21st Century School Teacher

Getting started...   Let’s begin by updating the KWL chart—a simple change, but relevant.  We know that new knowledges are built on existing knowledge, so it makes sense to tap into students’ prior knowledge when beginning any unit of instruction.  How do teachers adapt the idea behind the KWL chart, for example, so that it becomes a 21st century learning tool?  I’m sure there are many ideas (please share); my beginning place might be to create a classroom wiki or a classroom wikibook.  This allows students to collaborate and create—two attributes of 21st century learners—while tapping existing knowledge and leveling the playing field for those that need schema. It will also introduce students to online culture and etiquette—also relevant to 21st century learning…

But what if you do not have easy access to computers?  21st century teaching should not be solely about technology… Students can still work collaboratively to create a working product without technology that equally demonstrates prior knowledge, builds on that knowledge in a collaborative way, allows for student-inquiry, and allows for development of an information-sharing culture amongst learners, while allowing teachers to assess student performance and growth of understanding over a period of time.  One idea might be to use a bulletin board as the vehicle in which students develop a classroom wiki—encourage students to use a variety of texts and artifacts… 

Another idea might be to have students work in smaller groups to collaborate and create a product that demonstrates their collective knowledge, the questions they have about the topic, and what they learn as they progress through a unit of instruction.  Remember, students should be developing questions and finding the answers--student driven…  Innovative ideas to replace KWL also might be to use a variety of Web 2.0 tools—blogs, podcasts, vodcasts, etc…  The primary objectives should be to have students working collaboratively, sharing knowledge, asking their own questions to build knowledge…

The more time I spend surfing the net and reading edubloggers’ blogs, the more I realize that there isn’t a whole lot of new conversation taking place…correct me if I’m wrong here…  And I’m not suggesting that these discussions should stop either—they are driving change, but clearly the momentum needs to shift away from discussion about why our educational institution needs to be transformed or from what web 2.0 can do for today’s learners to how teachers can make adjustments and modifications to their pedagogy to move the evolution of 21st century educational reform along—It is time to create a workable framework for educational transformation (based on something deeper than the idea of student engagement). There are hoards of teachers ready to make needed changes to their practice, and their fragmented approaches are the beginnings of systemic change, but let’s begin to create a working scaffold that can be used and adapted by all classroom teachers—a framework that demands attention by administrators and policy makers as well…   

Already there are 21st century learning frameworks being designed, but why aren’t they being exploited by teachers—are they based too much in theory and philosophy?  Are they only being circulated in too lofty of circles?  We need to put a real plan in the hands of those in the trenches… 

Truly, teachers are doing the best that they can at any given point in time—so to expect monumental change certainly requires more than a jump-on-the-bandwagon call to action.  Many teachers today are given out-dated or irrelevant curricula that they are required to use—scripted and standardized… Teachers today are required to test students more than ever before--they're told that this will help to ensure results on state tests that measure dated standards—leaving less and less time for instruction…  In many cases, teachers today spend as much time working outside of the classroom, assessing and planning, as they do during the school day—many teachers today would say that there is little time left over in their day to innovate…  Teachers I know don’t have easy access to technology on a daily basis…  Under the guise of equity, teachers today are being required to focus more heavily on the bottom third than the remainder—the remainder that needs educational challenge just the same…  Teachers today want change, but often feel their hands are tied by lack of resources and district mandates. So where do these teachers begin—that is the challenge ahead of us… We must begin to design an adaptable plan so that teachers will be more likely to shift alongside our global transformation…

Take a few minutes to read some edublogs,  or peek in on some Twitter conversations, and invariably you will happen upon a call to action to reform current educational pedagogy and philosophy...  There is a lot of talk, and a growing community of educational visionaries that are taking credible action in their own classrooms, but systemic change will need to be built on something more than a call to action.  Educational leaders (formal or informal) must define what changes need to be made by educators, while providing specific steps that educators must take to create classrooms that are more "21st century" oriented...   Recently, Charles Leadbeater published 21 ideas for what's next in educational reform.  Take a look at "The Innovation Unit" website, or read the article--What's Next...  I like the article because it is a starting place for teachers that want to focus on meaningful reform--not just an addition of new tools to take the place of old...  Teachers are ready to make changes, but I feel that the reason why change is slow or plateauing is because teachers need a better road map.  This article tries to connect the dots--interesting ideas for discussion!

