EDU 39

BUILDING and
ENHANCING NEW
LITERACIES ACROSS
CURRICULUM
21 CENTURY EDUCATION
st

 provides students with the skills and competencies they

need to thrive in the 21st century.
 one that responds to the economical, technological, and societal shifts
that are happening at an ever-increasing pace.
 one that sets children up to succeed in a world where more than half of the jobs
they’ll have over their careers don’t even exist yet.
 It consists of the following:
 a 21st-century educator
 approaches to teaching
 approaches to learning
 technology-enhanced learning, and
 a 21st-century classroom.
21st-century educator - plans for the future, is a master with educational
technology, is adaptive and collaborative. They are lifelong learners. In a 21st-
century classroom our educators are:
What does this imply for teachers?
1. Teachers must discover student interest by helping them see what and how
they are learning to prepare them for life in the real world.;
2. They must instill curiosity, which is fundamental to lifelong learning;
3. They must be flexible in how they teach.; and
4. They must excite learners to become more resourceful so that they will
continue to learn outside formal school.
Approaches to teaching in a 21st century education are broad and flexible
strategies depending on the context and needs of students. They are: based
on inquiry, focused on conceptual understanding, developed in local and
global contexts, focused on effective teamwork and collaboration, designed
to remove barriers to learning, and informed by assessment.

Approaches to learning in a 21st century education teach students

fundamental skills emphasized in developmentally appropriate ways. These
skills are: thinking, research, communication, social and self-management
skills. They aim to empower learners to see learning as an active and
dynamic process.
Technology-Enhanced Learning (TEL) consists of four main concepts: mobile
learning, citizen science, openness and learning at scale.
mobile learning – also known as M-learning, is a new way to access
learning content using mobile devices. It’s possible to learn whenever and
wherever you want, as long as you have a modern mobile device connected to the
Internet.
citizen science – the practice of public participation and collaboration in
scientific research to increase scientific knowledge.
learning at scale – the study of the technologies, pedagogies, analyses,
and theories of learning and teaching that take place with a large number of
learners and a high ratio of learners to facilitators.
 massive open online courses, mobile learning applications, intelligent
tutoring systems, open courseware, learning games, citizen science
communities, collaborative programming communities, community tutorial
systems, shared critique communities, and countless informal communities of
learners are all examples of learning at scale.
TEL focuses on the learning design in how technology is applied in education.
TEL in a 21st-century environment develop students’ ability to engage with multiple texts
in multiple modes of literacy: digital, media, information, critical and design literacy.
digital literacy – an individual's ability to find, evaluate, and clearly communicate
information through typing and other media on various digital platforms.
media literacy – provides a framework to access, analyze, evaluate, create and
participate with messages in a variety of forms — from print to video to the Internet.
information literacy – the ability to find, evaluate, organize, use, and communicate
information in all its various formats, most notably in situations requiring decision
making, problem solving, or the acquisition of knowledge.
critical literacy – involves the questioning and examination of ideas, and requires
one to synthesize, analyze, interpret, evaluate and respond to the texts one reads or
listens to.
design literacy - general ability to understand and discuss how just about anything,
from a house, to a highway, to a poster, to a website is designed and what makes it good
or bad.
The most important aspect of TEL is ensuring that educators do not just replace
old habits or sustain existing patterns of teaching with technology, but rather
enhance and change their practices.

There are three levels of potential TEL benefits:

• Efficiency: existing processes carried out in a more cost-effective, time-effective,
sustainable manner.
• Enhancement: improving existing processes and the outcomes.
• Transformation: radical, positive change in existing processes or introducing new
processes.
A 21st-century classroom is the environment that can support these four
concepts mentioned.
The environment for learning promotes inquiry-based, student-led learning and
teaching.
The round tables enable students to sit and work in groups, with the teacher
facilitating through active social engagement.
The relationship between teacher and student is a partnership. The teacher no
longer stands in front of the room, writing on a chalkboard.
21st-century educators encourage students' collaboration and communication,
sparking their curiosity, encouraging their desire to learn and providing support
for their personal journey.
21st century schools
Focus on a project – based curriculum for life that would engage students in
addressing real – world problems and humanity concerns and issues.

