21st Century Classrooms: What's the Look and Feel?
by Leslie Wilson
We've talked to death the characteristics of the able 21st century learner. We can well name the skills and qualities required for students to successfully engage and contribute today and for the future. Let’s not forget to mention the shift in pedagogy that must occur to accomplish all of this. And, of course, there’s the great need to infuse technology in a seamless manner.
But what does this mean – practically and tactically? It’s time to commit this conversation to authentic models of real-live schools, classrooms, students, teachers and tools. One-to-One Institute has begun the process of pulling around concrete examples so that we have working archetypes of the 21st century education environment. Following provides an outline of this effort. For this blog, I’ll provide this overview. In upcoming pieces I will dive deeper into key concepts.
First, why is there this imperative to create this ramped up and retooled environment? Aside from the numerous reasons we can recite, consider the huge increases that globally exist for accessing the Internet over the past eight years. Statistics follow.
Country | Population 2008 est | Internet Usage Growth 2000-08 |
Africa | 955,206,348 | 1,031.2 % |
Asia | 3,776,181,949 | 406.1 % |
Europe | 800,401,065 | 266.0 % |
Middle East | 197,090,443 | 1,176.8 % |
North America | 337,167,248 | 129.6 % |
Latin America & Caribbean | 576,091,673 | 669.3 % |
Oceania / Australia | 33,981,562 | 165.1 % |
Total | 6,676,120,288 | 305.5 % |
(Source: Internet World Stats - Miniwatts marketing group 2001-08 ©)
If we aren’t compelled by the Internet effects in our own neighborhoods and communities, think about the numbers of people in all parts of our world who are accessing, sharing, collaborating, purchasing, downloading, and adding information. The train is traveling so fast that we are pressed to get on at any one station!
Other reasons? How about the manner in which our world has shrunk due to emerging technologies and the ‘twitch’ factor of today’s learners (and me) meaning ‘I want the information now and fast’ with precious little tolerance for even a minimal delay in exchange? How about the fact that today’s students will have around 12 to 15 careers in their life spans – requiring skills for adapting and flexing to be successful in those shifts and within unique environments? These students/workers will be ‘producers’ of content and knowledge – not passive recipients. The entrepreneurial spirit will be required for successful innovation and accommodation within the work world.
Second, pedagogy has to retool to get at 21st century skill development. The move to student-centric instead of teacher-centric classrooms is required. Teachers become facilitators, organizers – really orchestra directors if you will. They need to know each student’s sweet spot in order to accordingly organize the day’s learning experiences and resources. Students will become self-directed and engaged as evidenced by recent research.
Third, the leadership required for the ‘new’ environment must be ‘generative’ (Klimek, Ritzenhein, Sullivan 2008). Beyond developing the shared vision, supporting and empowering, today’s leader must construct opportunities for creating.
Defined, generativity is ‘the capacity or ability to create, produce, or give rise to new constructs, new possibilities’. The generative leader understands that the 21st century school is a dynamic system. Each person within it is integral to the present and future. These leaders focus on innovation, ideas and creativity and are able to be directive when needed. They possess a productive spirit with a focus on the future.
Fourth, the classroom has no walls. Maybe this is true from a physical standpoint. It is definitely true from a virtual perspective. Because technology is ubiquitous, it is part of the fabric of teaching, learning, exploring, problem-solving, collaborating, seeking and sharing knowledge. It is a busy, often noisy, robust environment.
Students are sharing and moving about the school and classroom to devour their daily learning. Collaborative relationships and partnerships are apparent across the globe, region, throughout the school and community. Learning is relevant through a constructivist approach.
Project-based learning is a common foundation for instruction. What adults call Web 2.0 tools, students engage for relationship building and networking on a variety of fronts.
There is more to share about the ‘reality’ of a 21st century learning and teaching environment. I will share that information in my next blog. As always, I welcome your comments and questions!
Leslie Wilson is President of One-to-One Institute (OTO), a national not-for-profit serving schools, districts, states and countries in their implementation of 21st century teaching and learning. OTO’s genesis is Michigan’s Freedom to Learn, one-to-one teaching and learning program. Ms. Wilson’s consultancy, Wilson Public Sector Consulting, LLC, serves the education industry. She holds a BS Ed and completed Ed Leadership doctoral work from the University of Michigan, Sp Ed Administration endorsement from Eastern Michigan University and M. Ed in Instructional Technology from Wayne State University. lesliew@one-to-oneinstitute.org
No comments:
Post a Comment