Trends in Technology

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How Learning Experiences Impact 21st Century Skills

Nichole Blass

Bryan Snyder, Instructor

EEND675B - Fnd of Educ Technology

June 14, 2017

“Name an adult who can sit still for 90 minutes and listen to somebody drone on. If an adult can’t learn that way, how in the world can kids learn that way? (Schaffhauser, 2017) This statement by David Ross, CEO of the Partnership for 21st Century Learning, is the premise for why the classroom experience is being dramatically altered in the 21st Century. Education as a form of systematic instruction is not unique; people throughout time have received formal and informal instruction whether through oral traditions or hours spent sitting behind a school desk. I feel, currently, the most influential trend in education is the lesson experience within the classroom. We will look at a few examples of specific ways the 21st Century classroom experience is modernizing to meet the needs of the 21st Century workforce.

History shows that how populations are educated reflect what is necessary in the workforce and/or society at that time. In an agrarian society, education was based on the skills needed to successfully farm and trade. Benjamin Franklin, referring to the Pennsylvania youth, suggested, “While they are reading natural history, might not a little gardening, planting, grafting, inoculating be taught and practiced, and now and then excursions made to the neighboring plantations of the best farms, their methods observed and reasoned upon for the information of youth, the improvement of agriculture being useful to all and skill in it no disparagement to any?” (Davis 1911). Society then moved to an industrial period that relied heavily on people learning a specific task or set of skills required in different industries, or preparing the masses to be good, orderly citizens. The nation was witnessing the “advent of machine production and its accompanying specialization of occupation” (Koos, 1927). It could be said that by 1890 “national concerns about international economic competition” (Spring, 1990) and the demands of “advancing technology” (Krug, 1964) began to influence the design of the blueprints being used to shape the foundations of the newly emerging model of education.

The economy is undergoing a significant change again. There is widespread agreement that we have been and continue to be moving from an industrial to an information economy. Key aspects of the new economy include: the globalization of the economy, the demise of the mass-production economy, a privileging of information technology, an increase in the skills required to be successful, and an emphasis on the service dimensions of the marketplace (Murphy 2013).  The goal is no longer maintenance of the organizational structure but rather the development of human resources (Fullan & Ballew, 2002; Tichy & Cardwell, 2004).

            With this change in society and the economy, the kind of education students receive should be changing also. Long gone are the days of rote memorization, studying lengthy textbooks, and listening to the teacher spew facts in a classroom vacuum. With the technology available at their fingertips, whether school provided or not, students can research facts on their own almost instantly. While textbooks were the main source of information for students for hundreds of years, first in the form of clay tablets then progressing to texts on CD-rom, no longer is information itself power; rather, power is gained from the ability to access the right information quickly. Electronic media are a commonplace and comfortable part of academic life for most of today’s students (Bierman 2006).

            Research has shown that "the way people learn is to have “real-life engaging experiences." Active learning has gotten a new lease, and under the umbrella of active learning falls project, challenged, and problem-based learning often utilizing makerspaces to accomplish the projected outcomes. Ross clarified that this concept of active learning is a "rebranding" of project-based learning, which, he added, used to be called "experiential learning." All of these spring from the idea that students want to do something more than simply listen to the teacher, and tech can play a role in making that happen. Active learning has to be relevant to the student and include activities "anchored in the real world and anchored in significant content, whether it's Common Core or Next Generation Science Standards”(Schaffhauser, 2017). Active learning and the pedagogical frameworks that support this trend, like SAMR and the Framework for 21st Century Learning, guide educators and educational leaders to create and implement learning experiences that prepare learners for future endeavors in the workplace both domestically and globally.

The Partnership for 21st Century Skills identified three types of skills needed for success in the workplace: learning skills, literacy skills, and life skills.  Learning skills are presented as the 4C’s: Creativity, Collaboration, Communication and Critical Thinking (P21). According to contributors to Thoughtful Learning, “To hold information-age jobs, students need to think deeply about issues, solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing technologies, and deal with a flood of information. The rapid changes in our world require students to be flexible, to take the initiative and lead when necessary, and to produce something new and useful” (2016).

