EDUC 9 Module 3 Handouts CRITICAL ATTRIBUTES IN THE 21ST CENTURY EDUCATION PDF

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College of Teacher EducationSibalom, AntiqueCRITICAL ATTRIBUTES IN THE 21ST CENTURY EDUCATION“To be an effective 21st century teacher, a teacher must first possess the very same 21st century skills that their students are expected to have. And, in addition to those skills, they must be able to help ...

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UNIVERSITY OF ANTIQUE College of Teacher Education Sibalom, Antique

CRITICAL ATTRIBUTES IN THE 21ST CENTURY EDUCATION “To be an effective 21st century teacher, a teacher must first possess the very same 21st century skills that their students are expected to have. And, in addition to those skills, they must be able to help all of their students obtain and develop 21st century skills.” -Mamzelle Adolphine Nowadays, we are using the technologies and multimedia like computers and internet as well as multimedia like using audio – and video-based instruction to improve teaching and learning activities. In the past few years of my teaching career, we used the “chalk talk” lesson. We are only basing our lesson from the books or other available sources that we have. But now, the teaching and learning environment is very much different from what is in the past. As everything else changes, education in the 21st century has changed. The world of teachers and students is expected to continue to change dramatically throughout the 21st century and beyond. There is a paradigm shift in the way teaching and learning is delivered. As a 21st century teacher, you need to develop essential knowledge, skills, attitudes, and values to be able to cope with these changes and to help your students address them as well.

INTEGRATED AND INTERDISCILINARY This critical attribute implies that teachers need to review the school curriculum and identify strategies or ways on how different subjects can be effectively linked to enhance the learning experiences of students. Defin Definin in ingg In Integra tegra tegrated ted Curr Curriculum iculum 1. Integrated curriculum or IC -is considered the Integration within the subject areas itself or intradisciplinary curriculum. For example, science would be taught as a general science rather than as biology, physics, and chemistry. 1.1 Fusion is another low level integration in which something is fused into different subject areas. For example, environmental stewardship or peace education or a 21st century skill such as creativity could be infused into all subjects and all grades. For many researchers, IC can be described as falling on a continuum as in Figure 1 where the degree of integration increases

Figure 1. An example of a continuum of integration. 1

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Seeing IC as a continuum may be a useful way of demonstrating its variety of form, and it might describe stages of professional development that educators go through as they experiment with increasing degrees of integration (Dowden, 2007). 2. A multidisciplinary curriculum This is more integrated. Content, instruction and assessment are specific to each discipline. For example students study the topic or theme through the separate lens of each subject. Connections among disciplines may or may not be made explicit by the various disciplinary teachers or at learning centers with one teacher. 3. In an interdisciplinary curriculum Disciplines remain somewhat distinct, but their connections are stronger and made explicit. Boundaries are blurred when subjects are organized around a key interdisciplinary concept such as sustainability, or around complex interdisciplinary skills such as critical thinking or competencies such as intercultural competency. Interdisciplinary projects provide a context for the exploration and blending of the subjects. For example interdisciplinary team members share instruction and assessment to ensure that disciplinary standards are met. 4. A transdisciplinary curriculum is the most integrated model. Students begin with an authentic real-world issue rather than with the disciplines. Students’ own interests often generate the starting point. For example, they may wish to explore solutions to the problem of traffic congestion in their city using many different disciplinary perspectives. Some versions of project-based learning (PBL) fall into the transdisciplinary realm. Cha Challenges llenges to Im Implem plem plementin entin entingg IC 1. Widespread implementation of IC has been hampered by practical and theoretical challenges. These include ambiguity around definitions, issues with measuring interdisciplinary knowledge and behaviors, logistics such as scheduling and reporting protocols, territorial battles, teacher identity as a subject expert, and resistant educators. 2. Dissenting voices question the prominence of the 21st competencies at the expense of prescribed disciplinary content (Priestley and Sinnema, 2014). A concern is the economic undertone expressed in the rationales for a competency-based curriculum. Critics of this neoliberal view say that in emphasizing students’ need for an education that prepares them to compete successfully in the workplace, students become the human capital engines of a nation’s GDP (Dede et al., 2005; Adolfsson, 2018). 3. Equity Social realists argue for the importance of universal access to the external, objective, authoritative knowledge of established disciplines—what calls “powerful knowledge” (Young, 2010; Rata, 2012).