21st century curriculum

Its attributes are interdisciplinary, project – based and research driven
It integrates higher order thinking skills, multiple intelligences, technology and
multimedia, multiple literacies, and authentic assessments, including service-
learning.
Learning is not confined through memorization of facts and figures alone but
rather is connected to previous knowledge, personal experience, interests,
talents, and habits.
21st century learning
students master content while producing, synthesizing, and evaluating
information from a wide variety of subjects and sources with an understanding
of and respect for diverse cultures. Students demonstrate the three Rs, but also
the three Cs: creativity, communication, and collaboration. They demonstrate
digital literacy as well as civic responsibility.

“21st-century skills”
 is generally used to refer to certain core competencies such as collaboration,
digital literacy, critical thinking, and problem-solving that advocates believe
schools need to teach to help students thrive in today’s world.
 set of abilities that students need to develop to succeed in the information
age.
 grounded on the belief that students must be educated in a more relevant,
useful, in-demand ang universally applicable manner.
 addresses the whole child or the. whole person (AACTE, 2010).
3 types of Skills Listed by The Partnership for 21st Century Skills
a. Learning Skills – comprised of critical thinking, creative thinking, collaborating, and
communicating
b. Literacy Skills – composed of information literacy, media literacy, and technology
literacy
c. Life Skills – include flexibility, initiative, social skills, productivity and leadership

Skills that are Demanded in the Job Market

 knowing a trade, following directions, getting along with others, working hard and
being professional, efficient, prompt, honest, and fair.
 think deeply about issues, solve problems creatively, work in teams, communicate
clearly in many media, learn ever-changing technologies and deal with the influx of
information.
 flexible, take the initiative, lead when necessary, and create something new and
useful.
 can think critically, solve problems creatively, innovate, collaborate and communicate.
16 critical skills identified for the 21st century by World Economic Forum held a
meeting in Dubai in March 2015
Foundational Literacies
a. Literacy - the ability to read and write
Reading and writing abilities vary across different cultures and contexts,
and these too are constantly shifting. Nowadays, 'reading' encompasses complex
visual and digital media as well as printed material.

Elements
of Literacy
b. Numeracy - knowledge, skills, behaviors and dispositions that students need in
order to use mathematics in a wide range of situations.
It involves recognizing and understanding the role of mathematics in the
world and having the dispositions and capacities to use mathematical knowledge
and skills purposefully.
c. Scientific literacy – ability understand, experiment, and reason as well as
interpret scientific facts and their meaning.
d. ICT literacy - ability of students to use digital technology, communication tools
and/or networks appropriately to solve information problems to function in an
information society
e. Financial literacy - the cognitive understanding of financial components and
skills such as budgeting, investing, borrowing, taxation, and personal financial
management.
f. Cultural and civic literacy –
Cultural literacy means being able to understand the traditions, regular activities
and history of a group of people from a given culture.
Civic literacy - having the knowledge and skills you need to participate in
making change in your community.
While the graphic represents each element distinctly for descriptive purposes, the
Partnership views all the components as fully interconnected in the process of
21st century teaching and learning.
I. Learning and Innovation Skills
A. Critical Thinking and Problem Solving. These may include effectively
analyzing and evaluating evidence, arguments, claims and beliefs; and solving
different kinds of non-familiar problems in both conventional and innovative
ways. Skill Sub - skills
1. Work together effectively in team Establish clear definitions and agreements on the roles of effectively in partners
in the collaborative process

Keep communication open within teams to carry out tasks

Carefully identify obstacles and address problems cooperatively

2. Reason Effectivity Use various types of reasoning (inductive, deductive, etc.) effectively as
appropriate to the situation

