21st Century Learning
Our traditional education system is not designed to teach today's learners. Our economy has moved away from an emphasis on manufacturing to a knowledge-based system transformed by huge advances in technology. Future success for our students depends on their ability to communicate, collaborate, find and use information, and think critically – skills our current education system does not focus on. Unfortunately, teachers past and present have been trained to follow a behaviourist, teacher-centered style of instruction, commonly known as the “sage on the stage” approach, where students are passive learners who are taught to memorize facts and regurgitate information without any meaningful understanding or connection to what they are learning. To better prepare our students for the demands of a global marketplace, we must drastically overhaul the way we teach. We must move away from the habit of having students work independently at their own desks without talking to others (there are few, if any, jobs that require us to not speak to peers about what we are working on!) and instead move towards problem-based learning or what Prensky (2012) refers to as Partnering.
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Our curriculum in Ontario is overloaded. At the elementary level, teachers are expected to cover all areas of the curriculum by themselves, but even the most effective teachers cannot possibly be experts in all subject areas. Our system is academically divisive. Subjects are taught independently of one another and only occasionally highlight cross-curricular approaches. Core curriculum subjects such as Mathematics, Language, and Science are further sub-divided into strands. For example, Mathematics is divided into 5 strands and each strand is taught one at a time, independent from the others. After cycling through each of the 5 strands (3 weeks per strand means a 15 week rotation) the cycle begins again and students are expected to build upon what they learned several months earlier.
Students repeat this linear pattern of learning year after year within an age-determined peer group. From Kindergarten to Grade 12, the curriculum is so overloaded that there is little room for any additional demands. For instance, the Education Quality and Accountability Office (EQAO) assesses students in reading and writing in Grade 3, 6, and 9. Not only does this standardized test not take into consideration digital literacies, which students are becoming so adept at using, but the pressures of scoring well means that teachers are less likely to take a risk on new teaching methods, such as integrating technology into their program. In essence, teachers feel pressured to prepare students for the EQAO and therefore teach to the test, rather than incorporate new and innovative pedagogy.
Students repeat this linear pattern of learning year after year within an age-determined peer group. From Kindergarten to Grade 12, the curriculum is so overloaded that there is little room for any additional demands. For instance, the Education Quality and Accountability Office (EQAO) assesses students in reading and writing in Grade 3, 6, and 9. Not only does this standardized test not take into consideration digital literacies, which students are becoming so adept at using, but the pressures of scoring well means that teachers are less likely to take a risk on new teaching methods, such as integrating technology into their program. In essence, teachers feel pressured to prepare students for the EQAO and therefore teach to the test, rather than incorporate new and innovative pedagogy.
Making the Change
Currently, there are a number of organizations pushing for new standards and new curriculum in Canada and the United States. The Partnership for 21st Century Skills, the International Society for Technology in Education, and the Ontario Public School Boards Association, are all encouraging governments to overhaul our current framework for teaching and embrace new core competencies for a digital age.
The framework (inset image) designed by The Partnership for 21st Century Skills still includes the core subject areas but adds the themes of Civic Literacy, Global Awareness, Financial Literacy, Health Literacy, and Environmental Literacy. While I think this is an excellent start, I agree with Marc Prensky (2012) in that we must first begin a curriculum overhaul by deleting elements that are no longer needed. We can no longer add to our current system and expect meaningful understanding from our students, we must add breadth and depth to the most essential topics rather than continue to pile on additional areas of learning.
The framework (inset image) designed by The Partnership for 21st Century Skills still includes the core subject areas but adds the themes of Civic Literacy, Global Awareness, Financial Literacy, Health Literacy, and Environmental Literacy. While I think this is an excellent start, I agree with Marc Prensky (2012) in that we must first begin a curriculum overhaul by deleting elements that are no longer needed. We can no longer add to our current system and expect meaningful understanding from our students, we must add breadth and depth to the most essential topics rather than continue to pile on additional areas of learning.
Good Teaching
Good teaching in the 21st Century should focus on specific skills from our teachers and our students. Teachers will need to focus on developing their questioning skills to engage students and encourage them to take the next step in their learning. Teachers need a broad knowledge of a wide variety of technology and a solid general knowledge base to be able to respond to questions in different disciplines, not as an expert but as an intelligent learner. Teachers should be encouraged to develop strong metacognitive skills and be given training to teach these skills to students. Evaluation skills, particularly authentic assessment, is an imperative for teachers as they require expertise in evaluating student work. One needs to understand art to critique it, one needs to understand literature to judge a student’s understanding, and perhaps most importantly for a teacher is the need to assess the quality of learning materials and resources to determine whether they are appropriate for their teaching. In addition to these skills I believe that a teacher should have a reasonable knowledge base within their assigned subject.
