One of the greatest challenges facing K-12 educators is how to educate and engage students that live in a world of abundant information and technology at their fingertips. Some educators are having a difficult time with technological literacy and competency and are finding it hard to keep up with student engagement and learning (Shaw, 2009). According to Downes and Bishop (2012) students of the 21st century have grown accustomed to fancy and enhanced digital quality products and are expecting more from teachers in terms of technological challenges (Downes and Bishop, 2012). Prenskey (2010) defined students of the 21st century born post World War II as digital natives.
According to Prenskey (2010) this generation is immersed in technology and spend a considerably amount of time using technology in their everyday lives. Unfortunately, Woempner (2010) found that many teacher training programs have not evolved with this generation and are still centered on industrial models from the mid-twentieth century (Woempner, 2010). According to Woempner (2010) these dated methods are not preparing new teachers for the classroom, and have hindered educational progress and innovation (Woempner, 2010). Wisniewski (2010) found that most schools are in transition by moving away from traditional methods towards a constructivist approach. However, the paradigm shift has not been consistent in moving from the 20th century classroom to the 21st century classroom (Wisniewski, 2010).
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The main transformation in a 21st century classroom is the methods of delivery. According to Shaw (2009) teaching in the 21st century is student-centered and not teacher-centered. Shaw (2009) compared a 20th century teaching model and a 21st century teaching model and listed the differences. The 21st century model allows for more discourse in the classroom and provides students an opportunity to be part of their own learning experience (Shaw, 2009). In a 21st century classroom the teacher should serve more as a facilitator and encourage exploration to find solutions, oppose to giving students the answers through direct instruction or lecture. November (2012) is an advocate for empowering the learner.
In his book titled Who Owns The Leaning, November (2012) encourages teachers to help students connect to their curiosity and to use technology as a platform to aid in the learning process (November, 2012). Most digital natives’ lives revolve around technology outside of school as a tool to find and share information. However, some schools as a whole not embracing the tools to deliver instruction in a student-centered environment. This is alarming and needs further investigation as to why some schools are not moving schools into the 21st century model of leadership and teaching. According to Demski (2012) the 21st century model of teaching and learning provides students with a more individualized learning experience, in which one size does not fit all. Demski (2012) states that technology can provide students with a more student-centered environment that encourages each student to learn and grow in an individualized approach (Demski, 2012).
The local setting are catholic schools grades K-12 in south Florida. There are some schools in the local setting where teachers can be found modeling and effective student-centered classroom incorporating technology. However, some teachers in the local setting are not fully embracing the concept of a student centered learning environment including technological tools. Bassendwoki and Petrucka (2013) described the 20th century teaching methods and 21st century teaching methods as push and pull. According to Bassendwoki & Petrucka (2013) teachers in the 20th century used the push method in which teachers passed on information to the students mostly through lecture. In the 21st century the pull method is encouraged in which teachers collaborate and facilitate students’ curiosity (Bassendowoki & Petrucka, 2013). Bassendowki & Petrucka (2013) states “In the late 1920s, very few resources existed and the teaching methods consisted largely of lectures, occasional case studies and some problem-solving situations. Students were passive learners who focused on note-taking, memorization and the ability to sit quietly throughout the lectures” (Bassendowoki & Petrucka, 2013, p.665).
There are three types of teachers commonly found in the local setting; (a) teachers who are eager to learn and implement new ideas; (b) teachers who are just not interested due to lack of knowledge or anxiety; (c) teachers who are not open to change and are hard pressed on doing things the way they did it when they first started teaching. In Muhammad’s (2009) book he describes four types of teachers. Muhammad (2009) categorizes teacher as (a) believers who are the teachers who hold the basic tenant that all students can learn and achieve proficiency; (b) tweeners are new teachers that usually start out excited and compliant; (c) survivors are the teachers who have become ineffective due to chronic, poorly managed stress; (d) fundamentalists are those “old-school” teachers who are resistant to all change, and who hold the belief that some students can achieve academic success and some cannot (Muhammad, 2009). Some teachers in the local setting are not adapting well to the needs of the digital natives. This prompts an investigation into a lack in consistency in classrooms transitioning to a 21st century model that is primarily based on a student-centered approach.
