21st Century Skills

Week 2:

This week we looked at "what 60 schools can tell us about 21st teaching 21st century skills"  

My thoughts: 

How do 20th and 21st century skills differ? Do we need both

I think that the skills that were required for 20th century learning were for the individual/ whole class student who worked on their own and were prepared for the work force (jobs such as in office, builder, nurse etc). 21st century skills teach children to work with others wether in the same class, school community or in the wider world. The 21st century skills are o teach children the skills they need for a future we are unsure of. 

 

How might teachers’ strengths in developing capabilities in thinking, using language, symbols and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated?

How might students’ capabilities in thinking, using language, symbols, and texts, managing self, relating to others, and participating and contributing, be recognised and celebrated?

Choose a KC and create a working definition which would explain the skill to a non-teacher.

Hattie's 8 mindframes

As educators this is somethings that we should always be thinking about. We need to know the impact we are having on students learning, through building relationships with our students we can help in their engagement and learning. All students are different and we need to be open to new learning to help all the students we teach. 

In preparation for week 3:

'Conditions for Classroom Technology Innovations'

My notes:

The purpose of this study was to address the question of 'why don't teachers innovate when they are given computers? rather than whether computers can improve student learning.

• An issue around the use of technology and education is in how technology can be effectively use to improve student learning.
• technology needs to be used to have an impact on student learning
• teacher proficiency plays a major role in classroom technology innovations
• teachers need comprehensive technology knowledge ( this is how not only the technology itself works but the programs as well) 

• teachers knowledge with the technology that they want to use un the class can help or hinder a project.
• teachers who are more reflective and aware of their own pedagogical beliefs are generally more adaptive and flexible
• successful implementation of technology is more likely to occur  when technology is viewed as the means to an end rather than an end itself and when there is an intimate connection between the technology and the curriculum. 
• teachers technology proficiency and social awareness are important factors foe successful integration.
• projects are often more successful when only dependent on a small group e.g 1 classroom
• Dependence on others refers to the degree that the innovation required the cooperation, participation, or support of people not under the innovators authority. 
• innovations with low level of dependance were more successful.
• the most successful projects have lower degree of dependance on others and on the technology they don't have access to (use what you have access to)
• a healthy human infrastructure  would included flexible and responsive technical staff, a knowledgeable and communicative group of or people who can help teachers understand and use the technologies for their classroom needs and a supportive and informed administrative staff. 
• supportive school environment is important for successful technology integration