As educators our job is to prepare students to succeed in the 21st century; however, we must teach in a 21st century context and utilize 21st century tools (Skills for the 21st Century Learner, n.d.). The working world is requiring new employees, our graduating seniors, to be able to complete “complex, tactical, and strategic tasks” (Bates & Phelan, 2002), but to accomplish this, Dr. Dede (2008) suggests that we change our curriculum, pedagogy, and assessment for these learners.
Pushing for change, The Partnership for 21st Century Skills advocates for local, state, and federal policies that would prepare our students for success in the 21st century. This organization is supported not only by educational gurus but by major corporations such as Microsoft, Apple, and The Walt Disney Company. These companies understand what is necessary for success in the 21st century so the educational system should, at the minimum, hear what they have to say.
While I am pleased to say that Wisconsin, the state where I teach, has committed itself to lead in implementing a strategy for 21st century learning to take place, I am disappointed that only 14 states have taken this challenge. Where are the other 36 states? Should not the entire country challenge its schools, districts, and states to revise their educational systems to teach 21st century skills?
One of the most useful aspects of the website for educators is the accessibility to resources and tools. For example, if one does not understand what a 21st century classroom looks like, one can simply view a video demonstrating students learning using 21st century tools. Or one can go to Route 21 and view specific resources for educators. Some of these tools can be purchased for a small fee, but many are free online. Now that I am aware of these resources, I am able to use them as inspiration for possible projects in my classroom. After viewing the list of targeted skills, I know that I have a long way to go to make my English classroom completely 21st century relevant, but I am ready for the challenge.
References
Bates, R., & Phelan, K. (2002). Characteristics of a globally competitive workforce. Advances in Developing Human Resources, 4(2), 121. Database: Management and Organization Studies: A SAGE Full-text collection database
Laureate Education, Inc. (Executive Producer). (2008). [DVD]. Understanding the impact of technology on education, work, and society, “Skills for the 21st century.” Baltimore, MD.
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved January 25, 2010, from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Brad Feick
HS English
Walden University
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6 comments:
Brad,
It is interesting to look at the skills that today’s graduating seniors need to master and the implications it has for change in our current educational curriculum. According to the article, Why the changing American economy calls for twenty-first century learning: Answers to educators’ questions, by Frank Levy and Richard J. Murnane (2006), blue-collar jobs such as assembly line and administrative clerical positions have declined between 1969 and 1999 due to outsourcing and advances in technology. Traditionally, however, these have been the jobs filled by most of our high school graduates. Obvious, yet worth repeating, Levy and Murnane (2006) assert:
Young people who leave high school today with the skills to succeed in postsecondary education and training programs needed to gain access to the growing number of relatively high-wage jobs face a bright future.
Therefore, I agree with you that we should be listening to what major, successful corporations say about needed changes in education. These companies know what skills students need in order to be successful and competitive in the dramatically changing workplace. Educational and government agencies stand to benefit from listening to their advice.
Have you seen any of these benefits in your classroom or school since Wisconsin has created an initiative for improving 21st century skills? As a middle school teacher, I’m always curious about what skill areas students seem to be weakest and strongest in when they enter high school. I would love to hear your thoughts on this subject.
Thanks,
Tara Minnerly
7th Grade Language Arts
References
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.
Database: Academic Search Premier database. Accession Number: 2214633
Tara,
While I have seen technology being pushed in my school across curricular areas, we have yet to be held accountable to its inclusion. For example, I use Google Documents and a class blog, another educator uses a Smartboard, and another uses a pen and notebook. Leadership needs to push all staff members to begin to incorporate technology on some level. While I understand that not all educators feel comfortable using every piece of technology, we need to use some technology to adapt in the 21st century.
Many of the incoming freshmen enter high school being very technology savvy. I can usually tell them to use a piece of technology and they have already either used it in school or at home.