Use systems thinking

Analyze how parts of a whole interact with each other to produce overall
outcomes in complex systems
3. Make judgments and Effectively analyze and evaluate evidence, arguments,
decisions claims and beliefs.
Analyze and evaluate major alternative points of view
Synthesize and make connections between info
arguments
Interpret information and draw conclusions based on
the analysis
Reflect critically on learning experiences and processes
4. Solve Problems Solve different kinds of non-familiar problems in both
conventional and innovative ways
Identify and ask significant questions that clarify various
points of view and lead to better solutions
B. Communication. This pertains to articulating thoughts and ideas effectively
using oral and written communication skills in a variety of forms and contexts.
Skill Sub - skills
1. Communicate cl Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of
early forms and contexts
Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions
Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
Utilize multiple media and technologies, and judge their effectiveness a priori, as well as assess their impact
Communicate effectively in diverse environments (including|| multi-lingual)
Use technology as a tool to research, organize, evaluate and communicate information
Use digital technologies (computers, PDAs, media players GPS, etc.), communication/networking tools and social
networks appropriately to access
Exercise flexibility, and willingness in making necessary compromises to accomplish a common goal
Assume shared responsibility for collaborative work, an value the individual contributions made by each team
member
C. Collaboration. It entails demonstrating ability to work effectively and
respectfully with diverse teams.
Skill Sub - skills

Work together Establish clear definitions and agreements on the

effectively in team roles of effectively in partners in the collaborative
process

Keep communication open within teams to carry

out tasks

Carefully identify obstacles and address problems

cooperatively
D. Creativity and Innovation. It denotes use of wide range of idea creation
techniques to create new and worthwhile ideas.
Skill Sub - skills
1. Think Creatively Use a wide range of idea creation techniques, such as creatively brainstorming

Create new and worthwhile ideas (both incremental and radical concepts)

Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative
efforts
2. Work creatively with others Develop, implement and communicate new ideas to others effectively
Be open and responsive to new and diverse perspectives; incorporate group input and feedback
into the work

Demonstrate originality and inventiveness in work and understand the real-world limits to adopting
new ideas

View failure as an opportunity to learn; understand that creativity and innovation is a long-term,
cyclical process of small successes and frequent mistakes

3. Implement Innovations Act on creative ideas to make a tangible and useful contribution
innovations to the field in which the innovation will occur
II. INFORMATION, MEDIA AND TECHNOLOGY SKILLS
People in the 21st century live in a technology and media-saturated environment
marked by the following: (1) access to an abundance of information; (2) rapid
changes in technology tools; and 3) the ability to collaborate and make individual
contributions on an unprecedented scale.
A. Information Literacy. It refers to accessing and evaluating information critically
and competently and managing the flow of information from a wide variety of
sources.
Skill Sub - skills

1. Access and evaluate Access information efficiently (time) and effectively

information (sources)
Evaluate information critically and competently
 Skill Sub - skills
2. Use and manage Use information accurately and creatively for the issue or problem at
information hand

Manage the flow of information from a wide variety of sources

Apply a fundamental understanding of the ethical/legal issues

surrounding the access and use of information

B. Media Literacy. It underscores understanding both how and why media

messages are constructed; creating media products by understanding and utilizing
the most appropriate media creation tools, characteristics and conventions.
 Skill Sub - skills
1. Analyze media Understand both how and why media messages are constructed, media
and for what purposes

Examine how individuals interpret messages differently, how values and

points of view are included or excluded, and how media can influence
beliefs and behaviors
Apply a fundamental understanding of the ethical/legal issues
surrounding the access and use of media

