Morkio 1: 21" Contry Education 1 Module 1 21ST CENTURY EDUCATION @ Learnine outcomes 1. Define 21% Century education 2, Describe the 21* Century teacher and the heeded innovative tools for learning 3. Examine the critical attributes of 21% Century education 4 Explain how 21% Century education ‘concepts can be integrated in the classroom Draw relevant life lessons and significant values from the experience in practicing 21* Century education 6. Analyze research abstract on 21" Century education and its implications on’ teaching- leaming process Prepare an evaluation instrument intended | for 21* Century teaching teaming INTERACTIVE PRESENTATION The Carousel Round: In this strategy, students will generate information through personal ideas, thoughts and insights on 21% Century education. This is also to determine their prior knowledge on the given topic, Procedure: 4. Students will form two big circles in class: the inner core and | outer core. 2. The inner core will rotate clockwise while the outer core counterclockwise upon the signal of the teacher. When the teacher Keeps on uttering “carousel...carousel...carouse!”, students will also keep on rotating. When he/she says “Of, students will stop and face partners. 3, The teacher will then ask questions and students share their answers with their partners in a given time ‘Sample Questions: ‘A. What is your understanding of 21 Century leaning? B. What digital tool do you know? And how is it operated? . What can you say about 21* Century learners? 1D. How do you describe technology? E. Are you in favor of this technological world?2 ysone a Ewen New Lienices ACROSS HE ‘Cunmicuum 4. This will continue until the teacher has asked all the questions at hand. 5. The class will provide enough time for reflection on the activity ‘Guide questions for reflection 'A. What questions were the most difficult and easy for you tg answer? Why? B. What answer from a partner impressed and amazed you Why? C. What information have you gained from a partner in sharing his/her mind? D. What have you shared with a partner regarding your views, about 21% Century learning? E. What can you say about the activity? What can you suggest for further improvement of the next activity? CF ‘CONCEPT EXPLORATION it This modern society. is ushered in by a dramatic technological revolution. It is an increasingly diverse, globalized and complex media- saturated society. According to Dr. Douglas Kellner, this technological revolution bears a greater impact on society than the transition from an oral to print culture. Education prepares students for life in this world. Amidst emerging social issues and concerns, there is a need for students to be able to communicate, function and create change personally, socially, economically and politically at the local, national and global levels by participating in real-life and real-world service learning projects. Emerging technologies and resulting globalization also provide unlimited possibilities for exciting discoveries and developments. 24* Century Education Contexts 21" Century Schools. Schools in the 21% century focus on a projectbased curriculum for life that would engage students in addressing real-world problems and humanity concems and issues. « This has become an innovation in education, from textbook- driven, teacher-centered, paper-and-pencil schooling into a better understanding of the concept of knowledge and a new definition of the educated person. Therefore, it makes a new way of designing and delivering the curriculum.Module 1; 21" Century Education 3 Schools will go from ‘buildings’ to ‘nerve centers’, with open walls and ate roofless while connecting teachers, students and the | community to the breadth of knowledge in the world. Teachers will transform their role from being dispensers of information to becoming facilitators, of learning and help students translate information into knowledge and knowledge into wisdom. Therefore, the 21" century will require knowledge generation, not just information delivery, and schools will need to create a “culture of inquiry". Learners will become adaptive to changes. In the past, learners spent a required amount of time in respective courses, received passing grades and graduated. Today, learners are viewed in a new context. These changes have implications 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 instil 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. 21* Century learning demands a school that excites students for school. There is a little or no discipline problem because of strong student engagement. Likewise, parents are informed about positive changes in their children. As a result, students manifest significant improvement in basic skills of reading, writing, speaking, listening, researching, scientific explorations, math, multimedia skills and others. The 21" Century Curriculum. The twenty-first century curriculum has critical attributes that are _interdisciplinary,’ project-based / and research-driven. It is connected to local, national and global communities, in which students may collaborate with people around the world in various projects. The curriculum also integrates higher- order thinking skills, multiple intelligences, technology and multimedia, multiple literacies and authentic assessments, including service- learning (http:/edglossary.org/21s‘-century-skills). The classroom is filled with self-directed students, who work independently and interdependently. The outa ept instruction) are designed imbued with the concept of differentiation. Thus, instead of focusing on textbook-driven or fragmented instruction, instruction; tums to be more thematic, [project-based and integrated with skills and competencies purely not