LRNT 521


By Dan McEvoy, Kymberleigh Richards & Sherry Ruth

 

This article, Teaching 21st-century Skills in 20th Century Schools: Impact of Digital Learning was a collaborative effort by my MALAT team for: Unit 4 – Activity 1 | Discussing Impacts of Digital Learning

 

Overview

With the advent of digital learning, educational policies and pedagogies of the past century have become obsolete. Formal education has shifted from the 20th-century 3Rs (reading, writing and arithmetic) to today’s 4Cs: creativity, critical thinking, communication and collaboration (Keane, Keane & Blicblau, 2014). In today’s hyper-connected and digitized society, we need to empower students with these higher-order thinking skills to adapt to a rapid-changing world and an unknown future. There has been a definite shift from why we are teaching the content to how we are teaching the skills. To date, however,
schools and education systems are, on average, not ready to leverage the potential of technology. Gaps in the digital skills of both teachers and students, difficulties in locating high-quality digital learning resources from among a plethora of poor-quality ones, a lack of clarity on the learning goals, and insufficient pedagogical preparation for blending technology meaningfully into lessons and curricula, [have created] a wedge between expectations and reality (Cuban, 1992, p.190).
The impacts of digital learning on this topic may be described and summarized as follows:

Role of Administrators

• Administrators and educators continue to face significant challenges due to the open-ended and dynamic nature of 21st-century skills and the conformity of the traditional structure and organization of the formal education system. “Systems of education need to establish structures that are amenable to more active and dynamic teaching and learning and assessment paradigms” (Care, Kim & Scoular, 2017, p. 33).

Role of Teachers

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