Problemløsning. Samarbeid. Innovasjon. Digital læring. Kritisk tenkning. Eleven som produsent. Det er noen av nøkkelordene i det fremadstormende internasjonale begrep 21. århundrenes kompetanse (21st century Skills). Begrepet handler overordnet om at elever utvikler kompetanse til å bruke i samfunnet de skal bevege seg ut i, etter skolen.
Hva forstår vi egentlig med begrepet i Norden? Hvor langt er de nordiske landene med å bruke digitale verktøy til å understøtte denne kompetansen? Det har to forskere fra Aarhus Universitet undersøkt for Styrelsen for It og Læring (STIL):
The document summarizes 17 key findings from research on 21st century skills and ICT usage in Nordic education systems. Some of the main findings are:
1) There is no single agreed upon definition of 21st century skills.
2) 21st century skills are integrated across subjects rather than taught as separate subjects.
3) ICT skills are also integrated across subjects and there are typically no formal exams that assess students' ICT competence except in some countries.
4) Autonomy is emphasized in decentralized Nordic education systems, with teachers responsible for choosing methods to develop students' skills.
This document summarizes the challenges facing a failing school including low staff morale, cultural tensions, high levels of deprivation, and poor results. It discusses the need to build community, develop students, manage processes, and secure accountability to lead change. Key strategies identified are ensuring access for all students, increasing cognitive ability through personalized learning and mediation, and instilling a belief that all can succeed through a moral imperative of providing equal opportunities to learn. Technology is seen as a tool to enable new forms of learning and sharing work with a real audience.
STEM: Students, Teachers, Education and MoreSpeak Up 2009 National FindingsJulie Evans
The document summarizes key findings from the 2009 Speak Up survey conducted by Project Tomorrow. The survey gathered input from over 370,000 K-12 students, teachers, parents, and administrators regarding technology use in education. Three main elements emerged from the student vision: social-based learning using communication tools, un-tethered learning through mobile devices, and digitally-rich learning with interactive online textbooks and resources. Students see potential for mobile devices and digital content to increase engagement and prepare them for future careers.
2010 Congressional Briefing K12 Students Parents FINAL3Julie Evans
This document summarizes the key findings from the Speak Up 2009 survey on leveraging emerging technologies to improve education. It discusses the top recommendations from students and parents, which center around three elements: social-based learning using communications/collaboration tools, un-tethered learning beyond the classroom using mobile devices, and digitally-rich learning with tools, content, and resources. Over 370,000 K-12 students, teachers, parents, and administrators participated in the survey.
The document discusses developing a shared vision of innovation for 21st century learning. It defines key terms like shared vision, innovation, and 21st century learning. It also discusses understanding students and their expectations, which are shaped by district priorities, millennial attitudes and values, and their tech-infused lives. Data from the Speak Up survey provides insights into challenges facing education leaders and students' technology use.
Education 20/20 ~ Perspectives on Education ChangeJulie Evans
This document summarizes a presentation given by Julie Evans from Project Tomorrow at Maryland's Fourth Annual Teachers of Promise Institute on April 23, 2010. The presentation discussed results from Project Tomorrow's annual Speak Up survey, which collects input from K-12 students, teachers, parents and others on educational technology issues. Key findings from the 2009 Speak Up survey in Maryland are highlighted, including perspectives from students, teachers and pre-service teachers on technology use in schools and barriers to integration.
This document summarizes key findings from the Speak Up 2009 survey conducted by Project Tomorrow. The survey gathered input from over 370,000 K-12 students, teachers, parents and administrators regarding technology use in education. Three main themes emerged from the student responses: 1) a preference for social-based learning using communications and collaboration tools, 2) being "un-tethered" from the classroom through technology-enabled learning, and 3) having access to digitally-rich resources for learning. The survey found that students are already independently using technology outside of school and want to see more technology integration and mobile access to support learning.
The document summarizes 17 key findings from research on 21st century skills and ICT usage in Nordic education systems. Some of the main findings are:
1) There is no single agreed upon definition of 21st century skills.
2) 21st century skills are integrated across subjects rather than taught as separate subjects.
3) ICT skills are also integrated across subjects and there are typically no formal exams that assess students' ICT competence except in some countries.
4) Autonomy is emphasized in decentralized Nordic education systems, with teachers responsible for choosing methods to develop students' skills.
This document summarizes the challenges facing a failing school including low staff morale, cultural tensions, high levels of deprivation, and poor results. It discusses the need to build community, develop students, manage processes, and secure accountability to lead change. Key strategies identified are ensuring access for all students, increasing cognitive ability through personalized learning and mediation, and instilling a belief that all can succeed through a moral imperative of providing equal opportunities to learn. Technology is seen as a tool to enable new forms of learning and sharing work with a real audience.