confined within themselves, but are explored through research and concept application in projects and outputs (http: /edglossary.org/21*-century-skills). eerste4 Boowa avo Entancn NEW LITERAGIES MLru99 Hn WuRKAA.UM through memorization /of ‘Leaming is not confined facts figures alone but rather is connected to previous knowledge, Persone} experience, interests, talents and habits. The 21% Century Learning Environment. Typically, 9 244 Century classroom is ‘not confined to a literal classroom building but a learning environment where students collaborate with their peers exchange insights, coach and mentor one another and share talents and skills with other students. Cooperative learning is also apparent in which students work in teams because cooperation is given morg emphasis than competition, and collaborative leaming more than isolated learning. They use technologies, including Internet systems and other platforms. Hence, in the process of creating a world-class 21% century learning environment, building new schools and remodeling of present school facilities can be addressed toward creating environmentally friendly, energy-efficient, and “green” schools. Inside every classroom, students shall apply their knowledge of research in life, which is a Clear indication of a relevant, rigorous, 21*century real-life curriculum, An ideal learning environment also considers the kind of spaces needed by students and teachers in conducting investigations and projects by diverse groups for independent work. An ideal leaming environment 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 21" Gentury Pedagogy. Technologies are not ends in themselves but these are tools students use to create knowledge for personal and social change. 21* Century learning. recognizes full access to technology. Therefore, a better bandwidth of Wifi access should be available along areas of the school for the students to access their files and supplement their learning inside the classroom. Various laboratories and learning centers are set up in such a way that they allow a space needed for students’ simulation and manipulative works. All classrooms should have televisions to watch broadcasts created by the school and other schools around. Other resources in the school can also be utilized by students in creating opportunities for their knowledge explorations _(ntp:/www.21stcenturyschools.com/Critical_Pedagoay. im) Understanding 21* Century Learners. Today's students alé referred to as "digital natives’, while educators’ as “digital immigrants’ (Prensky, 2001). Most likely, digital natives usually react, are random,Module 1; 21% Century Education holistic and non-linear. Their predominant senses are motion and touch. They lear through experience and lear 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 constant (Hawkins and Graham, 1994). Students’ entire lives have been immersed in the 21% Century media culture, They take in the world via the fiter of computing davicés, such as cellular phones, hand held, gaming devices, PDAs, ‘and laptops plus the computers, TVs, and game console at home. ‘A survey by the Henry J. Kaiser Family Foundation found that young people (ages 8-18) spend on electronic media an average of six hours a day. In addition, many are multitasking, such as listening to music while surfing the Web or instant-messaging friends while playing a video game. The 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. However, as Dr. Michael Wesch points ‘out, although today's students understand how to access and utilize these tools, they use them only for entertainment purposes. Thus, students should be prepared and assisted to become media literate as they function in ‘an online collaborative’ research-based environment with the advent of researching, analyzing, synthesizing, critiquing, evaluating and creating new knowledge. ‘24 Century Skills Outcome and the Demands in the Job Market. The 21% Century skills are a set of abilities that students need to develop to succeed in the information age. The Partnership for 21% Century Skills lists three types, namely: (1) ‘Learning Skills/ which comprise critical thinking, creative thinking, collaborating, and ‘communicating; (2) iLiteracy Skills which is composed of information literacy, media literacy, and technology literacy; and (3) Life Skills that include flexibility, initiative, social skills, productivity and leadership. These skills have always been important in an information-based economy. Likewise, skills demanded in the job market include knowing a trade, following .directions, getting along with others, working hard and being professional, efficient, prompt, honest, and fair. More 30, to adapt to these jobs in this information age, students need to 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. Amidst rapid changes in theBuu we avo Ensancnne New Lirenacies ACROSS THE CURRICULUM industry requires students to be flexible, take the initiative, lag ‘and create something new and useful ‘According to Partnership for 21* Century Skills (P21), various industries look for employees who can think critically, solve problems innovate, collaborate and communicate. Therefore, for a creatively, i perfect match between academe and industry demands, schools neeg to embed \time-tested industry-demanded work skillsyin the curriculum (htipy/thoughtfullearning.com/resources/what-are-21"-century-sklls) The 21* Century Learning Implications. 