2. Create media Understand and utilize the most appropriate media creation
products characteristics and conventions

Understand and effectively utilize the most appropriate expressions and

interpretations in diverse, multi-cultural
Environments
C. Technology Literacy. It pertains to the use of technology to research, organize,
evaluate and communicate information.
Skill Sub - skills
1. Apply technology Use technology as a tool to research, organize, evaluate and
effectively technology communicate information
Use digital technologies (computers, PDAs, media players,
GPS, etc.), communication/networking tools and social
networks appropriately to access, manage, integrate,
evaluate and create information to successfully function in a
knowledge economy
Apply a fundamental understanding of the ethical/legal
issues
surrounding the access and use of information technologies
D. Life and Career Skills. Today's life and work environments both require more
than thinking skills and content knowledge. Cultivating the ability to navigate the
complex life requires students to develop the following · life and career skills: (1)
flexibility and adaptability; (2) initiative and self-direction; (3) social and cross-
cultural skills; (4) productivity and accountability; and (5) leadership and
responsibility (AACTA, 2010).
Flexibility and Adaptability
Skill Sub - skills
1. Adapt to change Adapt to Adapt to varied roles, job responsibilities, schedules and contexts change

Work effectively in a climate of ambiguity and changing priorities

Incorporate feedback effectively

2. 2. Be flexible
Deal positively with praise, setbacks and criticism

Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in
multi-cultural
Environments
Initiative and Self-Direction
Skills Sub-skills
1. Manage goals and time Set goals with tangible and intangible success criteria

Balance tactical (short-term) and strategic (long-term goals)

Utilize time and manage workload efficiently

2. Work independently Monitor, define, prioritize and complete tasks without in oversight

3. Be self-directed learner Go beyond basic mastery of skills and/or curriculum to explore and expand one's own learning and opportunities to gain
expertise

Demonstrate initiative to advance skill levels towards a professional level

Demonstrate commitment to learning as a lifelong process

Demonstrate integrity and ethical behavior in using influence

and power

4. Be responsible to others Act responsibly with the interests of the larger community in mind responsible

Consider others' ideas and view points

Look for others' welfare and safety in all circumstances

Assist others in times of their downfalls and setbacks
Social and Cross-Cultural Skills
Skills Sub-skills
1. Interact effectively with Know when it is appropriate to listen and when to speak
others
Conduct one's self in a respectable, professional manner

2. Work effectively in Respect cultural differences and work effectively with

diverse teams people from a range of social and cultural backgrounds

Respond open-mindedly to different ideas and values

Leverage social and cultural differences to create new ideas

and increase both innovation and quality of work
Productivity and Accountability
Skills Sub-skills
1. Manage projects Set and meet goals, even in the face of obstacles and competing pressures

Prioritize, plan and manage work to achieve the intended result

2. Produce products Demonstrate additional attributes associated with producing results high quality
products, including the abilities to:

- Work positively and ethically

- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results
Leadership and Responsibility
Skills Sub-skills
1. Guide and lead others Use interpersonal and problem-solving skills to influence and lead
others. guide others toward a goal
Leverage strengths of others to accomplish a common goal

Inspire others to reach their very best via example and selflessness

Demonstrate integrity and ethical behavior in using influence and

power

2. Be responsible to others Act responsibly with the interests of the larger community in mind
According to thoughtful learning.com, the 21st century skills include:
1. critical thinking, problem-solving, reasoning, analysis, interpretation,
synthesizing information;
2. research skills and practices, interrogative questioning;
3. creativity, artistry, curiosity, imagination, innovation, personal expression;
4. perseverance, self-direction, planning, self-discipline, adaptability, initiative;
5. oral and written communication, public speaking and presenting, listening;
6. leadership, teamwork, collaboration, cooperation, facility in using virtual
workspaces;
7. information and communication technology (ICT) literacy, media and Internet
literacy, data interpretation and analysis, computer programming;
8. civic, ethical, and social justice literacy;
9. economic and financial literacy, entrepreneurialism;
10. global awareness, multicultural literacy, humanitarianism;
11. scientific literacy and reasoning, the scientific method;
12. environmental and conservation literacy, ecosystem understanding; and
13. health and wellness literacy, including nutrition, diet, exercise, and public
health and safety.