When curriculum is premised on students experiential knowledge, the risk of limitation becomes especially acute because it disfavors those with low social and cultural capital. Social realists do not argue for a retrenchment of fixed disciplinary content. 2

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Benef Benefits its of IC Integrated Curriculum leads to positive learning outcomes and personal development. Students in IC programs perform academically as well as, and sometimes better than, their counterparts from traditional programs because they have learned everything in integrate and interdisciplinary discipline. Benefits in the affective domain includes:  self-regulation-to improve an individual’s ability to self-regulate and to gain (or regain) a sense of control over one’s behavior and life  prosocial attitudes- the desire to protect and promote the well-being of others—is distinct from altruism and independent of self-interested motivations.  emotional health-good emotional health helps you see the best in yourself despite challenges. More energy. Having a positive outlook makes you feel more energized and helps you focus and think more clearly, whereas poor emotional health depletes your mental resources and leads to exhaustion.  creativity and motivation - the right mix of creativity along with curriculum helps students to be innovative and also encourages them to learn new things. Students can grow up as good communicators in addition to improving their emotional and social skills. ... In fact, creative expression plays a key role in a student's emotional development. Conc Conclusion lusion Conditions in the 21st century are ripe for interdisciplinary approaches. Curriculum experts created IC models reflecting their individual personal philosophies. Today, educators are not guided by history in particular, but rather by an emerging global conversation about curriculum innovation that emphasizes 21st century skills/competencies; we suggest that this conversation can act as a 21st century-version of global governance. In this global conversation, a consistent vision is emerging. The 21st century is stimulating a studentcentered culture of learning that harkens back to earlier progressive movements. Personalization, technology, and universal design principles are revamping instruction. Assessment practices are shifting in emphasis from external summative testing to localized, formative feedback for improvement and most importantly the teacher’s role is shifting from content expert to learning facilitator.

TECHNOLOGIES AND MULTIMEDIA Cha Character racter racterist ist istics ics of the Techn Technology ology and Multim Multimedia edia attr attribute: ibute: 

Education in the 21st century makes full use of available Information and Communication Technology, or ICT (e.g., computers and the internet) as well as multimedia (e.g., using audio- and video-based instruction) to improve teaching and learning activities.

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The ability to find, evaluate, utilize, and create information using technologies and multimedia, or digital technology in general, is referred to as digital literacy. prepared by: BSED 3A

UNIVERSITY OF ANTIQUE College of Teacher Education Sibalom, Antique

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As a teacher, some of your day-to-day activities – writing reports, creating multimedia presentations, and communicating or exchanging information with your colleagues and students online – require different levels of digital literacy. It is important for you to develop your digital literacy skills so that you can in turn pass these on to your learners.

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This critical attribute implies that your school will need to acquire and use computers and various multimedia equipment to enhance learning to the best extent possible. Training is also needed for teacher-users as part of a bigger “technology plan.” Today’s students are immersed in a variety of technologies from a young age. As such, they have been

described as “wired” or “digitized,” but even these tags are outdated almost upon arrival. Prensky (2001) called this first generation to grow up in a society immersed in technology “digital natives”—the generation that has spoken the language of technology from birth. Ironically, such familiarity and comfort with all things digital present challenges for educators who struggle to keep up with an ever-changing technology context and students who no longer process information primarily in a sequential manner. Equally important in this fast-paced, digital world is the lack of time or opportunity for students to reflect on their learning. Reflection and critical thinking enable students to learn from their experiences; therefore, time must be built into classroom instruction for both processes to occur (Henniger, 2003). Not only are reflection and critical thinking skills undervalued in today’s standards-driven classrooms, but policies continue to emphasize views of technology as primarily a means to assist with writing and organizing information. Although such technology use can facilitate communication, today’s students must learn how to think deeply about their learning so they can realize their place in a rapidly changing, global society. They must learn to apply technology tools appropriately in order to process multiple perspectives on real-world problems and formulate solutions to these problems (Partnership for 21st Century Skills, 2002). With new demands for meaningful and contextual application of technology in classrooms, teacher preparation becomes both increasingly important and increasingly challenging as teacher educators seek new ways to integrate 21st- century skills, nonlinear thinking skills, and digital-age reflections into coursework. There is almost no end to the list of things that can be done by students and teachers in using technology in teaching and learning from being the medium of instruction with online information, simulation, visual literacy, cost effective, to mass storage. Like a coin, there are advantages as well as disadvantages side in the use of technology in education as well as in daily lives. With the availability of technology, educational software and applications become readily available in the market to assists teachers and students in learning as well as to obtain online information. All these are meant to help learners learn better and have more understanding whatever they are trying to achieve. Technology has become an integral part of our society whereby people are required to master certain skills in order to be able to operate it. The use of computer, internet, cellular phone, video, MP3, I pod, I phone, I pad and many more gadgets are now connected and can’t be separated from human life, especially for younger generations. As a result, students learn more and faster than previous generations. Despite of the enormous advantages of the use of computer technology in teaching and learning it still requires control by parents as well as teachers. Also, there is a need to address issues such as the copyright, illegal usage of software and data, also the

issue of privacy and dehumanization of students as learner. These are important issues that directly affect students, teachers, and parents that in turn can affect teaching and learning processes. The author suggests that there needs 4

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to be a system that could be used to promote the use of technology in schools for the benefits of teaching and learning but at the same time a control mechanism needs to be set up to monitor the responsible use of online information.