STEM: Students, Teachers, Education and MoreSpeak Up 2009 National FindingsJulie Evans
The document summarizes key findings from the 2009 Speak Up survey conducted by Project Tomorrow. The survey gathered input from over 370,000 K-12 students, teachers, parents, and administrators regarding technology use in education. Three main elements emerged from the student vision: social-based learning using communication tools, un-tethered learning through mobile devices, and digitally-rich learning with interactive online textbooks and resources. Students see potential for mobile devices and digital content to increase engagement and prepare them for future careers.
2010 Congressional Briefing K12 Students Parents FINAL3Julie Evans
This document summarizes the key findings from the Speak Up 2009 survey on leveraging emerging technologies to improve education. It discusses the top recommendations from students and parents, which center around three elements: social-based learning using communications/collaboration tools, un-tethered learning beyond the classroom using mobile devices, and digitally-rich learning with tools, content, and resources. Over 370,000 K-12 students, teachers, parents, and administrators participated in the survey.
The document discusses developing a shared vision of innovation for 21st century learning. It defines key terms like shared vision, innovation, and 21st century learning. It also discusses understanding students and their expectations, which are shaped by district priorities, millennial attitudes and values, and their tech-infused lives. Data from the Speak Up survey provides insights into challenges facing education leaders and students' technology use.
Education 20/20 ~ Perspectives on Education ChangeJulie Evans
This document summarizes a presentation given by Julie Evans from Project Tomorrow at Maryland's Fourth Annual Teachers of Promise Institute on April 23, 2010. The presentation discussed results from Project Tomorrow's annual Speak Up survey, which collects input from K-12 students, teachers, parents and others on educational technology issues. Key findings from the 2009 Speak Up survey in Maryland are highlighted, including perspectives from students, teachers and pre-service teachers on technology use in schools and barriers to integration.
This document summarizes key findings from the Speak Up 2009 survey conducted by Project Tomorrow. The survey gathered input from over 370,000 K-12 students, teachers, parents and administrators regarding technology use in education. Three main themes emerged from the student responses: 1) a preference for social-based learning using communications and collaboration tools, 2) being "un-tethered" from the classroom through technology-enabled learning, and 3) having access to digitally-rich resources for learning. The survey found that students are already independently using technology outside of school and want to see more technology integration and mobile access to support learning.
Speak Up 2009 National and Wisconsin FindingsJulie Evans
The document summarizes key findings from the Speak Up 2009 research project conducted by Project Tomorrow. It discusses students' vision for 21st century learning, which emphasizes three main elements: social-based learning using communication/collaboration tools, un-tethered learning that transcends the classroom, and digitally-rich learning using online/digital resources. While many students and parents see benefits to incorporating mobile devices and online learning, teachers have concerns about distraction and equitable access. The research found a disconnect between how students currently learn and use technology outside of school versus limited technology use within education.
The document summarizes the key findings from the Speak Up 2009 survey on the use of technology in education. The survey polled over 370,000 K-12 students, educators, and pre-service teachers. It found that students envision a more digitally-rich and un-tethered learning experience using emerging technologies, while educators face challenges in implementing more technology due to lack of training and funds. Pre-service teachers feel unprepared to teach with technology in the 21st century classroom.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
The document discusses developing a shared vision of innovation for 21st century learning. It outlines key concepts like shared vision, innovation, and 21st century learning. It also discusses forces shaping students' expectations, like their tech-infused lives and millennial attitudes. Data from the Speak Up survey shows a "digital disconnect" between how students learn and live, with students seeing potential if emerging technologies were better utilized for social-based, un-tethered, and digitally-rich learning.
The future of higher education a constantly moving target (11 key questions)@cristobalcobo
Closing Plenary Session at the European Distance Education Network (EDEN) summit: "Traditions and Innovations: Getting the Right Mix"
Cristobal Cobo, University of Oxford, United Kingdom
14-17 June 2016 Budapest, Hungary www.eden-online.org
The document discusses a report on online learning from Project Tomorrow's Speak Up initiative. Key findings from the report include that students are interested in taking online classes, especially in core subjects like math and English, to get extra help, take classes not otherwise offered, or work at their own pace. Most teachers support students taking online classes and believe technology enhances learning, while parents strongly support online learning options. Expanding online learning opportunities could help engage and support diverse student needs. Significant barriers to online learning include lack of funding and need for professional development.