I don’t believe, nor do I think it is practical, to expect that a teacher be an expert in their particular subject (an expert or master being someone who has completed 10,000 hours of study or practice in a particular field on the Malcolm Gladwell (2010) scale of mastery learning) but I think a reasonable knowledge of the subject is required that increases with the level or grade level of learning. For instance, a primary math teacher need not be familiar with advanced calculus, but a Grade 12 math teacher should have a good understanding of calculus in order to teach it effectively. Conversely, a primary language teacher should have a solid understanding of how children learn to read and the essential elements needed to provide the building blocks for success, while knowledge of language acquisition isn’t a necessity for the Grade 12 language teacher.
I don’t believe, nor do I think it is practical, to expect that a teacher be an expert in their particular subject (an expert or master being someone who has completed 10,000 hours of study or practice in a particular field on the Malcolm Gladwell (2010) scale of mastery learning) but I think a reasonable knowledge of the subject is required that increases with the level or grade level of learning. For instance, a primary math teacher need not be familiar with advanced calculus, but a Grade 12 math teacher should have a good understanding of calculus in order to teach it effectively. Conversely, a primary language teacher should have a solid understanding of how children learn to read and the essential elements needed to provide the building blocks for success, while knowledge of language acquisition isn’t a necessity for the Grade 12 language teacher.
"Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future."
~ The Partnership for 21st Century Skills
Artefact #1: Learning Theories - Connectivism and Flow Theory
Two learning theories that I found particularly interesting during my course work were Connectivism and Flow Theory. Connectivism was developed as a framework for learning by George Siemens and Stephen Downes (2005) to describe how the integration of technology affects learning and knowledge creation. Connectivism is often used to describe how learning occurs within video games or learning networks. Individuals learn to collaborate, interact, and dialogue with each other, while focussed on a shared goal which brings their thinking together. Flow theory, developed by Mihaly Csikszentmihalyi (1991), describes how students are engaged when connected to technology and become so focused on an activity that they will filter out all else for the sake of continuing. Similar to the state we often see people in when they are watching TV and are completely focussed, oblivious to the world around them, the difference here is that people are engaged in interactive technology that requires critical thinking, focused attention, and personal skill.
Reflection
From the many discussions I have had with friends and colleagues on the subject of video games in the classroom I am interested in developing the basic characteristics of a video game into everyday classroom routines. For instance, feedback in video games is specific and immediate. This would be very valuable in the classroom but can be challenging with only one teacher and a large number of students. I would like to develop ideas and methods for improving feedback for my students. Also, I would like to examine how to engage students using connectivism and flow theory using technology in the classroom but outside of video game play. I have an opportunity to purchase a 3D printer for my school this year and am curious to see if these theories will apply to programming, design and production of printed material.
Partnering
If we are able to change what we teach by changing the curriculum and focussing on 21st Century skills, then as a logical progression we must also focus on how we teach. "Partnering" was a term first used by Prensky (2012) to summarize all the well established variations on the same pedagogical theme - problem-based learning, student-centered learning, inquiry-based learning, constructivist learning, case-based learning - all these terms are essentially the same type of teaching. The reason Prensky uses the term Partnering is to illustrate a mutual respect between the instructor and learner where the instructor is a co-learner who focusses on questioning techniques to guide the student. I am a strong supporter of this method of teaching and I must admit that as a classroom teacher, Partnering is a difficult adjustment. It involves taking a huge risk and the first step is to stop talking and listen. It is important that the teacher understand student interests in order to guide them and make their investigation personally meaningful. It also requires that the teacher step back from being the dispenser of knowledge and allow the students to create their own meaning through research and presentation.
I have also included a short video presentation below, created by Sam Northern that succinctly summarizes what Partnering is all about and clearly highlights the benefits to both teachers and students.
I have also included a short video presentation below, created by Sam Northern that succinctly summarizes what Partnering is all about and clearly highlights the benefits to both teachers and students.
Artefact #2: Partnering in the Classroom
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Reflection
Partnering, if used effectively, holds the promise of not only engaging and inspiring students, but increasing test scores as well. The key to success is engaging students in the learning by connecting to their interests and passions and relating what they learn to real and relevant experience. Through Partnering, learning should become personalized with a focus on character by connecting to a larger, global community and not limiting learning to within the walls of the classroom. I believe that most teachers feel that Partnering can be a powerful teaching method with a great deal of potential, but if real change is to take place then Partnering needs to be included in the vision statement at the Board level and teachers must be given professional development on how to begin implementing this teaching into their classrooms.
For the Technology and the Curriculum course I created a short presentation on Partnering in a small group and I have included it below (with their permission). What I like about this presentation is the levels of Partnering for both teachers and students and feel that it would fit in nicely with Charlotte Danielson's (2007) work on a creating a framework for professional practice. Introducing Partnering into practice will need to be a gradual process where both the student and the teacher adjust to a new style of learning (even though the concept has existed for a very long time!). Developing a framework, or a step-by-step guide, would be valuable for teachers to provide goals and focus their understanding of how and why Partnering can be an effective tool for teaching.