We live in an increasingly complex world—a new, rapidly evolving society that demands transformation of outdated systems and institutions.  How must education change to keep up with the enormous shift that is taking place in our technologically saturated world?  The classrooms of yesteryear are antiquated, and a new approach to education is required to ensure domestic competitiveness in a global economy.  We must reconsider the knowledges we presume are important, while transforming current educational practices to a system emphasizing creativity, collaboration, and innovation--effectively preparing our youth to be leaders in a new, interconnected world.
Elements of 21st Century Education…

Moving away from the teacher as receptacle of knowledge to the teacher as mentor and coordinator of learning…

Understanding that domestic status is dependent on learners’ ability to “learn, unlearn, and relearn…”  --Alvin Toffler, Futurist

Adapting to and exploiting new technologies and communication systems as they evolve…

Emphasizing inquiry-based, collaborative, hands-on, self-directed and individualized methodologies…

Combining understanding of current brain research with new technological tools to produce a new curricula…

Identifying and creating new knowledges…

Shifting the design of learning processes to the learner…

Changing the fundamental philosophies of teaching and learning…

Systemic change in our education system…
    
21s Century Education is Not…

Replacing old tools with new tools that function essentially in the same way… i.e. chalkboard to electronic whiteboard…

Shifting the focus from content to be covered to lists of skills to be mastered…

Improving scores on standardized tests…

Completing adoption processes year-over-year because “it’s time…”

Using technology solely for engagement purposes…

21st Century Education is…

Understanding students’ backgrounds so that teachers can build on students’ prior knowledge...
 
Partnering with students to formulate questions that are relevant to their individual educational experience...

Mastering content that builds a foundation for creating new ideas and knowledges with a global relevance…

Creating collaborative learning communities that innovate and create

Understanding and exploiting technologies as they are introduced

Beyond doubt, our educational leaders will need to make a dramatic shift in their thinking to produce a new educational system that is strikingly unlike that which came before.  With the multitude of changes that have taken place in our world over the past 300 years, one institution remains unwaveringly the same: it is imperative for our leaders, administrators, teachers, and learners to embrace the work that is ahead, the work that will define a new system of education steeped in the realities of global change…  We must rethink how we create learning experiences for students so that they are ready for a different kind of society—one that is continuously transforming…

 

“Virtual worlds can be a powerful, engaging and interactive alternative to more passive media,” states Gauntlett.

Read Open Education’s article, Virtual Worlds - Westminster Professors Discuss Research to take a closer look.

I don’t think many educators would argue about the power of virtual worlds to engage students…  I’ve certainly spent enough sessions on Webkinz with my three year old daughter to understand the power of such worlds.  But what is the practicality of using virtual worlds in the classroom?  There is no doubt that they stimulate creative thinking, and given enough choices, allow for kids with different learning intelligences to find their niche… 

I haven’t had any real experience using virtual worlds as they are defined by the two Westminster professors who studied Adventure Rock—my closest experience would have been with a new programming download I learned about through Randy Pausch—after watching an episode on Oprah…   To get to the point, this past year I introduced StoryTellingAlice to students in my class--a programming environment designed to motivate a broad spectrum of middle school students--particularly girls--to learn to program computers through creating short 3D animated movies.  Granted, these are not virtual worlds, but the processes involved with creating these stories requires students to read critically, learn computer programming, while encouraging collaboration—you could see the wheels in the students heads spinning!  My learning target included elements of stories, but as with any great 21st century lesson, this programming environment allowed for layers of instruction, practice, and learning to take place. 

I suspect it would be similar for students creating and navigating virtual worlds as well.  Any thoughts on this topic?