Alan Tait is Director of International Development and Teacher Education at The Open University, UK
This presentation was delivered as part of his keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
Trends in STEM and STEAM Education: STEAM Universe Webcast - June 2018Julie Evans
This document summarizes findings from the 2017 Speak Up survey conducted by Project Tomorrow, a nonprofit focused on K-12 education. Some key findings include:
- Students are interested in STEAM careers but want to use their own mobile devices in school. They believe digital games can improve math skills.
- Superintendents are concerned with achievement gaps, funding, and teacher quality and retention. The greatest potential to enhance achievement is through teacher effectiveness and career/college readiness.
- Parents and administrators value hands-on experiences like internships and coding for skill development. Drivers for STEAM include closing gaps and developing skills for college and careers.
Discover Key Data Points from Project Tomorrow Report on Social LearningJulie Evans
The webinar discussed key findings from Project Tomorrow's Speak Up research on social learning. It highlighted students' vision for more digitally-rich, un-tethered, and social-based learning. While students see value in social learning tools, administrators and parents still have concerns around safety, privacy, and ensuring academic use. New technologies will need to address these concerns while providing features students want for collaborating with classmates and personalizing learning.
Gráinne Conole gave a presentation on key trends and implications for the future of technology enhanced learning. She discussed 10 top trends including how digital technologies are shifting identities, boundaries, and ownership of information. She emphasized that effective pedagogy depends on understanding learners, educators, and the learning environment. New approaches to learning design and analytics were presented as opportunities to improve teaching and learning, but continuous professional development for educators is needed to develop digital literacies and harness technology's potential. While technology affords many opportunities, its impact depends greatly on implementation and mindsets around educational change.
Educational technology refers to the use of technology to improve learning outcomes and performance. It involves creating, using, and managing appropriate technological resources and processes to facilitate learning. In the 21st century, the focus is on developing skills like critical thinking, creativity, communication and collaboration through technology-infused activities.
Some key advantages of educational technology include improved learning of basic skills, individualized instruction, understanding of other cultures through tools like video conferencing. However, there are also challenges to its implementation including teacher training, connectivity issues, high costs of maintenance and disconnect between technology-based learning and traditional assessments. An effective approach is to balance direct instruction with allowing students to learn deeply through technology-enabled projects.
Tomorrow’s Members: Listening to the Voices of Our FutureJulie Evans
The document discusses insights from the annual Speak Up surveys conducted by Project Tomorrow about students' use of and attitudes towards technology. Some key findings include:
- 70% of students in grades 6-12 consider themselves advanced tech users
- The most common student tech activities are online/computer gaming, downloading music, communication tools, and personal websites
- Students most commonly use tech for schoolwork for writing assignments, online research, and checking grades
- However, students are dissatisfied that school filters block sites they need and teachers limit their tech use
- There is a "digital disconnect" between students' advanced tech skills and limited school tech integration, especially regarding mobile devices
Challenges for 21st century education and blended learningFrederik Questier
F. Questier, Challenges for 21st century education and blended learning; Lecture for Masterclass professionele ontwerpteams, Associatie KU Leuven, 12/02/15 https://associatie.kuleuven.be/events/mcpot/programma
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
1. The document discusses the importance of integrating technology into the classroom. It notes that technology has become ubiquitous in everyday life but is still often avoided in classrooms.
2. Research shows that schools are failing to successfully integrate technology into learning. 21st century skills that require technology are now part of curriculum standards but many classrooms are not meeting the demands of technology.
3. True technology integration involves using technology as a planned, purposeful tool to support learning goals and facilitate activities rather than just using technology randomly or for basic tasks. When done well it can engage students and help them develop skills for future success.
Technology-enhanced L&T: Implications for academic governanceMike KEPPELL
This document discusses the implications of technology-enhanced learning and teaching for academic governance. It notes that technology can enable new types of learning experiences and enrich existing scenarios. It also discusses trends like mobility, digital literacies, seamless learning, and personalized learning as "game changers" that have implications. Academics will need new mindsets to privilege these new approaches like mobile access, embedding digital literacies, diverse learning spaces, and user-generated content in governance.
This document discusses tools for teaching 21st century skills to students in Moldova. It proposes six tools: 1) using real-world case studies; 2) creating web quests; 3) assigning real-world tasks; 4) inviting industry experts; 5) participating in international projects; and 6) being active on social media. The goal is to make learning more relevant by incorporating real examples, collaboration, and connections to the global community. 21st century skills like critical thinking, communication, and problem solving are important for students' future careers and lives.