Seven Survival Skills Advocated by The Global Achievement Gapincludes:

1. critical thinking and problem-solving;
2. collaboration across networks and leading by influence;
3. agility and adaptability;
4. initiative and entrepreneurialism;
5. effective oral and written communication;
6. accessing and analyzing information; and
7. curiosity and imagination
4c’s for 21st century skills
a. Critical Thinking – the analysis of available facts, evidence, observations, and
arguments to form a judgment.
b. Creativity – the act of turning new and imaginative ideas into reality.
c. Collaboration – working practice whereby individuals work together for a
common purpose to achieve common benefit.
d. Communication – the act of transferring information from one place, person
or group to another.
Integrating 21st Century in Teaching-Learning Process
Elements Necessary to Ensure Student’s Mastery of 21st Century skills
1. 21st Century Standards;
2. Assessments;
3. curriculum and instruction;
4. professional development; and
5. learning environments
21st Century Standards
1. Focus on 21st Century skills, content knowledge and expertise
2. Build understanding across and among core subjects, as well as
21st Century interdisciplinary themes
3. Emphasize deep understanding rather than shallow knowledge
4. Engage students with the real-word data, tools and experts they will
encounter in college, on the job, and in life; students learn best when
actively engaged in solving meaningful problems
5. Allow multiple measures of mastery
Assessment of 21st Century Skills
1. Supports a balance of assessments, including high-quality standardized testing
along with effective formative and summative classroom assessments
2. Emphasizes useful feedback on student performance that is embedded into
everyday learning
3. Requires a balance of technology-enhanced, formative and summative
assessments that measure student mastery of 21st Century skills
4. Enables development of portfolios of student work that demonstrate mastery
of 21st Century skills to educators and prospective employers
5. Enables a balanced portfolio of measures to assess the educational system’s
effectiveness in reaching high levels of student competency in 21st Century skills
(AACTE,2010)
21st Century Curriculum and Instruction
1. Teaches 21st Century skills discretely in the context of core subjects and
21st Century interdisciplinary themes
2. Focuses on providing opportunities for applying 21st Century skills across
content areas and for a competency-based approach to learning
3. Enables innovative learning methods that integrate the use of supportive
technologies, inquiry and problem-based approaches and high-order thinking
skills
4. Encourages the integration of community resources beyond school walls
(AACTE,2010)
21ST Century Professional Development
1. Highlights ways teachers can seize opportunities for integrating 21st Century skills, tools and
teaching strategies into their classroom practice and help them identify what activities they can
replace/de-emphasize
2. Balances direct instruction with project-oriented teaching methods
3. Illustrates how a deeper understanding of subject matter can enhance problem-solving, critical
thinking, and other 21st Century skills
4. Enables 21st Century professional learning communities for teachers that model the kinds of
classroom learning that best promotes 21st Century skills for students
5. Cultivate teachers’ ability to identify students’ particular learning styles, intelligences,
strengths and weaknesses