According to Lowther, Inan, Ross, & Strahl (2012), educators are constantly being challenged to teach 21st century skills. Teachers are being asked to implement college and career readiness skills and at the same time maintain classroom control and prepare students for standardized tests. These recent demands have proven to be a task that comes with little direction on how meeting all requirements are fesiable (Lowther et al., 2012). The consensus among educators is to prepare students for the global society and to become proficient in the skills needed to attend college and the work force (Lowther et al., 2012). The No Child Left Behind Act (2001) clearly stated that schools have a responsibility to provide students with a quality education in order to have a chance at success in the real world. Furthermore, the purpose of the enhancing education through technology grants as part of the No Child Left Behind Initiative (2001) is to ensure that schools are providing teachers with the tools to enhance the learning experience through technology (Ed.gov, 2014). However, it is an uphill battle for educators to keep up the pace with teaching 21st century skills while at the same time integrating technology. Schools across the nation have made strides in meeting the demands of staying abreast of 21st century skills while still fulfilling the NCLB (2001) mandate.
Given that mostly all states have created bridge programs which are supposed to ease the transition to implementing 21st century skills into the curriculum. However, the methods to bridge or transition to 21st century skills has not been streamlined. As a result, in recent years the push is on for educators to find an effective transition to implementing 21st century skills into the classroom (Lowther et al., 2012). The recent push to teach 21st century skills has sparked educational organizations to create ideologies and frameworks on what 21st century skills are comprised of. According to The Partnership for 21st Century Skills (2009) 21st century skills involves three characteristics; (a) critical thinking and systems thinking; (b) problem identification, formulation, and solutions, and; (c) creativity and intellectual curiosity (Partnership for 21st Century Skills, 2009). Based on the three characteristics created by The Partnership for 21st Century Skills (2009) listed above, 21st century knowledge and skills primarily focuses on the higher order thinking of Blooms Taxonomy (Bloom, 1985). A major component of 21st century education is the focus on high order thinking and less focus on memorization and recall. Teachers should focus on invoking students’ creativity and problem solving skills.
In recent years the authors of The Common Core State Standards influenced many educators that the standards aimed at including 21st century skills. So far The Common Core State Standards (2010) have been adopted by 43 states. Implementation of The Common Core State Standards ensure that all students across the United States are instructed according to the same educational standards at the appropriate grade level. The standards are focused on college and career readiness and skills. Teachers are encouraged to implement standards in order to engage students in the skills needed to be successful in global communities. The standards focus on allowing teachers to have more discourse in the classroom and for students to become part of their learning experience. The Common Core State Standards allows teachers to focus on mastery of skills. The standards aim for students to practice application (Corestandards.org, 2014). Even though The Common Core State Standards are focused on college and career readiness, it does not serve as a go to guide on transition and implementation. The standards are not a curriculum, they are standards that should be used to gage mastery of skills. Consequently, there is a gap in the preparedness of students in college and career readiness skills O’Sullivan & Dallas (2010).
O’Sullivan and Dallas (2010) found that high school seniors are still not entering higher education institutions with the necessary college and career readiness skills to be efficient in the real world (O’Sullivan & Dallas, 2010). O’Sullivan and Dallas (2010), stated that business and colleges are seeking out students that can think critically, analyze, and can apply good problem solving skills to real world situations in the work place (O’Sullivan & Dallas, 2010). Students not being prepared for college does not mean that students’ fell short in their dedication to the curriculum and assessments. Educators play a role in the gap in the lack of college and career readiness. Hodge and Lean (2011) found that there is a gap in perception from business college students and professors in the skills that are in demand in the workplace. Hodge and Lean (2011) found that professors gave less importance to application, analyzing and problem solving skills. On the other hand, students found these skills critical to the requirements employers are seeking in potential candidates (Hodge & Lean, 2011). Research shows there is clearly a gap in the need to know information in the curriculum and in the teaching models demonstrated in classrooms across the country. Ideas that may be important to one teacher may not be essential to another teacher. Therefore, showing a lack in consistency across the board. According to Larson and Miller (2011), 21st century skills have a direct relationship to the way teachers teach and how students learn. Larson and Miller (2011) noted that since the beginning of public education “there has been a strong emphasis on teaching the “basics,” including reading, writing, and mathematics. While such skills are still important, lately much talk focuses on teaching children 21st century skills” (Larson & Miller, 2011, p.121). Duncan (2009) defines 21st century skills as “skills that increasingly demand creativity, perseverance, and problem solving combined with performing well as part of a team” (Duncan, 2009).