For the Technology and the Curriculum course I created a short presentation on Partnering in a small group and I have included it below (with their permission). What I like about this presentation is the levels of Partnering for both teachers and students and feel that it would fit in nicely with Charlotte Danielson's (2007) work on a creating a framework for professional practice. Introducing Partnering into practice will need to be a gradual process where both the student and the teacher adjust to a new style of learning (even though the concept has existed for a very long time!). Developing a framework, or a step-by-step guide, would be valuable for teachers to provide goals and focus their understanding of how and why Partnering can be an effective tool for teaching.
Authentic Assessment
Our traditional method of assessment must change along with our methods of teaching as standardized tests will give us an accurate representation of what a student knows and has learned. A multifaceted approach to assessment is needed if we are to effectively measure 21st Century skills. The P21 recommends that in order to be authentic, assessment must:
Being a realist, I understand that there is little hope of completely eliminating standardized testing, at least at the beginning, but modifying the tests from multiple choice to a more effective measure is certainly a possibility. I would add that student assessments, both self and peer assessments, are equally as valuable and form the basis for students as reflective practitioners, a 21st Century skill often overlooked among the essential skills. I also support the idea of digital portfolios, which can be a more accurate measure of learning over time and provides a clear picture of a students accomplishments throughout a school year.
- Support a balance of assessments, including high-quality standardized testing along with effective classroom formative and summative assessments
- Emphasize useful feedback on student performance that is embedded into everyday learning
- Require a balance of technology-enhanced, formative and summative assessments that measure student mastery of 21st century skills
- Enable development of portfolios of student work that demonstrate mastery of 21st century skills to educators and prospective employers
- Enable a balanced portfolio of measures to assess the educational system’s effectiveness at reaching high levels of student competency in 21st century skills
Being a realist, I understand that there is little hope of completely eliminating standardized testing, at least at the beginning, but modifying the tests from multiple choice to a more effective measure is certainly a possibility. I would add that student assessments, both self and peer assessments, are equally as valuable and form the basis for students as reflective practitioners, a 21st Century skill often overlooked among the essential skills. I also support the idea of digital portfolios, which can be a more accurate measure of learning over time and provides a clear picture of a students accomplishments throughout a school year.
Artefact #3: Literature Review on Authentic Assessment Practices
Reflection
What I gained from completing this assignment was a better perspective on what authentic assessment really means and it’s place in my teaching practice. I have been to authentic assessment workshops but now realize that they were ironically out of context (irony seems to play a big role in conversations around authentic assessment). One workshop leader told us that authentic assessment was now expected practice, that it is not a passing fad or another paradigm of educational theory that will disappear in a few years, but something that will become part of our day to day teaching. This generally has the effect of ratcheting the anxiety level in the room by a few degrees as more established teachers take comments like that to mean that everything they have done up until this point is wrong. The irony lies in the fact that what many good teachers are doing, and have done for many years, is authentic assessment, but many of the mandated standardized tests students must write are forcing teachers to change their practice to focus on teaching to the test.
Questions that I still have about authentic assessment are based around the balance of tests and authentic tasks. I wonder what is the right balance between the two when authentic tasks are a more effective way to teach for understanding, yet we still need tests as a requirement of our Board and our government. I believe that balance will depend on a number of factors and is without a simple answer. It is left to the judgment of the teacher to find the right balance for each class, but going forward it will be important to try to place more emphasis on authentic tasks and less on tests. A difficult assignment as more and more standardized tests are introduced. One thought that I will take away from this course is to question the purpose behind each test. What am I trying to achieve and measure from giving this test? Will it provide an accurate reflection of what I think my students know and can demonstrate?
Questions that I still have about authentic assessment are based around the balance of tests and authentic tasks. I wonder what is the right balance between the two when authentic tasks are a more effective way to teach for understanding, yet we still need tests as a requirement of our Board and our government. I believe that balance will depend on a number of factors and is without a simple answer. It is left to the judgment of the teacher to find the right balance for each class, but going forward it will be important to try to place more emphasis on authentic tasks and less on tests. A difficult assignment as more and more standardized tests are introduced. One thought that I will take away from this course is to question the purpose behind each test. What am I trying to achieve and measure from giving this test? Will it provide an accurate reflection of what I think my students know and can demonstrate?
Digital Citizenship
Digital Citizenship is essentially a code of ethics for our online behaviour and actions. In the real world we try to be good citizens by developing our character, being considerate of others, living by a set of values, and behaving according to the golden rule. Our online world is different from our real world in that we don't always see or hear each other person to person. Instead we can create our own online identities. Living our online life through the code of ethics, values and character we would use in real life helps us interact and communicate in our online life respectfully and responsibly. The aim of teaching the concepts of Digital Citizenship in our schools is to inspire students to take initiative, be responsible their learning, and demonstrate character through their behaviour online and face to face.