21* Century skills are Viewed relevant to all academic areas and the skills may be taught in a wide variety of both in-campus and community settings. Teachers should practice |teaching cross-disciplinary skills in related courses, such as integrating research methods jin various disciplines; articulating technical scientific concepts in verbal, written, and graphic forms; presenting laboratory reports to a pool of specialists, or use emerging technologies, software programs and multimedia applications as an extension of an assigned project. Likewise, accrediting organizations and regulatory bodies may require 21" century skill in the curriculum. In doing so, the assessment tools should also contain these skills. They may design or adopt leaming standards that explicitly describe multi-disciplinary skills that students should acquire and master. Schools and teachers should use a variety of applied skills, multiple technologies, and new ways of analyzing and processing information, while also taking initiative, thinking creatively, planning out the process, and working collaboratively in teams with other students. world, when necessary, More so, schools may allow students to pursue alternatives, in which students can eam academic merits and satisfy graduation requirements by completing an internship, apprenticeship or volunteer experience. It is in this manner that students can practice a variety of practical, career-based, work-related skills and values while equally ‘completing the academic coursework and meeting the same learning standards required of students. In today's world, information and knowledge are continuously increasing at a certain rate that no one can learn everything about every subject. What may appear true today could be proven to be false tomorrow and the jobs that students will get after they graduate may not yet exist. For this reason, students need to be taught how to process, analyze and use the information and they need adaptabl skills that they can apply in all facets of life. Thus, merely aes = them ideas and facts without teaching them how to use them in reat life settings is no longer enough. real-Module 1: 21% Century Education 7 Schools need to adapt and develop new ways of teaching and learning that reflect a changing world. The purpose of school should be to prepare students for success after graduation and therefore, schools need to prioritize the knowledge and skills that will be in the greatest demand, such as those deemed to be most important by college professors and employers. Hence, teaching students to perform well in school or pass the test alone is no longer sufficient. Henceforth, teachers must realize and students must understand that no one can move toward a vision of the future unless he/she understands the socio-historical context of where they are now, what events led them to be where they are, how this can inform development of a vision for the future and how they want to get there. Thus, a clear articulation of the purpose of education for the 21st Century is the place to begin. (http:/thoughtfullearning.com/resources/ what-are-21st-century-skills) A Paradigm Shift for 21* Century Education Before 21* Century Education 24# Century Education Time based Outcome-based Focus: memorization of discrete facts Focus: what studenis Know, Can Do and Are Like afterall the details are forgotten, TowerorderthinkingskllsinBloom’sTaxonomy, | Higher order thinking skils (metacog- such as knowiedge and comprehension rition), such as application, analysis, synthesis, and evaluation TTextbook-driveli Research-driven Passive leaming Active learning ‘Leamers workin isolation and confined inthe | Leamers work colaboratively with classroom {walled classroom) . classmates and others around the world (global classroom). “Teacher centered: teachers dispenser of ‘Student-contored: teacher i facilitator’ | knowledge information and attention coach ofstudnis' learningBuono. No Exancnes New Lireracies Across re Currecutum Little to no student freedom. Great deal of student freedom, “Discipline problems ~ No trust between educators: ‘and students, Litle student motivation No ‘discipline problems” ~ Students and teachers have mutual respect ang) relationship as co-learners. High studen, | motivation, | Fragmented curriculum Integrated and Interdsciplinary cuca Grades taken from formal assessment measures entered in the class record for reporting purposes Grades are based on students’ perfor. mance as evidence of leaming outcome ‘Assessments for marking purposes and placed as part of lesson plan structure ‘Assessment is important aspect of instruction to gauge learning outcome - | Low expectations. What students receive is what they get High expectations that students succeed in learning to high extent. Teacher i judge. No one else sees student work. Outputs are assessed using structured metrics. ‘Self, peer and others serve as evaluators of student learning using wide range of metrics and authentic assessments, Curriculum is irrelevant and meaningless to the students, Curioulum is connected to students" interests, experiences, talents and the rel world. Print isthe primary vehicle of earning and assessment. Performances, projects and multiple forms of media are used for learning and assessment ‘Student diversity is ignored. Curriculum and instruction address student diversity Students just follow orders and instructions while listening to teacher's lecture. ‘Students are empowered to lead and initiate while creating solutions and solving problems. Literacy is the 3 R's (reading, writing and ‘rihmetic). Multiple iteracies of the 21 Century aligned to ving and working in a globalized new society. for the Industrial Age of the 19° century Factory model, based upon the needs of employers Global madel based upon the needs of a globalized high-tech society (Source: http:/iwww.21*CenturySchools.com/) The paradigm shift from the 20" to the 21° Century, shows that the structure and modalities of education have evolved. Students