The document summarizes Chris Dede's comparison of various frameworks for defining 21st century skills. It finds that while the frameworks are generally consistent, they emphasize contextual skills and knowledge, embedded ICT skills, and autonomous learning over 20th century models. Digital literacy frameworks in particular show how ICT skills are central to 21st century skills. Assessing these skills poses challenges but can involve performance and analytical writing tasks.
Speak Up 2009 National and Wisconsin FindingsJulie Evans
The document summarizes key findings from the Speak Up 2009 research project conducted by Project Tomorrow. It discusses students' vision for 21st century learning, which emphasizes three main elements: social-based learning using communication/collaboration tools, un-tethered learning that transcends the classroom, and digitally-rich learning using online/digital resources. While many students and parents see benefits to incorporating mobile devices and online learning, teachers have concerns about distraction and equitable access. The research found a disconnect between how students currently learn and use technology outside of school versus limited technology use within education.
The document summarizes the key findings from the Speak Up 2009 survey on the use of technology in education. The survey polled over 370,000 K-12 students, educators, and pre-service teachers. It found that students envision a more digitally-rich and un-tethered learning experience using emerging technologies, while educators face challenges in implementing more technology due to lack of training and funds. Pre-service teachers feel unprepared to teach with technology in the 21st century classroom.
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
The document discusses developing a shared vision of innovation for 21st century learning. It outlines key concepts like shared vision, innovation, and 21st century learning. It also discusses forces shaping students' expectations, like their tech-infused lives and millennial attitudes. Data from the Speak Up survey shows a "digital disconnect" between how students learn and live, with students seeing potential if emerging technologies were better utilized for social-based, un-tethered, and digitally-rich learning.
The future of higher education a constantly moving target (11 key questions)@cristobalcobo
Closing Plenary Session at the European Distance Education Network (EDEN) summit: "Traditions and Innovations: Getting the Right Mix"
Cristobal Cobo, University of Oxford, United Kingdom
14-17 June 2016 Budapest, Hungary www.eden-online.org
The document discusses a report on online learning from Project Tomorrow's Speak Up initiative. Key findings from the report include that students are interested in taking online classes, especially in core subjects like math and English, to get extra help, take classes not otherwise offered, or work at their own pace. Most teachers support students taking online classes and believe technology enhances learning, while parents strongly support online learning options. Expanding online learning opportunities could help engage and support diverse student needs. Significant barriers to online learning include lack of funding and need for professional development.
Alan Tait is Director of International Development and Teacher Education at The Open University, UK
This presentation was delivered as part of his keynote speech at the 2014 EDEN Annual Conference in Zagreb.
http://www.eden-online.org
Trends in STEM and STEAM Education: STEAM Universe Webcast - June 2018Julie Evans
This document summarizes findings from the 2017 Speak Up survey conducted by Project Tomorrow, a nonprofit focused on K-12 education. Some key findings include:
- Students are interested in STEAM careers but want to use their own mobile devices in school. They believe digital games can improve math skills.
- Superintendents are concerned with achievement gaps, funding, and teacher quality and retention. The greatest potential to enhance achievement is through teacher effectiveness and career/college readiness.
- Parents and administrators value hands-on experiences like internships and coding for skill development. Drivers for STEAM include closing gaps and developing skills for college and careers.
Discover Key Data Points from Project Tomorrow Report on Social LearningJulie Evans
The webinar discussed key findings from Project Tomorrow's Speak Up research on social learning. It highlighted students' vision for more digitally-rich, un-tethered, and social-based learning. While students see value in social learning tools, administrators and parents still have concerns around safety, privacy, and ensuring academic use. New technologies will need to address these concerns while providing features students want for collaborating with classmates and personalizing learning.
Gráinne Conole gave a presentation on key trends and implications for the future of technology enhanced learning. She discussed 10 top trends including how digital technologies are shifting identities, boundaries, and ownership of information. She emphasized that effective pedagogy depends on understanding learners, educators, and the learning environment. New approaches to learning design and analytics were presented as opportunities to improve teaching and learning, but continuous professional development for educators is needed to develop digital literacies and harness technology's potential. While technology affords many opportunities, its impact depends greatly on implementation and mindsets around educational change.
Educational technology refers to the use of technology to improve learning outcomes and performance. It involves creating, using, and managing appropriate technological resources and processes to facilitate learning. In the 21st century, the focus is on developing skills like critical thinking, creativity, communication and collaboration through technology-infused activities.
Some key advantages of educational technology include improved learning of basic skills, individualized instruction, understanding of other cultures through tools like video conferencing. However, there are also challenges to its implementation including teacher training, connectivity issues, high costs of maintenance and disconnect between technology-based learning and traditional assessments. An effective approach is to balance direct instruction with allowing students to learn deeply through technology-enabled projects.
