Topic 2: Introduction of Key Concepts- Part 2

Week 4 (Aug. 31-Sept. 4)

I. What is this lesson about?

This lesson is the second part of our introduction of key concepts. In part 1, we familiarized ourselves with
traditional and modern definitions of literacy together with the new literacies of the 21st century. This time, we shall
get to know the features of 21st century teaching and learning and the critical attributes of 21st century
education. These topics concern us specifically as teachers who are charged with educating 21st century learners.

II. What will you learn?

At the end of this topic, you will be able to:

a. demonstrate content knowledge on the different traditional and 21st century literacies and skills
and its application within an/or across curriculum teaching areas.

III. Let’s Try This.

How do you describe 21st century education? Write words or phrases that you can associate with it in the
box below. You can also paste images or pictures, but please cite the source below them.

21st Century Education

Education 6-Building and Enhancing New Literacies across the Curriculum

1
IV. Let’s Read!

Now, let us discover more about the 21st century educational landscape through the text below.

According to Zhou (2006 as cited in SEAMEO Innotech, 2012), we can get a clearer picture of 21st century
education by looking at what is new in the following aspects:
1. environment of learning,
2. content of learning,
3. process of learning,
4. types of learners, and
5. spaces/ dimensions of learning.

New Environment of Learning

This is not limited to the physical environment equivalent to the classroom or the school. The 21st
century classroom has indeed expanded beyond its physical boundaries because of the availability and use
of Information and Communication Technologies (ICTs) which allow the teaching and learning process to
proceed in various modes and provide helpful tools to both teachers and students.

New Content of Learning

The table below, lifted from the SEAMEO Innotech (2012) module, presents the distinctions between
traditional and 21st century learning content.

Traditional Learning Content 21st Century Learning Content

● teacher-centered, discipline- ● learner-centered, integrated,

based curriculum and inter-disciplinary curriculum

● emphasis on subject knowledge ● focus on intellectual abilities

Education 6-Building and Enhancing New Literacies across the Curriculum

2
 ● supply-driven: learning content based ● demand-driven: learning content based
on what is available on what students can actually learn

● individual learning ● cooperative learning

● mastery of itemized information or ● focus on acquisition of learning tools

factual knowledge

● heavy emphasis given on core subjects ● balance of scientific-technological and

(math, science, language) compared social-humanistic cultural content of
with literature, arts, and social sciences education

● technical and vocational learning content ● balance of general vs. vocational

is relegated to the background, while components of education and general vs.
academic subjects are at the forefront specialized training
Source: http: //ifl[Link]/GURO21/module1/l1_9.html

From the table, you will notice that learning content in the 21st century is not compartmentalized and
isolated. Likewise it is not focused merely on absorbing information. There is an emphasis on showing the
interrelatedness of bodies of knowledge and the need for balancing the attention given to different fields
and disciplines. Learning content is also geared towards the acquisition of necessary skills and the
utilization of helpful tools.

New Process of Learning

Learning is not anymore only expected to be achieved through formal education. Again, there are many
new modalities for this made possible with the integration of ICTs. Learning is also now considered a
lifelong process. In this new context, both teachers and students are learners.

Education 6-Building and Enhancing New Literacies across the Curriculum

3
 New Types of Learners

Learners of the 21st century are part of a generation coming from diverse backgrounds, cultures and
ethnicities with different interests, values, competencies and skills. What is quite notable about this new group
of learners is that they are immersed in technology.

Most of the students we will have in the 21st century belong to generation Z (1995-2009) and generation
alpha (2010) onwards. Some infographics distinguishing the characteristics of these generations in contrast with
the previous generations are appended to this module for your reference.

New Spaces and Dimensions of Learning

Related to the learning environment, changes in this aspect are noted in three categories:

1. Horizontally- From the school as a formal institution of learning to other places, learning can happen.
2. Longitudinally- To emphasize, learning is viewed as a lifelong process.
3. Vertically- The movement from real to virtual/ digital is also observed.

Critical Attributes of the 21st century Education

There can be many ways of describing 21st century education but this illustration provides us with a clear
overview (21st Century Schools, 2011 as cited in SEAMEO Innotech, 2012):

Education 6-Building and Enhancing New Literacies across the Curriculum

4
 Source: http: //ifl[Link]/GURO21/module1/l1_5.html

Let’s know more about each through the discussions also from the module from SEAMEO Innotech.

1. Integrated and Interdisciplinary

Nowadays, knowledge is no longer distinctly divided into clear-cut learning chunks or separate
subjects. Education in the 21st century is characterized by linkages among various subject areas in an
integrated manner. The new approach promotes the utilization of learning from various disciplines.

Education 6-Building and Enhancing New Literacies across the Curriculum

5
 This critical attribute implies that teachers need to review the school curriculum and identify
strategies or ways on how different subjects can be effectively linked to enhance the learning
experiences of students.

For example, music and algebra can be linked together in the discussion of fractions. The time
signature of music uses fractions; as such, you, as a good teacher, can certainly apply this to both your
music or math classes.

2. Technologies and Multimedia

Education in the 21st century makes full use of available Information and Communication
Technology, or ICT (e.g., computers and the internet) as well as multimedia (e.g., using audio- and
video-based instruction) to improve teaching and learning activities. The ability to find, evaluate,
utilize, and create information using technologies and multimedia, or digital technology in general, is
referred to as digital literacy. As a teacher, some of your day-to-day activities – writing reports, creating
multimedia presentations, and communicating or exchanging information with your colleagues and
students online – require different levels of digital literacy. As such, it is important for you to develop
your digital literacy skills so that you can in turn pass these on to your learners.