GLOBAL CLASSROOMS His History tory of the G Glob lob lobal al Cla Classroom ssroom Global Classroom was initiated at the Earth Institute, Columbia University, in 2008 by the members of the MacArthur Foundation-supported International Commission on Education for Sustainable Development Practice, even before its Final Report was written. The Commission brought together 20 leading experts from around the world to consider new types of interdisciplinary educational programs to address the practical challenges of sustainable development. The first Global Classroom addressed a broad range of core issues, including health, economics, policy, agriculture, ethics, and education. Wha What t is a Glob Global al Cla Classroom ssroom ssroom? ? Education in the 21st century aims to produce global citizens by exposing students to the concerns of the region and other countries. They are encouraged to react and respond to issues as part of their roles as global citizens. This critical attribute implies that teachers need to include current global issues/concerns, such as peace and respect for cultural diversity, climate change, and global warming, in classroom discussions. Global classroom answers the needs and opportunities to diversify the student experience and the potential for innovation in experiential learning, different and evolving models of student mobility, the use of technology and hybrid forms of instruction, new models of cooperation between partners, internationalization at home, and the nascent potential for a shared student experience that bridges people around the world. It is essential that in 21st century teachers and students should be reminded in building cross-cultural collaboration skills. Learning how to communicate and collaborate with peers from diverse cultures is an essential skill for the 21st Century classroom and will help prepare students to enter the global workforce with confidence. Students are encouraged to react and respond to issues as part of their roles as global citizens. Fur Further ther Discus Discussion sion Phenomenal advances in information and communication technologies and transnational migration have greatly increased the interdependence and interconnectedness of people and places. This has coincided with the emergence of a new set of global challenges, including increasingly integrated and knowledge-driven economies; greater migration between countries and from rural to urban areas; growing inequalities; increased awareness of climate change and environmental degradation; acceleration of globalization; and rapid developments in technology. The changing educational landscape places critical demands on teachers to be culturally and pedagogically competent in addressing issues of globalization, racism, diversity, and social justice, and in creating an equitable and inclusive learning environment for all students.

Today’s students are graduating into a world that is interconnected as never before. As citizens in the 21st century, they are required to be responsible and responsive to the myriad complex problems and issues of global and 5

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local concern, whether in health, environment, peace, or economic security. This shifting global context demands that students today develop the knowledge, skills, attributes, and commitment to global citizenship through the educational process. Global Education is a necessity for the 21st Century learner. Our world is increasingly interconnecting everyday. Our students no longer only compete domestically. Purp Purpose ose of Glob Global al Ed Educa uca ucation tion • Enables people to understand the links between their own lives and those of people throughout the world. • Increases understanding of the economic, cultural, political and environmental influences which shape our lives. • Helps students to develop the skills, attitudes and values which enable people to work together to bring about change and take control of their own lives. • It works towards achieving a more just and sustainable world in which power and resources are more equitably shared. • It involves learner-centered and culturally responsive teaching and learning practices using schools, communities and the world as the classroom. Creating the G Creating Global lobal C Classr lassr lassroom oom for th the e 2 21st 1st C Centur entur entury y Edu Education cation The growth of telecommunication networks and projects is changing the image of the classroom for the 1990s. The walls of the classroom are expanding to encompass the world, not only through communication not through a global philosophy and cultural understanding. The global classroom as it revolves will be connected by networks that reach across the group, across ages, and across subject areas. The classroom will include diverse communication technologies, including computer networks, video, CD-ROM, and satellite access. Students, teachers, and parents in the global classroom will learn from each other and together will solve problems. The concept and rapid implementation of global classroom projects is particularly timely because of the dramatic political, social, an information changes that are taking place around the globe. In recent years, breakthroughs in science and technology have led to an explosion in knowledge. It is now estimated that the total knowledge of mankind current doubles every 7 to 8 years and that over 2,000 books are published daily. These figures continue to accelerate and do not even reflect the impact of digital technologies on the production of knowledge. Moreover, the rapid developments in science and telecommunications are changing our society from one based raw material to one based human knowledge and skills for solving problems. Concurrently, the world is growing even smaller and more interdependent. Educator students are increasingly aware that most world problems do not neatly reside within a single academic discipline or field of inquiry; rather, they span many of the traditional boundaries associated with communities and learning institutions. Therefore, the concept of a global classroom and its associated interconnectedness is enveloped.

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Ped Pedagogica agogica agogicall Iss Issues ues The growth of global classroom projects and their implementation have become a point of focus for the education restructuring movement. Educators are aware that they need learners to develop the following skills: • To understand and contribute to the economic and cultural development of their respective nations in the new information age; • To appreciate the intellectual and cultural richness of other societies; and • To implement critical thinking strategies and collaborative problem solving methods to work with their peers around the world in finding new solutions to the multiple social, political, economic, and ecological problems of the world. The classroom becomes a place in which learning is not only based on facts, but also on the exploration of information, the discover...