Tomorrow’s Members: Listening to the Voices of Our FutureJulie Evans
The document discusses insights from the annual Speak Up surveys conducted by Project Tomorrow about students' use of and attitudes towards technology. Some key findings include:
- 70% of students in grades 6-12 consider themselves advanced tech users
- The most common student tech activities are online/computer gaming, downloading music, communication tools, and personal websites
- Students most commonly use tech for schoolwork for writing assignments, online research, and checking grades
- However, students are dissatisfied that school filters block sites they need and teachers limit their tech use
- There is a "digital disconnect" between students' advanced tech skills and limited school tech integration, especially regarding mobile devices
Challenges for 21st century education and blended learningFrederik Questier
F. Questier, Challenges for 21st century education and blended learning; Lecture for Masterclass professionele ontwerpteams, Associatie KU Leuven, 12/02/15 https://associatie.kuleuven.be/events/mcpot/programma
Stratosphere - Learning in a Connected World is a summary of Fullan's book, Stratosphere and the requirement to link pedagogy, technology and change knowledge if the goal is to have system transformation for learning and teaching in the 21st Century.
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
1. The document discusses the importance of integrating technology into the classroom. It notes that technology has become ubiquitous in everyday life but is still often avoided in classrooms.
2. Research shows that schools are failing to successfully integrate technology into learning. 21st century skills that require technology are now part of curriculum standards but many classrooms are not meeting the demands of technology.
3. True technology integration involves using technology as a planned, purposeful tool to support learning goals and facilitate activities rather than just using technology randomly or for basic tasks. When done well it can engage students and help them develop skills for future success.
Technology-enhanced L&T: Implications for academic governanceMike KEPPELL
This document discusses the implications of technology-enhanced learning and teaching for academic governance. It notes that technology can enable new types of learning experiences and enrich existing scenarios. It also discusses trends like mobility, digital literacies, seamless learning, and personalized learning as "game changers" that have implications. Academics will need new mindsets to privilege these new approaches like mobile access, embedding digital literacies, diverse learning spaces, and user-generated content in governance.
This document discusses tools for teaching 21st century skills to students in Moldova. It proposes six tools: 1) using real-world case studies; 2) creating web quests; 3) assigning real-world tasks; 4) inviting industry experts; 5) participating in international projects; and 6) being active on social media. The goal is to make learning more relevant by incorporating real examples, collaboration, and connections to the global community. 21st century skills like critical thinking, communication, and problem solving are important for students' future careers and lives.
The document summarizes Chris Dede's comparison of various frameworks for defining 21st century skills. It finds that while the frameworks are generally consistent, they emphasize contextual skills and knowledge, embedded ICT skills, and autonomous learning over 20th century models. Digital literacy frameworks in particular show how ICT skills are central to 21st century skills. Assessing these skills poses challenges but can involve performance and analytical writing tasks.
My presentation at the Next Generation Learning Spaces 2018 workshop on Future Libraries: Re-thinking Traditional Spaces and Aligning them With User Expectations, 20 March 2018, Manchester, UK
1) The document discusses how ICTs (Information and Communication Technologies) can be incorporated into language teaching to support learning objectives.
2) It outlines stages of teacher adoption of technology from initial awareness to creative application in new contexts.
3) Today's students have grown up with technology and have different learning expectations around control, creation, collaboration, and sharing; teachers must adapt their practices accordingly.
This presentation, mostly in Norwegian, gives a broad overview of Open, in particular Open Education Resources as a key factor in future education. The presentation suggests that Norwegian stakeholders, in particular the owners, the counties, should care for and take to the next level the recognised Norwegian OER actor NDLA.
Technology in the service of our educational ambitionscplp
The document discusses bringing technology into the mainstream of learning and teaching in higher education. It provides context on the development of technologies for learning over the past decades and perspectives on the nature of learning. Key points discussed include understanding what is needed to support active learning with technology, addressing barriers to innovation, and providing appropriate support for academics to experiment and disseminate innovations in teaching as they do with research.
HAMK's Professional Teacher Education Unit in Finland trains approximately 950 teacher students annually to work in the 21st century classroom. As technology and digital skills become increasingly important, teacher education must develop students' skills in areas like facilitating creative and innovative learning experiences, designing digital assessments, and engaging in lifelong professional growth through technology. Surveys show that countries with higher proportions of adults skilled in problem-solving using technology tend to be the Nordic countries, Korea, and the Netherlands. Developing teachers' and students' digital competencies will help equip them for an evolving workforce.
