EDUC9

• Schools in the 21st century focus on a project-based curriculum for life that would engage students in addressing real-world problems and humanity concerns and issues.
• Schools will go from 'buildings' to 'nerve centers', with open walls and are 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.
• 21st century will require knowledge generation, not just information delivery, and schools will need to create a "culture of inquiry".
• 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 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.
• The 21st century curriculum has critical attributes that are interdisciplinary, project-based and research-driven.
• The classroom is filled with self-directed students, who work independently and interdependently.
• Today's students are referred to as digital natives.
• Today's educators are referred to as digital immigrants.
• Most likely, digital natives usually react, are random, holistic and non-linear. Their predominant senses are motion and touch.
• 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.
• 3 Types of Skills (Partnership for 21st Century Skills)

  1. Learning Skills
  2. Literacy Skills
  3. Life Skills
• Amidst rapid changes in the world, industry requires students to be:

  1. Flexible
  2. Take the initiative
  3. Lead when necessary, and
  4. Create something new and useful.
• According to Partnership for 21st Century Skills (P21), various industries look for employees who can:

  1. Think critically,
  2. Solve problems creatively,
  3. Innovate,
  4. Collaborate and
  5. Communicate.
• This critical attribute implies the need to review the curriculum and create strategies infusing different subjects toward enhancing the learning experiences of students.

  Integrated and Interdisciplinary
• 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.

  Technologies and Multimedia
• 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.

  Global classrooms
• The curriculum should be planned in such a way that students will continue to learn even outside the school for life.

  Lifelong learning
• Education in the 21st Century is focused students as learners while addressing their needs.

  Student-centered
• It implies that teachers should possess these skills first before their students.

  21st century skills
• 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.

  Project-based and Research-driven
• It implies the use of current and relevant information linked to real-life situations and contexts.

  Relevant, Rigorous, and Real-world
• The following are eight attributes of 21st Century education and their implications:
• The following are eight attributes of 21st Century education and their implications:

  Integrated and Interdisciplinary

  Technologies and Multimedia

  Global Classrooms

  Creating/Adapting Personal and Social Change and Lifelong Learning

  Student-centered

  21st century skills

  Project-based and Research-driven

  Relevant, Rigorous, and Real-world
• The Characteristics of a 21st Century Teacher

  Multi-literate

  Multi-specialist

  Multi-skilled

  Self-directed

  Lifelong learner

  Flexible

  Creative problem solver

  Critical thinker

  Has a passion for excellent teaching

  High emotional quotient
• Teachers know how to use various technologies in teaching

  Multi-literate
• Teachers are not only knowledgeable in the course subject they teach but also in other areas so that they can help the learner build up what they gain in the classroom and outside the school and make sense of what was learned.

  Multi-specialist
• 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.

  multi-skilled
• 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.

  self-directed
• 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.

  lifelong learner
• 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.

  flexible
• 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.

  creative problem solver
• Teachers are 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.


  critical thinker
• Teachers possess passion in the teaching profession to ensure that students are motivated to learn under their guidance and care.

  has passion for excellent teaching
• 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.

  high emotional quotient
• These are groups or communities that unite individuals with common interests. Electronic spaces extend the range of possibilities for such groups.

  affinity groups
• These are interactive websites, often open to the public that can include Web links, photographs and audio and video elements.

  blogs
• It refers to student's works that are generated, selected, organized, stored and revised digitally.

  e-portfolio
• These are electronic texts that provide multiple links and allow users to trace ideas in immediate and idiosyncratic directions.

  hypertext
• These are digitalized audio files that are stored on the Internet and downloaded to listeners' computers or most likely to MP3 players.

  podcasts