become the center of teaching-leaming process in the 21* Century using wide array of technological tools to assist them in exploring knowledge and information needed in surviving the test of time and preparing for future’ career endeavors. Assessment has been made varied to address multiple literacy development in diverse contexts. Teachers tum to become facilitators rather than lecturers and dispensers of information. As such, curriculum is designed in a way that it connects to life in the real world, interconnected with other disciplines and reshapes the students’ holistic perspectives.Module 1; 21% Contury Edution The Critical Attributes of 21* Century Education Education . continuously changes dramatically throughout time. There is a paradigm shift in the way ‘teaching and learning is delivered. Therefore, the 21% Century teacher needs to develop essential knowledge, skills and values in order to cope with these changes and address students’ need (27 Century’ Schools, 2011) The following are eight attributes af 21% Century education and their implications: 1 Integrated and Interdisciplinary. Education in the 21% Century is characterized by interfacing various disciplines in an integrated manner rather than compartmentalizing its subsequent parts. This critical attribute implies the need to review the curriculum and create strategies infusing different subjects toward enhancing the learning experiences of students. Technologies and Multimedia. Education vin the 21% Century makes optimum use of available Information and Communication Technology (ICT), as well as multimedia to improve the teaching and leaming process, including online applications and technology platforms. It 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. Education in the 21 Century aims to produce global citizens by exposing students to the issues and concerns in the local, national and global societies. This critical attribute 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 Personal and Social Change and Lifelong Learning. Education in the 21% Century subscribes to the belief that learning does not end within the four walls of the classroom. Instead, it can take place anywhere, anytime regardless of age. This means that teachers should facilitate students’ learning even beyond academics. Therefore, it should not end with requirement compliance and passing the exams, but also for transferring and applying knowledge to a new context or real-life situations. As such, the curriculum should be planned in such a way that students will10 Buon avo Envanicina New Literacies Across THe CuRRICAUM continue to learn even outside the schoo! for life. 5, Student-Centered. Education in the 21% Century is focused on students as learners while addressing their needs. Differentiated instruction is relevant in the 21 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. 21" Century Skills. Education in the 21% Century 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 21% Century communities, such as critical and creative thinking, problem-solving and decision-making and ICT literacy and skills. Therefore, it implies that teachers should possess these skills first before their students. 7. Project-Based and Research-Driven. 21% Century education emphasizes data, information and evidence-based decision- making through student activities that encourage active learning. This implies the need for knowledge and skills in research, such as self-directed activities, learning projects, investigatory projects, capstones and other research-based output. 8. Relevant, Rigorous and Real World. Education in the 21° Century is meaningful as it connects to real-life experiences of Jeamers. It implies the use of current and relevant information linked to real-life situations and contexts. (htip:iflex.innotech.org/SURO2 1/module 1/1_6.html) The Characteristics of a 21* Century Teacher The 21" Century teaching-learning environment becomes more complicated brought by technological changes. Therefore, teachers should be able to cope with and adapt to these changes. Thus, teachers must be equipped with attributes, knowledge and skills critical to 21" century ‘education so that they may be able to integrate them in their teaching. 21% Century teachers are characterized as: 1, Multicliterate. 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 so that theyModule 1: 21" Century Education can help the learner build up what they gain in the classroom and outside the school and make sense of what was learned. Multi-skilled. Teachers cope with the demand for widening learning opportunities by being skillful not just in teaching but also in facilitating and organizing groups and activities. Self-directed. Teachers are responsible for various aspects of school life and know how to initiate action to realize the leaming goals of the students and the educational goals of the country, at large. . Lifelong leamer. Teachers embrace the ideal that learning never ends. Therefore, teachers must be constantly updated on the latest information related to their subject and pedagogic trends. 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 are critical thinkers as they encourage students to reflect on what they have leamed, 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. (hito:/udyong.govph) Common 21" Century Technology Tools for Learning As teacher for the 21% Century, no one can escape from the reality that we are now in a borderless society. It is, therefore, important that we should know different technology tools for learning to respond to the needs of 21* Century learners’ and the demands of the times. The following are common 21* Century technology tools. 