As a student in public school many years ago, my learning was limited to the people and resources in my classrooms. The depth of our learning was completely dependent on the instruction we received and the materials that were available to us while in our classrooms. My work was completed with paper and pencil and you better have your name on it. Today’s students communicate in ways I never imagined, acquire information instantly, and network with each other through social networking sites. Today’s 21st century classrooms look and feel completely different and its learners require a different approach. As Bloom’s revised taxonomy displays, “the types of knowledge students must acquire and apply are not only more numerous but also more varied.” (Milman & Kilbane, 2014, p. 9) This requires teachers in 21st century classrooms with diverse 21stcentury learners to approach teaching with intention and innovative methods to ensure their students unique needs are meet.
As the text states, “today’s learners need teachers who…can design effective, high quality educational experiences based on their needs.” (Milman & Kilbane, 2014, p. 22). Our world is vast, yet small. We are connected more now than we have ever been, and this is the only world our students know. It is important that we take the time to self-reflect and assess the instructional practices and tools we use to ensure we are providing our 21st century learners the skills they need to be successful in our technology driven world. A resource we can use to help us accomplish this is the Partnership for 21st Century Skill’s (P21) framework. This resource helps teachers identify and integrate skills that students need to be successful in their future endeavors. According to the P21 framework Reading, Writing, and Arithmetic are still very much needed and important in our classrooms, but also suggests that our 21st century learners need to collaborate, think critically, communicate in a variety of ways, and have the opportunity to be creative. (Milman & Kilbane, 2014) Though incorporating these new skills into instruction, students not only are learning content, but their learning is student driven in creative and collaborative ways.
Our 21st century learners are more diverse than ever. Each student brings language and culture differences and our inclusive classrooms are made up of students with varying educational needs and support. (Milman & Kilbane, 2014) Thus, 21st century learning requires innovation, collaboration, and real-life applications. Our technology-driven, global society is always changing. (Milman & Kilbane, 2014) Teachers must be innovative when designing lessons for students. Instead of only using textbooks, students can access information from their phones, iPads, and computers. This allows for current research to be utilized in our classrooms making learning more authentic. In order to be successful at the next level, whether that be at college or in their careers, students must collaborate. In the classroom, this is building relationships and learning from each other through figuring out and solving problems together and developing presentations and sharing them as groups. Learning is no longer “one-size fits all” or confined to the walls of the classroom. (Milman & Kilbane, 2014) 21st century teaching and learning requires new knowledge, ideas, resources, and tools from teachers to support the education of all students so they can be successful in our ever changing, diverse world.
Module 1 Part 2- Evernote
While reading and studying about 21st century teaching and learning, I used the Evernote digital tool. This tool is a web-based tool that allows you to digitally create and organize your notes in notebooks. I was able to take screen shots of diagrams and graphic organizers, add them to my notes, and then annotate my thinking and questions on the same notes. In addition to adding images to notes, I copied and pasted key ideas and impactful statements. Then, I was able to highlight and annotate on those notes. Without this tool, I would have had various pieces of paper and sticky notes everywhere making organizing my thoughts and synthesizing my learning very difficult. However, with Evernote my notes remained organized allowing me to make connections and synthesize my learning. Because of Evernote I was able to keep track of important information, organize my thinking, and note my questions. Using Evernote made such a positive impact on my learning experience that I will definitely use it again.
I believe Evernote is a tool that students in elementary classrooms would benefit from using. Students could use Evernote to create their own personal anchor charts as concepts are taught in Reading. The student could use pictures, lists, diagrams, or words when creating their chart. This is something they could revisit as needed to add to or review. This would be a powerful resource for our visual learners. Evernote could also be used when completing a writing assignment for an English class. After students have written their papers, they could share them with another student through Evernote, and that student could help edit his/her classmates’ paper. There are many other ways Evernote could be beneficial to teachers and students. I can’t wait to use these and other’s ideas with my students.
Evernote Evidence Part 1
Evernote Evidence Part 2
Evernote Evidence Part 3
Evernote Evidence Part 4
Module 1 Part 3- Instructional Design:TPACK
TPAK is a model that illustrates the importance of integrating the teacher’s content, pedagogy, and technology knowledge when planning and facilitating learning for 21st century learners. Pedagogical knowledge is the teachers understand of what teaching is and what it takes to teach effectively. Content knowledge is the understanding the teacher has in specific subject areas. And technological knowledge is the skill teachers possess to set up and use technology, problem solve when there are issues with technology, and knowing what educational technology is available. These three pieces overlap and produce 4 different outcomes; Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPS), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). (Kilbane & Milman, 2014)The figure below is a visual representation of the TPACK model. For educational designers, incorporating all three knowledges; pedagogical, content, and technological, is the ultimate goal. (Kilbane & Milman, 2014) This ensures the teacher is effectively facilitating lessons that meet all of the needs of 21st century learners.
Figure 1. This is a visual representation of the TPACK model. Reprinted from the Teaching Models: Designing Instruction for 21st Century Learners (p. 49), by Pearson Education Inc., 2014
Module 1 Part 4- 21st Century Tool (TPACK)
While scrolling through Facebook, I saw a post about a web-based tool and it caught my eye. This was a tool I had not heard of before called HOMER Reading: Learn to Read. After some investigating and reading, this is a tool I am very interested in because it provides systematic phonics instruction. But what makes it better is that it is self-paced and engaging for our youngest students. HOMER would provide engaging, fun application and practice in early reading skills for our students. Because this tool embeds phonics instruction through songs, rhymes, and books, it is beneficial for our auditory and visual learners. Teachers and students could be successful within this platform with beginner technology knowledge. Another huge plus us that HOMER Reading is free for teachers!
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