Still, some schools have not transitioned into teaching 21st century skills in the classroom. According to Woempner (2010), many new teacher training programs are not preparing new candidates on how to use research-based student-centered techniques in the classroom. Woempner (2010) goes on to state that some teachers are still centered on industrial models for the mid-twentieth century (Woempner, 2010). The industrial models are teacher centered and not student centered (Woempner, 2010). According to Woempner (2010), teacher-centered usually involved direct instruction and lecture. On the other hand, student-centered teaching model focuses on how students process and apply information (Woempner, 2010). Unfortunately, the industrial model of teaching is not effective in preparing students with the 21st century skills that are needed in order to be competitive in the work force (Woempner, 2010). According to Rotherham and Willingham (2009) the transition phase to applying student centered models has to start from the national levels of the educational community, “otherwise the reform will be superficial and counterproductive” (Rotherham & Willingham, 2009), p.18). Rotherham and Willingham (2009), believed that there are three elements needed in order for implementation of 21st century skills in schools to be effective. The three elements are (a) the curriculum needs to be complete and should include both breadth and depth; (b) Teacher training programs needs to be revamped; (c) assessments should focus on level of mastery (Rotherham & Willingham, 2009). The implementation of 21st century skills in the curriculum should not limit the subject matter content. The fundamentals of implementation of 21st century skills is focused on the delivery of the content and the model in which the information is transferred to the students. In order for the effective implementation school administrators, teachers, and students need the tools and training that will allow applying 21st century skills. Siu Cheung et al (2014), described the three elements that schools need in order to transition effectively to teaching 21st century skills:
The first element of blending formal and informal learning approaches helps schools to bridge the existing gap between school curriculum and society situations. The second element of balancing individualized and collaborative learning helps learners to increase awareness of learning achievement on individual basis and also increase motivation to make learning progress with peers. The third element of collecting evidence of improvement and building awareness of progress helps teachers and learners to understand levels of learning…(Siu Cheung et al., 2014, p. 72).
According to Prensky (2010), post World War II children are digital natives. The term digital natives refers to the generation in which technology has become an essential part everyday life (Prensky, 2010). November (2012) believed that students are becoming more reliant on the internet to find information. Educators need to find new ways to help students become part of their learning experience (November, 2012). November (2012) goes on to state that when students can relate lessons to their everyday life, the learning experience becomes more interesting. Jacobs (2010) asks the question what year are we preparing our students for? Jacobs (2010) suggests that using the traditional models of education do not prepare students for the real world. Jacobs (2010) discussed the shifts that needs to take place in the way educators transfer information. Jacobs (2010) suggests that educators need to teach students information that is relevant to the global society. According to Jacobs (2010) the three major shifts that need to take place are in curriculum, teacher, and assessment. Frist, students should be engaged in life-long learning. Second, teachers’ roles need to change from information provider to coach and collaborator. Lastly, assessments need allow for self-reflection and evaluation (Jacobs, 2010). Mullen (2010) suggested that administrators must prepare teachers to teach their students’ college readiness skills through student-centered projects that foster creativity and collaboration.
In addition, Mullen (2010) stated that administrators should be innovative in leading teachers and students into embracing 21st century skills (Mullen, 2010). Pence (2009) believed that teachers should learn to incorporate technology into the classroom instead of banning the technological gadgets that students of the current generation have grown accustomed to (Pence, 2009). In addition, De Abreu (2010) stated that educators should learn to embrace technology by teaching students media literacy in order to identify credible information over false information (De Abreu, 2010). Another important component of implementing 21st century skills is teacher collaboration. Teachers working together on curriculum mapping and vertical and horizontal alignment plays a major role in what will be taught and the approach used to deliver instruction (Rosefsky & Opfer, 2012). Curriculum mapping helps schools know where they are, where they would like to go, and how they are going to get there. According to Webster (2014) the meaning of map is “a picture or chart that shows the different parts of something” (Merrian-webster.com, 2014).
Another important component of implementing 21st century skills in the classroom are student-centered models (Bell, 2010). According to Bell (2010), student-centered models includes project based learning. Student centered learning means that the teacher serves more of a facilitator in the classroom than being at the center of the learning. Student-centered learning models drives students’ curiosity and inquiry into a topic at hand. Collaboration used among students is also a part of the student centered models. This approach teaches students to be more proficient in problem solving skills, using technology to aid in finding information and solving problems. Teaching students to apply skills is at the center of student-centered models, as opposed to providing students the information for memorization and recall (Bell, 2010). Lattimer and Riordan (2011) stated research findings proved that project-based learning can be effective in motivating and teaching students’ mastery of 21st century skills. Lattimer and Riordan (2011), also found that traditional instructional models were less effective in teaching mastery of concepts in core subjects (Lattimer & Riordan, 2011).