1. Affinity Groups. These are groups or communities that unite individuals with common interests. Electronic spaces extend the range of possibilities for such groups. "112 Buon ano Enwancnie New Lircracies Acaoss THe Curnicuuim 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 student's works that are generateg, 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 digitalized audio files that are stored on the Internet and downloaded to listeners’ computers or most likely to 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:/iwww.Myspace.com). It is a social networking website that offers an interactive user-submitied 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 Intemet-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 a common format so that ifstead of humans working with individual search engines (e.g., Google, Ask Jeeves) to locate information, the search engines 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:J/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 has 79 million articles in 253 languages.Module 1: 21% Century Education 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. 18. 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 standards-based literacy lessons that offer teachers instructional ideas for Internet integration. 19. WebQuest Page (www.webquestorg). It provides Webquests on an array of topics across content areas with a template for creating one’s own. 20. Literacy Web (http:/Awww.literacy.uconn.edu). It is an online portal that includes a large number of new literacy's resources for new literacies for teachers. (titp:/enets.ste.orgteacherst_ glossary ‘ntrnits) Pa [QUESTIONS FOR DISCUSSION 4. What are the ‘critical attributes of 21% Century education? Explain them. 2. Describe a 21* Century teacher and discuss some innovative tools for learning? 3. Explain how you can integrate 21% Century education in the curriculum. 13cross THE CURRICULUM 44 Buon avo Envancine New Lieracis A aes : fategrtion [Eat | fe ad ales na Century teaching ang ; ion are a personel experience of obser eason ang | Jeaming being practiced in the classroom or 0 — i you realized and learned? values have ed? ae an sc RESEARCH ANALYSIS AND IMPLICATION ) Direction: Analyze the following research abstract cal at its implication to teachingeaming. You may download the fuy * paper of this research on the website given below. mB Vigan Me ils eek ee Exploring 21* Century skills and learning environments for middle ‘school youth Ball, Joyce and Anderson-Butcher (2016) in Abstract Resllency’ research and svengihe-ased perspecves highight the importance of understanding the protective factors that aid youth in overcoming adversity. Likewise, current research identifies the characteristics and skils youth need to be successful in postsecondary education and the werkiore. These growing bodies of research emphasize cognitive and noncogntve skils that support youth, development and academic success. This exploratory study sought to develop two distinc! measurement instruments: (1) the 21% Century Life & Career Skis scale (21C-LCS); and (2) the 21® Century Skils Classroom Environment scale (21C-CE). We also examined students perceptions of thir own sls in these areas. The measures were developed and tested using survey data from 262 middle school studens. Exploratory Factor Analysis was used to examine the facorial stuctue ofthe measures and descriptive statistics were used fo summarize studens' perceptions, Resuls indicated that the 21C-LCS and the 2IC-CE are bref psychometicaly sound measures. The 21C-LCS assesses students’ leadership and responsibilty, working wih others effectively, and adaptability, The 21C- CE isa rable moasure of studens' perceptions ofthe ways in which thelr classroom environments support their development of 21" Century life and caeer skis. Stake repeted moderately high peceplons oftheir skis in all areas, This study is an important stp in assessing 21" Century ite and career sils and 21* Century leprin environments. Researches, youth development professionals, educator, snd ee service providers can uliize these measures in an ongoing ivesigaton agen ge ‘and progress monitoring 10 foster and advocate 21" Century lie and anne development among youth. career its (Source: Bal, A, Joyce, H. and Anderson-Butche. . rel cn tage 9, Sea coy Werk: VoL: Issue 1. Retioved from hipsidolerg/041482161-449 yg) 007 S28 seModule 1: 21" Century Education 15 Analysis: om do youth assess students’ 21" Century life and career 'S and their learning environments? a ee a Pe Ga ae Ne ia Implication: Cou may the results of this study be utilized in enhancing }@ 21° Century life and career skills of students and their learning environments? : £89 SYNTHESIS AND LEARNING REFLECTION ‘THE 215" CENTURY EDUCATION fa. > Education prepares students for life in this world that can make them communicate, function and create change personally, socially, economically and politically on local, national and global levels. > There is a drastic change brought about by the advent of the 21" Century education in the context of curriculum, classroom ‘environment, technology, learners and demands of the job market. > 21% Century education implies challenges among teachers in the way they rieed to embrace technological advancement and instructional innovations. > With the paradigm shift from 20" Century to 21* Century education, transformations and transitions are taking place. > To cope with the demands of 21+ Century education, educational stitutions should address its eight critical attributes. > Teachers must be multliterate, multispecialist, muttiskilled, self; directed, lifelong leamers, flexible, creative problem solver, critical thinker, emotionally inteligent and passionate for excellent teaching, SYNTHESIS