledge of etiquette often unique to
that particular environment. Information technologies do
not change what is required for high quality interactive
communications, but it does add new dimensions that
need to be mastered so they become transparent;
otherwise they may interfere with rather than enhance
communication. A few new dimensions introduced through
global communication include scheduling over time zones,
cultural diversity, and language issues.
4. Quality, State-of-the-Art Results
Hank Levin asserts that, “When it is argued that the prime
reason for high standards and high stakes testing is to
create a productive workforce for the economy, we should
be cautious.” [ix] Based on his studies in the 1990s, Levin
concluded that how well students do on current tests in no
way correlates to how productive they will be in the
workforce. High productivity, on the other hand, though
currently not a high stakes focus of schools, often
determines whether a person succeeds or fails in the
workforce.
! Prioritizing, Planning, and Managing for Results
High levels of complexity require careful planning,
managing, and anticipating contingencies. This means
more than simply concentrating on reaching the main goals
of the project or keeping an eye on the project outcomes. It
also requires the flexibility and creativity to anticipate
unexpected outcomes as well.
! Effective Use of Real-World Tools
Bill Gates’ 12th rule for business at the speed of thought, is
to “use digital tools to help customers solve problems for
themselves.”[x]—an idea dependent on ubiquitous,
networked communication. Choosing appropriate tools for
the task and applying them to real-world situations in ways
that add significant value results in increased collaboration,
promotion of creativity, construction of models, preparation
of publications and other creative works.[xi] Doug
Henton[xii] describes three types of knowledge important to
today’s economy: Know-what, Know-how, [v]and Know-
who. He suggests that while everyone now has access to
the Know-what, “what really matters most in the new
economy is know-how and know-who.”
! High Quality Results with Real-World Application
Researchers are finding learning benefits for students who
build authentic products with tools—whether they be sand
castles, computer programs, documents, graphs, LEGO
constructions, or musical compositions. Such experiences
provide students with deep insights into whatever domain of
knowledge and whatever tools they use.
33Page 3
4. Methodology:
The enGauge 21st Century Skills were developed through a
process that included literature reviews, research on emerging
characteristics of the Net-Generation, a review of current
reports on workforce trends from business and industry,
analysis of nationally recognized skill sets, input from
educators, data from educator surveys, and reactions from
constituent groups. Sources are listed below and cross-
matched in a matrix included in the full report.
! National Education Technology Standards (1998).
International Society for Technology in Education
! SCANS (Secretary’s Commission on Achieving
Necessary Skills) (1991). U.S. Department of Labor,
! Standards for Technological Literacy, Content for the
Study of Technology (2000). International Technology
Education Association www.iteawww.org
! FIT: Being Fluent with Information Technology (1999).
Committee on Information Technology Literacy, National
Research Council
! Information Literacy Standards for Student Learning
(1998) American Association of School Librarians
(AASL), Association of Educational Communications
Technology (AECT), American Library Media Association
! Nation of Opportunity: Building America’s 21st Century
Workforce. (2000) 21st Century Workforce Commission,
U.S. Congress.
! Growing Up Digital (1998). Don Tapscott
! Preparing Students for the 21st Century (1996). American
Association of School Administrators, www.aasa.org
In addition, data was gathered from educators at state-level
conference sessions in ten states, educator surveys, and
focus groups in Chicago and Washington DC. Initial drafts of
the enGauge 21st Century Skills were reviewed by experts in
the field prior to publication.
Summary
“The current and future health of America’s 21st Century
Economy depends directly on how broadly and deeply
Americans reach a new level of literacy—‘21st Century
Literacy’—that includes strong academic skills, thinking,
reasoning, teamwork skills, and proficiency in using
technology.”
-21st Century Workforce Commission
National Alliance of Business[xiv]
An extensive review of the literature about 21st century skills
suggests that educational decision makers must
acknowledge that the academics of yesterday are not
sufficient for today. To adequately prepare, students must
learn content within the context of 21st century skills.
The definition of enGauge’s 21st century skills is an important
step toward that end. The translation of these skills in digital
age places of learning, and, most importantly, the appropriate
assessment of these skills through multiple measures will
ultimately determine whether today’s children will be
prepared to live, learn, work, and serve the public good in a
digital, global society. For a full report see
http://ncrel.engauge.org.
End Notes:
[i] Bransford, John; Brown, Ann; et al. (1999). How People Learn: Brain, Mind,
Experience, and School. National Research Council. Page 4.
[ii] American Association of School Librarians and Association for Educational
Communications and Technology. (1998). Information Literacy Standards for
Student Learning. American Library Association. P. 1.
[iii] Trilling, B. and Hood, P. (1999). Learning technology and education reform
in the knowledge age or “We’re wired, webbed and windowed, now what?”
Educational Technology/May-June 1999 pp. 5-18.
[iv] Bransford, John, et al. (1999). How People Learn: Brain, Mind, Experience,
and School. National Research Council. Executive Summary, page xvi.
[v] SCANS (The Secretary’s Commission on Achieving Necessary Skills), U.S.
Department of Labor U.S. Department of Labor. 1991. What Work Requires of
School: A SCANS report for America 2000.
[vi] Committee on Information Technology Literacy. National Research Council.
(1999). Being Fluent with Information Technology. National Academy Press.
Pp. 2-4 through 2-5.
[vii] Committee on Information Technology Literacy. National Research Council.
(1999). Being Fluent with Information Technology. National Academy Press.
Pp. 2-14
[viii]Uchida, Donna, et al. 1996. Preparing Students for the 21st Century.
American Association of School Administrators. Pages 11-12.
[ix] Levin, Henry M. 1998. High Stakes Testing and Economic Productivity.
Paper prepared for the Conference on “High Stakes K-12 Testing.” Sponsored
by the Civil Rights Project, Harvard University, Teachers College and the Law
School, Columbia. Stanford University.
[x] Gates, Bill. 1999. Bill Gates’ New Rules. Book excerpt (Business @ The
Speed of Thought) in Time magazine, March 22, 1999, page 12.
[xi] ISTE 1998. National Education Technology Standards (NETS) for
Students. Page 5.
[xii] Henton, Doug. Building Digital Government in the 21st Century.
Government Technology. May 2000. Volume 13, Issue 7. pp. 17-19
[xiii] Committee on Information Technology Literacy. National Research
Council. (1999). Being Fluent with Information Technology. National Academy
Press. Pp. 2-4
[xiv] National Alliance of Business (June 2000). Building America’s 21st Century
Workforce. Executive Summary, page 5.
http://www.workforce21.org/downloads/report1.pdf
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