This critical attribute implies that your school will need to acquire and use computers and various
multimedia equipment to enhance learning to the best extent possible. Training is also needed for
teacher-users as part of a bigger “technology plan.”
3. Global Classrooms

Education in the 21st century aims to produce global citizens by exposing students to the
concerns of the region and other countries. They are encouraged to react and respond to issues as
part of their roles as global citizens.

This critical attribute implies that teachers need to include current global issues/concerns, such
as peace and respect for cultural diversity, climate change, and global warming, in classroom
discussions.

Education 6-Building and Enhancing New Literacies across the Curriculum

6
4. Creating/ Adapting to Constant Personal and Social Change, and Lifelong Learning

Education in the 21st century subscribes to the belief that learning does not only happen inside
the school and during one’s schooling years. Learning can take place anywhere, anytime, regardless of
one’s age.

This means that teachers should facilitate students’ acquisition of KSAVs that go beyond
academics. Learning should take place not only for the purpose of passing exams, but also for
transferring knowledge to real life situations. The curriculum should be planned in such a way that the
students will continue to learn even outside the school’s portals.

5. Student-Centered

Education in the 21st century is focused on students as learners. It is tailor-fit to address the
individual learning needs of each student. Differentiated instruction is common in 21st century
classrooms, where diverse student factors are taken into account when planning and delivering
instruction. You, as a teacher, can structure learning environments that address the variety of learning
styles, interests, needs, and abilities found in your classroom.

This critical attribute implies that teachers should act as facilitators of learning — not as “sages
on the stage” but as “guides on the side.” Learners should be given opportunities to discover new
knowledge, learn with one another, and create their own learnings.

6. 21st Century Skills

Education in the 21st century promotes the skills needed to be productive members of today’s
society. It is not enough for students to learn the basic skills of reading, writing, and numeracy, but
should develop in themselves skills that would help them cope with life and work in 21st century
communities. These skills include, among others, critical and creative thinking skills, problem solving

Education 6-Building and Enhancing New Literacies across the Curriculum

7
 and decision making, and ICT literacy and skills. As a teacher, you are expected to possess these 21st
century skills before you can help your students develop these skills.

7. Project-Based and Research-Driven

Among the critical attributes of 21st century education is the emphasis on data, information, and
evidence-based decision making. It relies heavily on student-driven activities to encourage active
learning. This implies that teachers of the 21st century need to be knowledgeable about research to
guide their students’ learning through self-directed activities, such as learning projects within and
outside their classrooms. Investigatory projects showcased in many science fairs across Southeast Asia
and in the world are examples of research-based activities of students.

8. Relevant, Rigorous and Real-World

Education in the 21st century is meaningful because it is rooted in real life day-to-day
activities of learners. It can be applied to the realities of the present and includes what students
need to develop to enable them to become productive members of the 21st century.

This critical attribute implies that topics are taught using current and relevant information and
linked to real-life situations and context. As a 21st century teacher, you need to be updated on the
current trends, developments, and issues in your school, community, and in the world, so that your
teaching will be relevant to the lives of your students. Newspapers, TV and radio news, and the internet
are good sources of relevant and up-to-date information that you can access.

Education 6-Building and Enhancing New Literacies across the Curriculum

8
V. Let’s Try This!

In key phrases, identify possible activities in the traditional or modern classroom that can show the
promotion of the attributes of 21st century education and assess if these have been done or are currently
being done in your class/es.

Suggested Teaching and Are you currently doing

Critical Attributes of Learning Activities to Achieve these suggested
21st Century the Attribute activities in your
Education school? (Yes/No)

1. Integrated and Example: connection of the topic in Math to Yes

other fields is explained
Interdisciplinary

2. Technologies and
Multimedia

3. Global Classrooms

4. Creating/ Adapting to
Constant Personal and
Social Change, and
Lifelong Learning

5. Project-Based and
Research-Driven

6. Student-Centered

7. 21st Century Skills

Education 6-Building and Enhancing New Literacies across the Curriculum

9
 8. Relevant, Rigorous
and Real-World
Source: http: //ifl[Link]/GURO21/module1/l1_5.html
Reminder: Please turn in this accomplished module via Google Classroom on or before Sept. 04, 2020,
8:00 pm.

Feedback

We are truly experiencing great changes and developments in the educational landscape. This dynamism will
continue and as future teachers, you must continue to maintain an open mind to welcome innovations while actively
evaluating everything that you will learn and applying what you think will be most helpful to your future students.

VI. Let’s Reflect.

What feature/ attribute of 21st century education will you prioritize in your own classroom? Why?

Reference

SEAMEO Innotech. (2012). Course 1: Facilitating the development of 21st century skills for Southeast Asian teachers.
Gearing Up Responsible and Outstanding Teachers in Southeast Asia for the 21st Century [Guro21]. Retrieved
from http: //ifl[Link]/GURO21/module1/l1_ [Link]

Appendices

Education 6-Building and Enhancing New Literacies across the Curriculum

10
McCrindle Research. (2020). Gen Z and gen alpha infographic update. Retrieved from
https: //[Link]/insights/blogarchive/gen-z-and-gen-alpha-infographic-update/

Characteristics of Gen Z and Gen Alpha

Students

Education 6-Building and Enhancing New Literacies across the Curriculum

11
Education 6-Building and Enhancing New Literacies across the Curriculum
12
Education 6-Building and Enhancing New Literacies across the Curriculum
13