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21st Century Skills

Blog Entries

By Dr. Valerie C. Bryan, for the Partnership for 21st Century Skills (P21)

How can technology infused into the curriculum promote the development of skills and attitudes for lifelong, self-directed learning?

In spite of the emphasis on the word “self”, Malcom Knowles (1975) suggested that self-directed learning often involved others – teacher, mentors and even friends as assistants in the learning process. Today in our digital society, with information doubling every 72 hours in an ongoing information explosion, that form of assistance may involve not only individuals that are close at hand, but individuals from around the globe. With the vast knowledge explosion there is not always a “sage on the stage” to direct the learner, but there are helpers available on the side even when they are across an ocean. ...

By Wendy Drexler, Chief Innovation Officer, International Society for Technology in Education (ISTE)

The recent release of the 46th Annual PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools reveals a high level of public engagement in the issues surrounding public education. Americans are demonstrating greater levels of immersion and increased awareness of efforts to transform learning and teaching, such as Common Core, charter schools and assessment. However, a glaring omission from the national conversation in the poll is any reference to how teachers are leveraging the power of technology to motivate and engage students.

If we were to tour schools across the country, we would see technology in many schools and classrooms. We’d see some students using mobile devices, laptops, interactive whiteboards and tablets to learn in new ways. We’d see many more students using devices to do what they’ve always done, such as take notes and search for information. The push to digital learning started decades ago, so why, when we talk about education, do we want to separate learning and technology? ...

By Eileen Kennedy-Moore, PhD, for the Partnership for 21st Century Skills (P21)

Self-directed learning often involves teamwork among classmates. Active, cooperative learning activities not only give students the opportunity to learn deeply, they also present opportunities to practice communicating, negotiating, and collaborating. Learning to work with others is an essential life skill, but for many students it doesn’t come easily!

Here are four complaints students commonly voice during group projects and some possible ways to respond:

“I’d rather do it on my own!”

Students who voice this objection don’t understand that working in groups provides important learning opportunities. Nearly every adult job requires collaboration of some sort, so always “going it alone” simply isn’t an option ...

By Tatyana Warrick, for the Partnership for 21st Century Skills (P21)

What do students need to know and do to be able to thrive in the 21st century? This is the question that P21 has been working in concert with business, education leaders, and policymakers to answer over the last 10 years. Turns out, the skills that students need to succeed in college and workplace – a.k.a. to be college & career ready – are the same ones they need to be 21st century citizens.

Just as the world of work has changed, with the advent of technology and globalization, so has the nature of citizenship. The challenges of being a responsible, effective citizen are more diverse, nuanced and complex than they have been before. Because of this, our understanding of what it means to be a citizen in the 21st century needs to be expanded. Public schools have always played an important part of shaping tomorrow's citizens and safeguarding the ideals of our democracy. That responsibility is just as vital today. In fact, as we discuss standards, assessments and teaching practices, we can't forget that our educators also carry with them the responsibility to impart to students what it means to be a citizen of this nation, this world and online. ...

By Carolyn Sykora, Senior Director of Standards, International Society for Technology in Education (ISTE)

Common Core State Standards and the first iPad were released. Together, these changed the name of the game in U.S. education.

The Common Core assessments were designed to be taken online, requiring students to be comfortable with using and navigating digital resources. The tablet offered an affordable alternative to computer labs and carts — one that was portable enough for students to use throughout their school day and at home.

Reviewing the current body of research, ISTE found that 1:1 programs were already showing educational gains for students in special education as well as improved reading and writing skills in certain student populations, piquing the attention of decision makers. ...

By Sharon P. Robinson, President and Chief Executive Officer, American Association of Colleges for Teacher Education (AACTE)

Once upon a time, we were challenged to find useful data about education. Not much information was collected, and it was largely inaccessible. In recent years, as public demands for greater transparency and evidence-based accountability have generated an information frenzy, we still face this challenge—but not because data are scant. Now they are overabundant, often difficult to decipher, or of unreliable quality. In this new environment, we must prepare teachers and other education leaders to be not only data literate, but also advocates for effective data use by others.

Researchers and education leaders must take responsibility for helping PK-12 practitioners and other decision makers interpret the data being generated by districts, states, think tanks, research and policy organizations, schools themselves, and a multitude of other sources—often with set agendas that taint the evidence. Too often, unscrupulous data collection and usage leads to antagonistic distractions, bad press, and worse policy decisions ...

By Stacey Lange, for the Partnership for 21st Century Skills (P21)

The other day, I walked into one of our primary multi-aged classroom communities. I noticed many wonderful things. It was clear the students were engaged in what they were doing.

These young students were working on an inquiry unit related to force and motion. Students were engaged in reading paperback books, articles and e-books individually and/or with partners. Other students were using their i-pads to view videos related to force and motion. Many of the students were recording notes on their i-pads or on paper while watching the videos or reading.  A few students were experimenting with different materials such as ramps, matchbox cars, marbles, etc. to experiment and learn about force and motion. ...

Earlier this month, the Learning First Alliance participated in a day-long tour of three traditional public schools in the District of Columbia (DCPS), our nation’s capital and “home town.” The tour was hosted by DCPS and sponsored by Discovery Education, and it included stops at three campuses where teachers are using digital resources to meet the individual needs of the students in their classrooms. The day was worthwhile, instructional and (most importantly) uplifting as we observed excellence in teaching and learning in traditional urban public schools.

Those of us who have worked in public education for years know that there is much good work happening in public schools; however, most of that work doesn’t get attention, and the prevailing messages that “public education is failing” or “public education is not good enough” are, in addition to being inaccurate, also dispiriting. ...

By Lisa Abel-Palmieri, International Society for Technology in Education (ISTE) Blogger

Girls want to change the world.

Eighty-eight percent say they want to make a difference with their lives, and 90 percent express a desire to help people, according to the Girl Scouts’ “Generation STEM” research. Girls have traditionally achieved this goal through people-oriented careers rather than through applying technology and scientific expertise to change the way things are done.

However, if more girls learn that STEM careers open up new avenues to help and serve, more girls will choose STEM.

Maker education allows girls to experience in a fun, tangible way how they can apply STEM skills to solve real problems — all while developing dexterity, learning about ideation and practicing teamwork. By giving girls the opportunity to make and tinker, we also help them develop their creative confidence so they persevere in pursuing STEM majors and careers. The “Generation STEM” report found that 92 percent of girls who engage with STEM subjects believe that they are smart enough to ...

By Gerard J. Puccio and Julia Figliotti, for the Partnership for 21st Century Skills (P21)

Proving Creativity Is an Essential Skill

Organizations everywhere are shouting from the rooftops. They are calling for innovation and imagination in our schools and demanding innovation and imagination in the workplace. The essence of it all: creativity is finally being recognized as a must-have, 21st century work skill.

At the International Center for Studies in Creativity (ICSC), we believe it is more than just a work skill. Creativity is a necessity at the workplace, in a home environment and everywhere in between. To cope with the ever-present change in our modern world, creativity has become an essential life skill for all.

Resistance Remains

However, in spite of the clarion call for creativity, there is still some resistance to the view that creativity is a skill that can be developed. In our opinion, there are two major impediments to the integration of creativity into businesses, education and society. The first obstacle is probably the most obvious: while many business leaders tout the importance of creativity in their employees, our educational systems seem to be leaning in the opposite ...

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