Instruction Designe for e-Content Development;UK-India ProspectiveMazhar Laliwala
This document provides an overview of Prof. Andrew Ravenscroft's research interests which include designing 21st century learning for 21st century skills using new approaches like deep learning design. It discusses moving from instructional design to learning design that takes various learning contexts into account. The research may be relevant to developing learning solutions in India by carefully studying Indian learning contexts and designing technology-enabled solutions. Ravenscroft has also researched public pedagogy and establishing an international center focused on educational development and inclusive education.
The document provides an overview of a report and MILE Guide for 21st century skills created by the Partnership for 21st Century Skills. It defines what 21st century skills are through six elements: core subjects, learning skills, 21st century tools, 21st century context, 21st century content, and assessment. It then describes what the MILE Guide is and how it can be used to benchmark progress in learning and teaching, leading and managing, and partnering. Finally, it outlines nine steps organizations can take to build momentum in incorporating 21st century skills.
From GETideas.org - A Conversation on Global Education - a new vision for education transformation, Education 3.0. To view accompanying video go to www.getideas.org/coge
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 outlines an agenda for a Pre-Service Teacher Institute occurring from July 12-23, 2010. It discusses introducing teachers to 21st century skills and using technology to support student-centered, hands-on learning. Breakout sessions will address how to engage students with technology, support standards-based instruction, and use real-world data and skills to deepen understanding.
This document discusses employability skills and English language skills in India. It makes three key points:
1) A survey found that 47% of Indian graduates are not employable due to lack of English and cognitive skills. English and computer skills are particularly lacking among graduates from smaller towns.
2) The education system over-emphasizes rote learning and less than 25% of students can apply concepts to solve real-world problems. There is a need to improve skills training and focus on applying concepts.
3) For India to benefit fully from its demographic dividend, it needs to develop the skills of its large workforce through improved education and lifelong learning. But there remains a gap between the skills education provides and
This document discusses approaches to teacher education for the 21st century. It emphasizes developing skills like digital literacy, collaboration, problem solving and global awareness in students. Singapore's teacher education program is used as a case study, focusing on mastery of content and pedagogy, practical experience, innovation, values of empathy and ethics. Technology is integrated into the curriculum to enhance learning, and characteristics like resilience and life-long learning are cultivated in future educators. The goal is to prepare teachers to develop these skills in their own students and address the needs of an increasingly globalized world.
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
Using Technology to Create Professional Learning OpportunitiesAndrea Tejedor
This document discusses using technology to create professional learning opportunities. It introduces BLEND, an approach to bring learning environments into new directions by capitalizing on technologies to allow professionals to communicate, collaborate, and reflect. The agenda covers standards and frameworks for technology skills, and examines how tools like wikis, virtual worlds and video conferencing can support blended learning models that integrate synchronous, asynchronous and immersive learning opportunities. Challenges in preparing students for the future and developing digital media literacy are also addressed.
The document discusses frameworks for assessing 21st century skills. It proposes a model called the KSAVE framework that categorizes 10 important 21st century skills into knowledge, skills, and attitudes/values/ethics. It analyzes existing frameworks according to this model. The document also provides examples of potential assessments, such as a technology-led design assessment called eSCAPE.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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14. DocumentaYon:
Nordic@BETT, QuesYonnaire Study, QuesYon 2.1 NaYonal/Regional 21st Century Skills Policy
Denmark Finland Norway Sweden
Nej
Insert: Answer: QuesYon 2.2:
Den danske folkeskolelov opererer
ikke med begrebet 21st Century Skills
(21st CS). Men i tre tværgående
emner ’It og medier’, 'InnovaYon og
entreprenørskab' og 'Elevernes alsi-
dige udvikling' som skal integreres i
alle fag på alle klassetrin er der flere
elementer fra 21st CS. Fx i det
tværgående emne ”It og medier”
fremhæves, at en elev i løbet af et
undervisningsforløb skal kunne
indtage forskellige posiYoner. Disse
benævnes som:
• Eleven som kriYsk undersøger
• Eleven som analyserende
modtager
• Eleven som målreaet og kreaYv
producent
• Eleven som ansvarlig deltager.
På denne side er en nærmere
beskrivelse af hver af de fire
elevposiYoner (see link). Ud fra
beskrivelserne af elevposiYonerne i
vejledningen er det nærliggende at
koble dem Yl disse 21st CS
Yes. This requires a small introducYon
in our educaYon system:
The overall distribuYon of lesson
hours for basic educaYon and the
minimum number of lessons for core
subjects during basic educaYon are
decided by the Government. The
distribuYon of lesson hours sYpulate
such maaers as the core subjects
taught to all pupils, and the
distribuYon of teaching hours
between various subjects.