The implementation of 21st century skills is still at the center of the potential benefits of teaching students 21st century skills in the classroom. However, teachers need training in order to effectively demonstrate a student-centered environment. Makoe (2012) emphasizes the importance of training teachers in how to implement new students-centered models in the classroom (Makoe, 2012). Makoe (2012), also encourages teachers to see the new changes as tools that can be helpful in delivery of information. Most students can easily access information on the internet, so teachers need to find ways to teach students how to find and use credible information (Makoe, 2012). November (2012) suggest that the best way to tech students media literacy is to perform an exercise that teachers students how to identify truthful information and how to use that information to create projects (November, 2012). November (2012) goes on to state that the best way that teachers can learn is to collaborate and share knowledge (2012).
The implementation of 21st century skills in the classrooms needs many components working cohesively in order to be effective as mentioned in the review of literature. Further investigation is needed in order to provide educators with a guide that will assist in the implementation process.
The overall concept of the literature review above is that 21st century learning methods are incredibly important for students learning in the 21st century. New technologies mean that the skills given by teachers in the 20th century need to be updated and rehashed to ensure that students are prepared for the new century. It also means that the skills that are required by employees and colleges are different to those in the past, with critical thinking being named as a main skill (Partnership for 21st Century Skills, 2009). In this sense, there is a very real problem whereby educators may not have the necessary tools to impart these skills onto students, and that standard teaching methods need to be updated in order for teaching methods to continue to be effective. Not only that, but critical thinking and other learning methods need to be continually used, which complicates the process for teachers and students alike. The overarching theme identified above, therefore, is that learning needs to match the speed of progress that typifies the 21st century lifestyle. Much of the research outlined above agrees that several changes need to be made to the communication between teachers and students as well as the style of the curriculum. Whilst initiatives to improve the use of technologies in the classroom have been well documented (Jackson & Davis, 2000), it is clear that the way in which these are taught and used needs to be addressed in order for educators to impart the skills, like critical thinking, which are valued above mere technological interaction.
As with any new initiative, the research literature has several agreements and disagreements about the current state of play and the work that needs to be done. Woempner (2012) focuses heavily on the fact that teacher training programs are not equipping new teachers to deal with 21st century learning problems. Whilst teacher training is evidently a huge part of how the teachers work within the classroom, others suggest that there needs to be more of a focus on the students (Dolence & Norris, 1995). Those on this side of the fence argue that teacher training is adequate in many senses, but the interaction between the teachers and the students’ needs to focus on more contemporary styles. It is important for teachers to communicate with students in a way that increases their critical thinking, something which cannot necessarily be taught through traditional teacher training programs (Pellegrino & Hilton, 2013). New teachers need to impart knowledge in a much more interactive manner in order to transfer 21st century skills onto students. This contrasts with Woempner (2012) in that it suggests that teacher training programs in their current state may not be completely accurate to tackle the problems outlined by the literature.
November (2012) has identified that teachers need to learn from each other and collaborate in order to share knowledge about how best to tackle this issue. In this sense, many of the researchers agree, but there are still several gaps in the literature. It is important for us to create a research direction that includes several different elements working cohesively together. These elements include, but are not limited to, an understanding of how 21st century skills need to be implemented, which are the most important, the most effective way of using them in the classroom and the skills which educators need to gain in order to impart these skills (Pellegrino & Hilton, 2013). Creating a research plan that incorporates all the issues concerning 21st century skills does rely on the collaboration between several educators (November, 2012), but should also involve the inclusion of other stakeholders, like parents. 21st century skills may mean that less time is spent in the traditional classroom, which means that parents and their access to technology may begin to play a larger part in the education of Western children (Pellegrino & Hilton, 2013). There are gaps in the research about how this may affect education and how it can be used to improve the teaching of 21st century skills. There are also gaps about how to get teachers to collaborate on this research and the best ways of understanding which 21st century skills are most important. As it is such a large area of research, it may be best to identify the most important skills that need to be used, rather than trying to implement methods that are more inclusive immediately.
The research question asks how educators can teach 21st century skills using a student-centered approach. As we have seen, much of the literature focuses on teacher training, but there needs to be a stronger focus on the needs of the students and how this can be approached using research. The conclusions within this critical analysis are that much more research needs to be done in order to find ways of imparting 21st century skills that are beneficial to the students, as well as ways in which we can identify educational targets teachers and educators. Targets should focus on increasing understanding as well as implementing higher levels of critical thinking, information technology and the introduction of more modern classroom methods. It is evident that student-centered approaches are the most beneficial, but there are still questions about how and why we can use these approaches. There are gaps about how student-centered approaches will change with the rest of the 21st century and the way that education will need to adapt to go along with these changes. It is clear that educators need to be involving students more, as this will help them to develop more complex skills like critical thinking that were not present in traditional teaching methods found at the outset of the 20th century. It is this that needs to be focused on in future.