Teachers’ roles are necessary to create and present their students with the active lesson experiences that include opportunities to develop the skills mentioned. A great example of this kind of lesson experience is through the use of a makerspace (Schaffhauser, 2017). A makerspace is a collaborative work space inside a school, library or separate public/private facility for making, learning, exploring and sharing that uses high tech to no tech tools. For example, they may include 3D printers, laser cutters, sewing machines, robot kits, cardboard, Legos and art supplies. It’s more of the maker mindset of creating something out of nothing and exploring your own interests that’s at the core of a makerspace.  These spaces are also helping to prepare those who need the critical 21st Century skills in the fields of science, technology, engineering and math (STEM).  They provide hands on learning, help with critical thinking skills and even boost self-confidence. Some of the skills that are learned in a makerspace pertain to electronics, 3d printing, 3D modeling, coding, robotics and even woodworking (2017).

One of the challenges educators face when preparing experiential lessons is space to conduct the lesson.  Is the classroom an acceptable location to accomplish the goals set forth in the lesson? Does the space have the required resources available? Depending on the size of the classroom and number of students/desks, it may be too small of a space to have multiple activities simultaneously. One solution is to only use a small area of the room or a rolling cart that can be moved from room to room.  Many schools utilize the Media Center to house their makerspaces allowing the whole school access the different activities and resources.

Another challenge is expense.  Funding for even the basic necessities of education can prove to be a challenge. Additional resources to create a meaningful makerspace can quickly become expensive. Though costs of technology is reducing, things like 3D printers and CAD-CAM machines are very expensive.  Even extra art materials or Legos add additional costs to budgets. Grants and donations are a feasible option to overcome the potential cost barrier.  A few grants available for these active learning endeavors include NEA Foundation Student Achievement Grants , ING Unsung Heroes Program, and AIAA Foundation Classroom Grant Program.

How students learn has a decided impact on what they learn. Teaching and learning environments matter. Many students learn more when schoolwork is connected to their interests, to real-world problems, and to the worlds of work and college. Experiences outside the classroom, variation in the school day, and the ability to use technology and other hands-on tools engage students in learning—and help them discover new interests and passions. Instructional strategies that foster higher-order thinking and personalize learning to meet students’ specific needs are critical as well (Bray, Green, & Kay, 2010). We are currently at a very unique period in time as the transformation from an industrial to information economy is happening in front of our eyes. As the landscape of society changes economically, politically, and socially, education must adapt to provide future generations opportunities to be successful within that landscape. Active learning opportunities, particularly through the use of a makerspace, allows teachers and students to incorporate collaboration, critical thinking, creativity, and communication which have been identified as the learning skills necessary to be successful in college and the workplace (2016).

Works Cited

Bierman, P., Massey, C., & Manduca, C. (2006). Reconsidering the textbook. Eos, Transactions American Geophysical Union, 87(31), 306-306.

Bray, J. B., Green, K. A., & Kay, K. (2010, October). Up to the Challenge: The Role of Career and Technical Education and 21st Century Skills in College and Career Readiness (Rep.). Retrieved June 14, 2017, from Partnership for 21st Century Skills website: http://www.p21.org/storage/documents/CTE_Oct2010.pdf

Davis, B. (1911). Agricultural Education: Agricultural Societies. The Elementary School Teacher,11(5), 266-274. Retrieved from http://www.jstor.org/stable/993137

Fullan, M., & Ballew, A. C. (2001). Leading in a culture of change. San Francisco, CA: JosseyBass.

Grants for Teachers. (n.d.). Retrieved June 14, 2017, from https://teach.com/what/grants-for-teachers/#top

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Koos, L. (1927). The American secondary school. Boston: Ginn.

Krug, E. A. (1964). The shaping of the American high school. New York: Harper & Row.

What is a Makerspace? Is it a Hackerspace or a Makerspace? (2017, March 14). Retrieved June 14, 2017, from https://www.makerspaces.com/what-is-a-makerspace/

Murphy, J. (2013) Schooling in the Post-Industrial World: The North Star for Leadership, Vanderbilt University

Schaffhauser, D. (2017, January 12). What's Hot: 9 Major Ed Tech Trends for 2017. Retrieved June 12, 2017, from https://thejournal.com/Articles/2017/01/12/Whats-Hot-9-Major-Ed-Tech-Trends-for-2017.aspx?Page=2

Spring, J. (1990). The American school 1642-1990: Varieties of historical interpretation of the foundations and developments of American education (2nd ed.). New York: Longman.

Tichy, N. M., & Cardwell, N. (2004). The cycle of leadership: How great leaders teach their companies to win. New York, NY: Harper Business

What are 21st century skills? (2016, October 03). Retrieved June 14, 2017, from https://k12.thoughtfullearning.com/FAQ/what-are-21st-century-skills