The naYonal core curriculum is
determined by the Finnish NaYonal
Board of EducaYon. It includes the
objecYves and core contents of
different subjects, as well as the
principles of pupil assessment,
special-needs educaYon, pupil welfare
and educaYonal guidance. The
principles of a good learning
environment, working approaches as
well as the concept of learning are
also addressed in the core curriculum.
The present naYonal core curriculum
for basic educaYon was confirmed in
January 2004 and it was introduced in
schools in August 2006. The new
distribuYon of lesson hours was
confirmed in 2012 and the new core
curriculum in December 2014.
No, 21st Century Skills is not an
explicit part of the educaYon policy in
Norway. You can sYll find parallel
objecYves, and you can find aspects
of the 21st Century Skills in the
Norwegian educaYon policy. Though
they will not be named as 21st Century
Skills.
It is important to noYce that having
21st Century Skills as a part of
Norwegian educaYon policy would be
difficult under the current curriculum
reform. The current reform (see link)
focuses on outcome-based objecYves.
These state clearly the competence
the students should acquire. It says
liale about the learning processes
that leads to the student acquiring
that competence. The current laws
and regulaYons give the schools and
local government the authority to
choose how they teach their students.
As 21st Century Skills also says a lot of
how schools should teach their
students, it would go against the
current autonomy of the schools and
local government to implement 21st
Century Skills on a naYonal level. On
the other hand it also makes it
possible for local authoriYes and
school to teach 21st Century Skills if
they choose. There are 447 local
authoriYes, and we do not know if
No, the concept of 21st Century Skills
is not used in naYonal policy
(steering) documents but as you can
see most of them are addressed in
the above cited part from the naYonal
curriculum and in other parts of the
same document. Everybody student
should be able to use modern
technology as a tool in the search for
knowledge, communicaYon, creaYvity
and learning,
DocumentaYon: Nordic@BETT QuesYonnaire Study, QuesYon 2.1 NaYonal/Regional 21st Century Skills Policy, Norway and Sweden.
Sweden:
Word count in the curriculum:
CreaGvity (26) and InnovaGon (1)
CriGcal (28) Thinking
Problems Solving (8) and Decision Making (17)
Learning-To-Learn (0)and MetacogniGon (0)
However lifelong learning and equivalents are menGon, as reflecGon about individual learning
paths
CommunicaGon (154) and CollaboraGon (expressed but using different vocabulary)
InformaGon (276) and ICT Literacy (term not used)
Local and Global CiGzenship (3)
Personal and Social Responsibility (35 but from very different perspecGves)
Norway:
The parts of the 21st Century Skills that are implemented in the curriculum, are
implemented as the 5 basic skills and the core curriculum (…) Though it will
oGen be a maHer for interpreta:on, as they are a part of/hidden in the
outcome-based objec:ves.
DocumentaYon: Nordic@BETT QuesYonnaire Study, QuesYon 2.1 NaYonal/Regional 21st Century Skills Policy, Norway and Sweden.
Documentation
2.1 NaGonal/Regional 21st Century Skills Policy
Does your country have a 21st Century Skills in educaYon policy for primary and lower secondary school (yes/no)? If so, please provide a brief introducYon
indicaYng the objecYves, Ymeframe and strategies for implementaYon.
15. Question 3.3 : Questionnaire Study
What targets are set for students’ 21st Century Skills?
DocumentaYon: Nordic@BETT QuesYonnaire Study, QuesYon 3.1 21st Century Skills in the Curriculum, QuesYon 3.3 Students’ 21st Century Skills, and QuesYon 3.4 Assessment of 21st Century Skills
Question 3.1: Questionnaire Study
How are 21st Century Skills integrated into the curriculum for primary and lower
secondary school in your country?
Question 3.4: Questionnaire Study
How are students’ 21st Century Skills currently being assessed in primary and
lower secondary school?
17. VersaGle Competencies
K1 Capacity to think and learn
K2 Cultural and CommunicaYve Competence
K3 Everyday Competence
K4 MulY Literacy
K5 Digital Competence
K6 Work-Life Competence and Entrepreneurship
K7 Capacity to ParYcipate in , Influence and Contribute to a Sustainable Future
Source. Utbildningsstyrelsen (2014) Grunderna För läroplanen för den grundläggende utbildningen, p.20-25, p. 375, and p. 395,.