CommonSenseMedia has developed a K-12 curriculum for Digital Citizenship that is divided into the following 8 categories: Cyberbullying, Creative Credit & Copyright, Relationships & Communication, Information Literacy, Privacy & Security, Self-Image & Identity, Internet Safety, and Digital Footprint & Reputation.
CommonSenseMedia has developed a K-12 curriculum for Digital Citizenship that is divided into the following 8 categories: Cyberbullying, Creative Credit & Copyright, Relationships & Communication, Information Literacy, Privacy & Security, Self-Image & Identity, Internet Safety, and Digital Footprint & Reputation.
Here's an introductory video for staff and students on Digital Citizenship and the key rules for students to protect themselves online. While Digital Citizenship has yet to be officially integrated into the Ontario curriculum, I believe that it should be included in a revised Language curriculum document for K-12. I have suggested in the past that Digital Citizenship should be an entirely new curriculum subject and taught separately. However, I now feel that because Digital Citizenship is so cross-curricular in nature and covers so many aspects of our current curriculum, it is best placed within our Language curriculum. Using Digital Citizenship as a natural starting point, the Language curriculum should be revised to include technology use as a foundation for language learning.
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Certainly students who learn about Digital Citizenship will become more globally aware and become more civic minded as they learn about the ethics of acting responsibly online and in person. 21st Century learning skills - such as creativity, collaboration, critical thinking and problem solving - can be seamlessly integrated into the concepts of Digital Citizenship. So many of the issues students will face regarding technology use will be situational, meaning that there is no textbook answer for how to deal with every situation. They must be given the tools to learn to think for themselves and use their best judgement, and demonstrate their character.
Artefact #4: Overview of Digital Citizenship
Artefact #5: Wiki Resource for Digital Citizenship
Link to Resource for Digital Citizenship
For the Technology and the Curriculum course I created a resource for teachers on Digital Citizenship in the form of a Wiki with detailed information that I have included here. As an elementary school teacher I have a vested interest in this topic and believe strongly that Digital Citizenship needs to become a part of our new curriculum, to be integrated and taught alongside curriculum areas such as Language, Math and Science.
For the Technology and the Curriculum course I created a resource for teachers on Digital Citizenship in the form of a Wiki with detailed information that I have included here. As an elementary school teacher I have a vested interest in this topic and believe strongly that Digital Citizenship needs to become a part of our new curriculum, to be integrated and taught alongside curriculum areas such as Language, Math and Science.
Reflection
Teaching our students about Digital Citizenship is now as essential as teaching them to read and write. We must empower our students to act responsibly and ethically online by helping them to develop a sense of ownership over their actions, behaviours and the decisions they make while online. Jane McGonigal (2009) states in her TEDTalk that students will complete 10,080 hours of schooling from Grade 5 to the end of Grade 12 with a perfect attendance record. She goes on to state that young people in a country with a strong "gaming culture" such as ours, will complete 10,000 hours of video game play by the age of 21. There is a parallel system of learning occurring alongside our education system that our students are engaged in and learning from, independent of what we are teaching them. Remember that this statistic does not include time using the Internet, smartphones, social media, texting or watching TV! In order to engage students we must not only tap into this vast resource for learning, but we must enter into a discussion about safety, privacy, digital footprints, netiquette, and cyberbullying. Digital citizenship includes “an obligation toward bettering our (digital) communities through critical, ethical and moral decision-making.” (Couros, 2012) Our students spend a significant part of their lives exploring our new digital world where behavioural, cultural, and societal norms are often unclear. While this digital world offers unlimited opportunities for our students, we must also understand that it can also be fraught with great risks. It is imperative that our students learn about Digital Citizenship in order to make safe, ethical decisions online to act as responsible, 21st Century citizens. I strongly believe that Digital Citizenship should be a mandatory subject beginning in Kindergarten and taught through to Grade 12. We include character development in our current curriculum, why wouldn't we include Digital Citizenship and strive to develop a dialogue with students from an early age to address the many issues that arise out of online behaviour and technology use? One of my personal and professional goals is to establish program for Digital Citizenship in an elementary setting and write about my findings. I intend to use the lesson plans from Common Sense media to teach these concepts and hopefully engage students in a conversation about their online behaviour and foster critical thinking skills they can use to guide their judgement and make important decisions online. |
"Our role [educators] has really been to say these issues of children's behavior [online] really belong in the center of education as opposed to justice and law enforcement...Because this is about empowering young people to navigate this world responsibly and ethically. And it's about doing that in the context of school and home."
~ Ian Quillen, 2010