6. Helps teachers develop their abilities to use various strategies (such as formative assessments)
to reach diverse students and create environments that support differentiated teaching and
learning
7. Supports the continuous evaluation of students’ 21st Century skills development
8. Encourages knowledge sharing among communities of practitioners using face-to-face, virtual
and blended communications
9. Uses scalable and sustainable model of professional development (AACTE,2010)
The 21st Century Learning Environments
1. Create learning practices, human support and physical environments that will
support the teaching and learning of 21st Century outcomes
2. Support professional learning communities that enable educators to
collaborate, share best practices and integrate 21st Century skills into classroom
practice
3. Enable students to learn in relevant, real word 21st Century context (e.g.,
through project-based or other applied work)
4. Allow equitable access to quality learning tools, technology and resources
5. Provide 21st Century architectural and interior designs for group, team and
individual learning
6. Support expanded community and international involvement in learning, both
face-to-face and online
21st Century Learning Environment
 students collaborate with their peers, exchange insights, coach and
mentor one another and share talents and skills with other students.
 allows cooperative learning in which students work in teams and with this,
cooperation is given more emphasis than competition.
 environmentally friendly, energy-efficient, and “green” schools.
 has plenty of wall space and other areas for displaying student work that
includes a place where the parents and the community can gather to watch
student performances, as well as a place where they can meet for discussions.
Technology In the 21st Century Pedagogy
Technologies are not ends in themselves but these are tools students use to create
knowledge for personal and social change.
 better bandwidth of Wifi access
Various laboratories and learning centers are set up
All classrooms should have televisions
Understanding 21st Century Learners
 Students’ entire lives have been immersed in the 21st Century media culture.
 young people (age 8-18) spend on electronic media an average of six hours a
day.
 many are multitasking, such as listening to music while surfing the Web or
instant-messaging friends while playing a video game.
 preschoolers easily navigate electronic multimedia resources on games, in
which they learn colors, numbers, letters, spelling, and more complex tasks, such
as mixing basic colors to create new colors, problem-solving activities, and reading.
“Today’s students are referred to as “digital natives”, while educators as “digital
immigrants” (Prensky, 2001).
digital natives – usually react, are random, holistic and non-linear. Their
predominant senses are motion and touch. They learn through experience and learn
differently.
digital immigrants – often reflect, are sequential and linear. Their predominant
senses are hearing and seeing. They tend to intellectualize and believe that learning is
Reflect on these:
1. Students’ entire lives have been immersed in the 21st Century media culture.
They take in the world via the filter of computing devices, such as cellular
phones, hand held gaming devices, PDAs, and laptops plus the computers, TVs,
and game console at home.
2. Today’s students understand how to access and utilize these tools, they use
them only for entertainment purposes. (Dr. Michael Wesch)