Example
Mångsidig Kompetens as goals of educaGon in Finland
Versa,le Competencies in our transla,on
Goals: MathemaGcs: Year 7-9
Goals of Teaching: Content: Competence:
M4: encourage the student to get experience in expressing him-/herself accurately and
mathemaYcally both verbally and in wriYng
11-16 K1, K2, K4, K5
Goals: Chemistry: Year 7-9
Goals of Teaching: Content: Competence:
M8: guide the student to perceive how chemistry is used in technology and to parYcipate in creat-
ing, planning, developing and applying soluYons that includes use of chemistry in collaboraYon
with others
11-16 K2, K3, K5
20. Sources:
Country Reports on ICT in EdcuaYon (2015) (2011) published by European Schoolnet, SecYon 2.2 ResponsibiliYes
QuesYonnaire Study: Nordic@BETT, SecYon 2.3 ResponsibiliYes for 21st Century Skills
Denmark Finland Norway Sweden
Da vi i folkeskoleloven ikke opererer
med begrebet 21st Century Skills
følger ansvarsfordeling det, som alYd
gælder:
• FolkeYnget vedtager en folkesko-
lelov, hvor kommunerne har an-
svaret for at Ylpasse de vejled-
ninger, der er udstedt af Ministe-
riet.
• Skolelederen har ansvaret for at
de enkelte lærere følger vejled-
ningerne i klassen.
• Den enkelte faglærer har ansvaret
for at it anvendes i undervisningen
i overensstemmelse med det
pågældende fags mål og som
beskrevet i vejledningen Yl det
tværgående tema om it og medier.
QuesYonnaire Study, SecYon2.5
Same as above. ICT is not a separate
subject in Finnish basic educaYon, but
transversal competencies (including
ICT competence) is distributed within
all subjects.
At naYonal level: NaYonal Board of
EducaYon
• Sets out the NaYonal Core
Curriculum
• Manages funding for teacher
training programs, infrastructure
projects and overall
implementaYon of the core
curriculum
Regional level: municipaliYes (ca. 98
% of pupils), university training
schools and private insYtuYons:
• Set out local curriculums which
derives from the naYonal core
curriculum
• Employer of teaching staff
• Typically administers ICT
infrastructure
• Decides upon schools hours for
children, deriving from naYonal
curriculum.
Local: Schools and teachers
• School schedule allocates working
hours
• Teaching material acquisiYons are
typically made on school level
The Ministry of EducaYon and
Research has the overall responsibility
for the administraYon of the
educaYonal system and for
implemenYng naYonal educaYonal
policy.
The Directorate for EducaYon and
Training is the execuYve organ of the
Ministry and is responsible for the
development of primary and secon-
dary educaYon.
In each of Norway's 19 counYes, the
County Governor represents the
central government at regional level,
contribuYng to the implementaYon of
naYonal educaYon policies in schools
at all levels. The County Governor
ensures that appropriate schooling is
provided for young people in
compliance with regulaYons, and also
ensures the provision of adequate
adult educaYon faciliYes.
MunicipaliYes are responsible for the
running and administraYon of primary
and lower secondary schools, while
counYes are in charge of upper
secondary schools. This includes ICT
infrastructure, access to digital
learning resources and local strategies
regarding in-service training and
school improvement for ICT. Part of
n/a
Documentation: Questionnaire
2.3 ResponsibiliGes for 21st Century Skills
How are responsibiliYes for for 21st Century Skills in educaYon in primary and lower secondary school shared in your country? Who are the main actors and what
are their responsibiliYes?
At na:onal level: Na:onal Board of Educa:on
• Sets out the Na:onal Core Curriculum
• Manages funding for teacher training programs, infrastructure projects
and overall implementa:on of the core curriculum
Regional level: municipali:es (ca. 98 % of pupils), university training
schools and private ins:tu:ons:
• Set out local curriculums which derives from the na:onal core curriculum
• Employer of teaching staff
• Typically administers ICT infrastructure
• Decides upon schools hours for children, deriving from na:onal
curriculum.
Local: Schools and teachers
• School schedule allocates working hours
• Teaching material acquisi:ons are typically made on school level
• Teachers are very autonomous in deciding how to implement the local
curriculum and how to organize assessment
QuesYonnaire Study: Finland
SecYon2.5, ResponsibiliYes for ICT for 21st Century Skills
The Finnish educa:on system
is completely decentralized.
European Schoolnet ICT in EducaYon Country Report Finland
SecYon 2.2 ResponsibiliYes
DocumentaYon: Country Reports on ICT in EdcuaYon (2015) (2011) published by European Schoolnet, SecYon 2.2 ResponsibiliYes
DocumentaYon: QuesYonnaire Study, QuesYon 2.3 ResponsibiliYes for 21st Century Skills, QuesYon 2.5 ResponsibiliYes for ICT for 21st Century Skills