An area of weakness is higher level thinking. Students know how to look at the basic plot, but often do not know the process of digging deeper into the text. Reasoning skills and formulating their own opinions with some support is another area that students are lacking when they enter high school.
Money is going to be a huge issue in implementing the skills our students are going to need. To prepare them for the workforce they will enter is going to require a new set of standards that is largely ignored in many districts now. While I found the Partnership for 21st Century Skills (2010) website to be very informative and eye-opening (http://www.21stcenturyskills.org/), I am more interested in seeing how these needs are going to be implemented. I have come to the conclusion that it is going to be one teacher at a time, doing the best they can, and inspiring others to do their best. We represent these teachers in that we are learning of the need, striving to incorporate these skills into our curriculum, and thus giving our students a heads-up in the right direction. Once we do that, a teacher next door, or down the hall, will get wind of what we are doing and decide to get on board. And so it will grow. For sure there will be those that ignore or look the other way, hoping they will be able to continue doing what they are comfortable with, counting down their days or years. But we will make a difference. Once we do that, our leaders will take notice and some of us will be selected or asked to head committees that help educate other teachers on what we are doing. This is how we will prepare our students. This is how we will become the teacher that "made a difference" and changed a student's life.
Reference
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Brad,
I really enjoyed reading your post. I actually learned something from your post that I should have already guessed. I did not know that Microsoft, Apple, and The Walt Disney Company are supporters of the 21st Century Skills. It seems common sense when I think about them being involved with the skills. This would make me think that there would be more states involved with skills. Iowa, the state that I teach in is involved with the process but I do not think that they are fully involved like other states. I have not seen the push in my district. Maybe in bigger districts there is more of a push. With my district there is a huge push for students to do their best on the Iowa Tests of Basic Skills. "Economically challenged districts have little incentive to include online reading skills in the instructional program because they face pressure to raise reading test scores or assessment that have nothing to do with online comprehension" (Miners & Pascopella, 2007, p.28). I think this is the case with my district. I hope that this will switch sometime soon in the future.
References
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26-34. Used by permission.
Brad,
As a Minnesotan, I was also happy to see my neighbor state, Wisconsin, on the list of participating states, and I was surprised my state was not on board yet. Minnesota generally has a good reputation when it comes to education, but the past ten years have been tough for our schools economically. I am hoping, like you, that the rest of the states will get in line. It makes sense for us to listen to what leading industry leaders (our students’ future bosses, if they’re lucky) have to say regarding important skills. According to the Report and Mile Guide for 21st Century Skills, “Students will spend their adult lives in a multitasking, multifaceted, technology-driven, diverse, vibrant world --- and they must arrive equipped to do so.” This requires a change of thinking about how we teach.
I think part of the reason so many states and educators do not embrace this change is because they worry about losing time teaching the core subjects. However, the Board of the Partnership for 21st Century Skills assures us, “We are committed to promoting a national dialogue about 21st century skills --- and to resolving issues about teaching either basic skills or 21st century skills. Both are essential and, when done concurrently, each reinforces the other.” I couldn’t have said it better myself.
April Grabanski
K-8 Educator
References:
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Brad,
Like you, I a lucky that my state NC, has made a commitment to 21st Century Learning. It is interesting to see which states have committed to this initiative. I know that NC has lost so much of its revenue to textiles relocating overseas. NC government realized that our students need to be technologically literate in order to encourage and bring businesses back t our state. I know it will be a draw if our students are on the cutting edge of technology and prepared for the positions that will be available to them. What have you seen in your classroom that the students have really bought into? I have found my students are still in the "fun stage" with the wikis and blogs, therefore they are excited about it, which is refreshing. It also brings creativity into the classroom, like Richardson, I feel is vitally important in today’s educational climate.
Reference
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pd
Richardson, W. (2009). Blogs, wikis, podcasts and other powerful web tools for classrooms(2nd. ed.). Thousand Oaks, CA:Corwin Press.
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