Personal Digital Assistants (PDAs) are small networked computers which can fit in
the palm of your hand. The term is coined by Apple. They offered features such as
calendar and note-taking capability.
Implications of 21st Century Learning
a. 21st Century Skills are viewed relevant to all academic areas
b. Teachers should practice teaching cross-disciplinary skills in related courses
(integrative approach)
c. 21st century skills should be included in the curriculum.
d. Teachers should use a variety of applied skills and multiple technologies
e. Schools may allow students to pursue alternatives in which students can earn
academic merits and satisfy graduation requirements by completing an
internship, apprenticeship or volunteer experience.

Reflect on:
“A clear articulation of the purpose of education for the 21st Century is the place
to begin.”
 A Paradigm Shift for 21st Century Education
Before 21st Century Education 21st Century Education
Time – based Outcome – based
Focus: Memorization of discrete facts Focus: what students Know, Can Do, and Are
Like after all the details are forgotten.

Lower order thinking skills in Bloom's Higher order thinking skills (metacognition),
Taxonomy such as knowledge and such as application, analysis, synthesis, and
comprehension evaluation.

Textbook driven Research -driven

Passive learning Active learning

Learners work in isolation and confined in the Learners work collaboratively with classmates
classroom (walled classroom). and others around the world(global classroom).
Teacher-centered:teacher is dispenser of Student-centered:teacher is facilitator/coach of
knowledge ,information and attention. student's learning.
Little to no student freedom. Great deal of student freedom.
"Discipline problems"- No trust between educators No "discipline problems"- Students and teachers
and students. Little student motivation. have mutual respect and relationship as co –
learners. High student motivation.
Fragmented curriculum Integrated and Interdisciplinary curriculum
Grades taken from formal assessment measures Grades are based on students performance as
entered in the class record for reporting purposes. evidence of learning outcome
Assessment is for making purposes and placed as Assessment is important aspect of insttuction to
part of lesson plan structure. gauge learning outcome.
Low expectations.What students receive is what High expectations that students succeed in learning
they get. to high extent .
Teacher is judge .No one else sees students Self, peer and others serve as evaluators of student
work.Outputs are assessed using structured metrics. learning using wide range of metrics and authentic
assessments.
Curriculum is irrelevant and meaningless to the Curriculum is connected to students, interests,
students. experiences, talents and the real world.
Print is the primary vehicle of Performances, projects and multiple
learning and assessment. forms of media are used for leaning
and assessment.
Student diversity is ignored. Curriculum and instruction address
student diversity.
Students just follow orders and Students are empowered to lead and
instructions while listening to teacher's initiate while creating solutions and
lecture. solving problems.
Literacy is the 3 R's (reading,writing and Multiple literacies of the 21st Century
arithmetic. aligned to living and working in a
globalized new society.
Factory model ,based upon the needs of Global model based upon the needs of
employers for the Industrial Age of the globalized high-tech society
19th century
 Eight Attributes of 21st Century Education and their Implications
ATTRIBUTE IMPLICATION
Integrated and Interdisciplinary  characterized by interfacing various disciplines in an integrated manner
rather than compartmentalizing its subsequent parts.
 implies the need to review the curriculum and create strategies infusing
different subjects toward enhancing the learning experiences of
students.
Technologies and Multimedia  makes optimum use of available Information and Communication
Technology (ICT), as well as multimedia to improve the teaching and
learning process, including online applications and technology
platforms.
 implies a need to acquire and use computers and multimedia
equipment and the design of a technology plan to enhance learning at
its best.
Global Classrooms  aims to produce global citizens by exposing students to the issues and
concerns in the local, national and global societies.
 implies the need to include current global issues/ concerns, such as
peace and respect for cultural diversity, climate change and global
warming in classroom discussions.
Creating/Adapting to Constant  teachers should facilitate students learning even beyond
Personal and Social Change and academics. Therefore, it should not end with requirement
Lifelong Learning compliance and passing the exams, but also for transferring and
applying knowledge to a new context or real-life situations.
 Implies that curriculum should be planned in such a way that
students will continue to learn even outside the school for life.
Student-Centered  focused on students as learners while addressing their needs
 Implies that differentiated instruction is relevant in the 21st
Century classrooms, where diversity factors and issues are taken
into account and addressed when planning and delivering
instruction, including their learning styles, interests, needs and
abilities.
21st Century Skills  demonstrates the skills needed in becoming productive members
of society. Beyond learning the basic skills of reading, writing and
numeracy, students should also develop life and work skills in 21st
Century communities, such as critical and creative thinking,
problem-solving and decision -making and ICT literacy and skills.
 it implies that teachers should possess these skills first before
their students.
Project -Based and emphasizes data, information and evidence-
Research – Driven based decision-making through student activities
that encourage active leaning
implies the need for knowledge and skills in
research, such as self-directed activities, learning
projects, investigatory projects, capstones and
other research-based output.

