Technology for Teaching & Learning 1

Understandi
ng the 21st
Century
Learners
 Lesson
Objectives
The following presentation and collection of resources
will focus on students developing the skills to achieve
the following:

1 2 3
Characteristics of the Theoretical Systematic Approach
21st Century Learners Foundations of Towards a Holistic
Learning View of Teaching,
Learning, and
Technology
Introduction
Learning is the development of new knowledge,
skills, or attitudes as an individual
interacts with information and the environment.
Learners in the 21st century need to be better
educated to assume the challenges of continually
evolving knowledge and skill requirements for
the future.
 CHARACTERISTICS OF A 21ST
Creativity And Innovation
CENTURY LEARNER
Creative and innovative
skills are highly desired in the 21st century learners. 21st century children
need to be able
to think creatively, work creatively with others and also implement
innovation in their
everyday lives. Teachers needs to foster and support the development of
creative skills in
learners that allows for them to take part in creative exploration and
discovery.
 CHARACTERISTICS OF A 21ST
• Collaboration and
CENTURY LEARNER
Communication
the world learners are growing up in today is a
world where communication, collaboration and teamwork is essential.
Effective
collaboration requires students learn to respect each other’s differences and
use their
different personalities.
 CHARACTERISTICS OF A 21ST
Critical Thinking &
CENTURY LEARNERProblem
Solving
students need the ability to think critically and
solve any problem which may occur in their lives. Constant technological
advancements
mean that students need to be prepared to adapt to any change and continue
to perform
at their potential, both in their education and future employment.
Key Areas of
Literacy
• General literacy -- the ability of a student to comprehend
or decode information and to
use, transform, and create new information.
• Text literacy – skills to use text – based resources as a
means to gather, interpret, and
communicate information.
• Computer literacy -- encompasses the knowledge and
skills to operate systems and how
to recognize and find solutions to hardware and software
problems.
 Key Areas of
Literacy
• Distance learning literacy -- comprises three main components
that are applicable when
teachers and students are separated by time or distance: designing
and facilitating
learning experiences, modelling and promoting learning and
responsibility, and engaging
in lifelong learning.
• Cyber learning literacy – involves the use of a variety of
technology tools to connect
students with people and resources beyond the boundaries of a
normal classroom setting.
 Key Areas of
• Visual literacy – learned ability to interpret and create visual
Literacy
messages accurately from
visual media in instructions such as textbooks, workbooks, digital
media, newspapers,
books, and magazines filled with visual images.
• Audio literacy – skill to understand the role of hearing and
listening in learning when
verbally presenting information to students.
• Video literacy -- understands and evaluates video messages and
to create video that
appropriately achieves the intended outcomes in digital formats
such as DVD and
 Key Areas of
• Media literacy – students’ abilities to interpret and produce a
Literacy
wide variety of media,
including text, audio, visuals, and video, which are often combined
to form multimedia.
• Information literacy – require a high degree of capability to
locate materials from a variety
of online sources and ensure the material is accurate, appropriate,
easily accessible, and
useable according to copyright guidelines.
 Learning Styles

Learning style is another factor influencing how an individual learns. Most learning style
theorists identify three primary modalities for learning: auditory, visual, and kinaesthetic. Some
individuals learn best by listening, others learn best by seeing, and others learn best by doing.
Although everyone can learn using each of these modalities, learning style theorists suggest that
each person has a preference, a dominant sensory gateway.
Multiple
Intelligence
Multiple
Intelligences
It is important for teachers to be aware of the multiple types of
student intelligences when
planning lessons. The concept of Multiple Intelligence was
developed by Howard Gardner, who
introduced a revolutionary theory of various kinds of
intelligences. A learner may exhibit more
than one kind of genius.
Multiple
Intelligences
Theoretical foundations of
Learning
How teachers view the role of technology and media in the classroom
depends very much
on their beliefs about how people learn.

Behaviorist Perspective Cognitivist Constructivist Perspectiv

Perspective
– knowledge is a constructed
view all behavior as a response to – focus on learning as a mental element resulting from the
external stimuli. A stimulus operation that takes place when learning process. Further,
is the initial action directed to the information enters through the knowledge is unique to the
organism, and a response is the senses, undergoes mental individual who constructs it.
organism’s reaction to manipulation, is stored, and is Learning is not seen as just the
that action. finally used. product of mental processes; it is an
entirely unique
product for each individual based on
the experiences within which those
mental processes
Theoretical foundations of
Learning
How teachers view the role of technology and media in the classroom
depends very much
on their beliefs about how people learn.

Social Learning
Perspective -
the other view that of social
constructivism was well
articulated by Lev Vygotsky and
Albert Bandura. Their view is that
learning is considered
a result of the collaboration of a
group of learners
 Domains of
Benjamin Bloom classified educational objectives into three domains such as cognitive,

specific,
Learning
affective, and psychomotor. In stating these objectives, they should be expressed as

observable, measurable, realistic, and time – bounded terms.

Cognitive domain – composed of intellectual abilities which involve the recall of

specific
information and the processes of analysis and decision making.
Affective domain – includes emotions, interest, appreciation and others related to
aesthetic
expression. They are frequently hidden from observation since they are values which a
learner
places upon what is being learned including attitudes toward learning.
Psychomotor domain – embraces muscular or motor abilities – manipulation, writing
vocational
and technical abilities. These are behaviors that require motor skills. The first term,
psycho,
means mind, and the second term, motor means movement.
Integrating Technology
with Bloom’s Taxonomy
 Bloom’s Digital
Taxonomy
The purpose of this illustration is to inform the teachers of how to use technology and
digital tools to facilitate student learning experiences and outcomes. It aims, “to expand
upon the skills associated with each level as technology becomes a more ingrained essential
part of learning.” The digital tools can act as vehicles for transforming students’ thinking at
different
levels.
Bloom’s Digital
Taxonomy
Taxonomy
 SYSTEMATIC APPROACH
TOWARDS A HOLISTIC VIEW OF
TEACHING, LEARNING, AND
TECHNOLOGY
The systems approach views the entire educational
program as an orchestrated learning pattern will all
parts harmoniously integrated into the whole: the
school, the teacher, the students, the objectives, the
media, the materials, and the assessment tools and
procedures. This approach integrates the older, more
familiar methods and tools of instruction with the new
ones such as the utilization of technology to a creation
of a System Instructional Design.
End