Relevant, Rigorous and Education is meaningful as it connects to real-life

Real World. experiences of learners.
implies the use of current and relevant information
linked to real-life situations and contexts.
The Characteristics of a 21st Century Teacher
1. MULTI-LITERATE
Teachers know how to use various technologies in teaching.
2. MULTI-SPECIALIST
Teachers are not only knowledgeable in the course subject they teach but
also in other areas.
3. MUTI-SKILLED
Teachers cope with the demand for widening learning opportunities by
being skillful not just in teaching but also in facilitating and organizing
group and activities.
4. SELF-DIRECTED
Teachers are responsible for various aspects of school life and know how
to initiate action to realize the learning goals of the students and the
educational goals of the country , at large
5. LIFELONG LEARNER
Teachers embrace the idea that learning never ends. Therefore, teachers
must be constantly updated on the latest information related to their subject and
pedagogic trend. They should also share what they are learning with their
students and colleagues with a high sense of professionalism.
6. FLEXIBLE
Teachers are able to adapt to various learning styles and needs of the
learners. They can facilitate learner-centered teaching with flexibility using
alternative modes of delivery.
7. CREATIVE PROBLEM SOLVER
Teachers create innovative ideas and effective solutions to the arising
problems in the field , be it in the classroom ,in the school or the profession as a
whole.
8. CRITICAL THINKER
Teachers ate critical thinkers as they encourage students to reflect on what
they have learned, and rekindle in them the desire to ask questions, reason out,
probe, and establish their own knowledge and belief.
9. HAS A PASSION FOR EXCELLENT TEACHING
Teachers possess passion in the teaching profession to ensure that
students are motivated to learn under their guidance and care.
10. HIGH EMOTIONAL QUOTIENT (EQ)
Teachers do not just have the head but also the heart to teach. Teaching is
emotionally taxing but an influential job as it involves interaction with human
beings.
Common 21st Century Technology Tools for Learning
1. Affinity Groups. These are the groups or communities that unite individuals
with common interests. Electronic spaces extend the range of possibilities for
such groups.
2. Blogs. Web logs or "blogs" are interactive websites, often open to the public
that can include Web links, photographs and audio and video elements.
3. E-portfolio. It refers to students works that are generated ,selected, organized,
stored and revised digitally. Often electronic portfolios are accessible to
multiple audiences and can be moved from one site to another easily. It can
document the process of learning, promote integrative thinking, display final
work, and/ or provide a space for reflective learning.
4. Hypertext. These are electronic texts that provide multiple links and allow
users to trace ideas in immediate and idiosyncratic directions. Hypermedia
adds sound, video, animation, and/or virtual reality environments to the
user's choices.
5. Podcasts. These are digitalize audio files that are stored on the internet and
downloaded to listeners computers or most likely MP3 players. The term
"podcast" comes from iPod, the popular MP3 player.
6. Web 2.0. This refers to a second generation of Web-based communities that
demonstrate the participatory literacies that students need for the 21st -century.
7. Myspace (http://www.Myspace.com). It is a social networking website that
offers an interactive user-submitted network of friends, personal profiles, blogs,
groups, photos, music and videos internationally. Students can rate professors,
discuss books, and connect with high school and college classmates here.
8. Second Life (http://www.secondlife.com).It is an internet based 3-D virtual
world that uses avatars (digital representations) to explore, socialize, participate
in individual or group activities, create and trade items (virtual property) and
services.
9. Semantic Web. It is an extension of the current Web that puts data into
common format so that instead of humans working with individual search engine
(e.g., Google Ask Jeeves) to locate information, the search engine themselves
feed into a single mechanism that provides this searching on its own. Sometimes
called Web 3.0, this technology enables integration of virtually all kinds of
information for more efficient and comprehensive retrieval.
10. Webkinz (http://www.webkinz.com). It is an internet simulation wherein
children learn pet care and other skills.
11. Wiki. It refers to software that fosters collaboration and communication
online. Wikis enable students to create comment upon and revise collaborative
projects .One of the most prominent is Wikipedia (http://www.wikipedia.org) an
online multilingual free-content encyclopedia, which had 7.9 million articles in
253 languages.
12. Youtube (http://www.Youtube.com ). It is a popular website for video sharing
where users can upload, view and share video footage, including movie clips, TV
clips and music videos, even student-produced videos.
13. Google Docs.It allows students to collaborate with other people and the
document materials that need to be compiled, processed, transacted and
analyzed.
14. Prezi. It allows individuals to use pre-made, creative presentation templates.
15. Easybib. It allows individuals to generate citations in any given format.
16. Social media platforms (Facebook, Twitter, Edmodo, Schoology, Instagram,
etc.). These are means to communicate and share ideas among users.
17. Smartboards and audience response systems. These are replacement for
traditional chalkboards or whiteboards in classrooms.
18. ReadWriteThink.org. (www.readwritethink.org) it is a repository of standard-
based literacy lessons that offer teachers instructional ideas for Internet
Integration.
19. WebQuest Page (www.webquest.org.) It provides Webquests on an array of
topics across content areas with a template for creating one's own.
20. Literacy Web (http://www.literacy uconn.edu). It is an online portal that
includes a large number of new literacy's resources for new literacies for
teachers. (http://cnets.iste.org/teachers/t_glossary.html#t)
THE END