TECHNOLOGY INTEGRATION IN THE CONTEXT OF THE PARTNERSHIP FOR 21ST CENTURY SKILLS’ FRAMEWORK FOR 21ST CENTURY LEARNING
EDC 603
The Framework for 21st Century Learning provides an extremely relevant and usable template to effectively integrate technology into a school curriculum. We intend to adapt the framework to justify the technology integration model, explain its connection to emerging trends in education and offer a vertically aligned plan to integrate these skills into the AES Middle School program.
At AES, our curriculum should be the lens through which 21st century skills are taught and technology is integrated. The Framework for 21st Century Learning references the following as core subjects: English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history and government and civics. With the exception of economics, all of these subjects are taught in the AES Middle School.
In addition to the core subjects, the P21 Framework includes 5 other interdisciplinary themes that help students reach deeper understanding and connections to the core subjects. Among those is global awareness. This particular theme is directly in line with our mission and one of our core beliefs at AES - students are responsible global citizens. To enable students to become global citizens, students will use the 21st century skills addressed in this document to understand global issues, communicate and collaborate with peers from diverse cultures, and understand and appreciate other cultures.
2. Learning and Innovation Skills
The Partnership for 21 Century Skills identifies three main focus areas for skills that are increasing in importance in the 21st century. It is within these areas that we hope to identify a clear, vertically aligned program for technology integration. Historically, this alignment has focused on the acquisition of specific technology skills or expertise with particular programs. It is our contention however, that the pace at which programs and technologies change necessitate a different approach. To that end, we will recommend a focus on the skills that lie behind the use of certain technological tools.
The three areas as defined by P21 are Creativity and Innovation, Critical Thinking and Problem Solving and Communication and Collaboration. We suggest the following technology integrations:
Creativity and Innovation
Grade Six | Grade Seven | Grade Eight | |
Presentation Skills | Students will learn the basics of presenting with digital resources | Students will create digital presentations | Students will create presentations around the concepts of Presentation Zen |
Design | Students will be exposed to the basic concepts of design using the Contrast, Repetition, Alignment and Proximity (CRAP) methodology | Students will be encouraged to apply the CRAP methodology when creating visuals | Students will be intentional and purposeful with their application of design |
Digital Storytelling | Students will practice the craft of storytelling with digital images | Students will practice the craft of storytelling with digital images | Students will create digital stories around current issues in the world using video, text, images, narration and music |
Critical Thinking and Problem Solving
Grade Six | Grade Seven | Grade Eight | |
Tagging | Students will use tags as a tool to search for information on web pages and teacher blogs | Students will analyse the content of their blog posts to create tags to classify the content they create on their blogs | Students will use tags and meta-tags to begin to create connected networks of information |
Links | Students will begin to use hyperlinks in their work as they discuss relationships | Students will use hyperlinks in their work to support hypotheses | Students will use hyperlinks in their work to validate hypotheses and discuss connections between areas of learning |
Evaluation/Synthesis | Students will use technology to visualize their thinking and justify their answers to problems | Students will use technology to pose problems and solicit answers | Students will use technology to collect and synthesize various answers to problems and evaluate their effectiveness |
Communication and Collaboration
Grade Six | Grade Seven | Grade Eight | |
Blogging | Students will be introduced to the basic concepts of managing and publishing a blog | Students will use blogging and commenting as a way of exchanging ideas and improving writing | Students will blog for real-life audiences |
Students will be introduced to the basic use of email for communicating and receiving information, asking and clarifying questions, focus will be made on email courtesy, concision and timeliness | Students will continue working on the skills learned in grade six | Students will be taught to create email workflows to help manage incoming mail, task management and prioritization | |
Google Suite | Students will learn to access shared documents, create new documents, and share a document with peers | Students will use google drive as a communication tool with their teacher, focus could be on assignment delivery or assessment reflection | Students will use google drive as a communication tool with their teacher, focus could be on assignment delivery or assessment reflection |
Cloud Storage | Students will understand the benefits of cloud storage and how to use it | Students will use cloud storage to share their work with teachers and peers. | Students will use cloud storage to work collaboratively |
Collaborative Research | Students will gather research online to share with their teacher | Students will pool research into a shared document. | Students will use bookmarking and/or online notebooks to collaborate on research. (Diigo, Google Docs, Evernote, etc.) |
3. Information, Media and Technology Skills
The Partnership for 21 Century Skills identifies three main focus areas for skills that are specifically tied to information, media and technological skills. In these areas we also intend to identify a clear, vertically aligned program for technology integration. Again, our intention is to remove specific, programmatic functions from these skills and apply a broader stroke with our technology integration model.
The three areas as defined by P21 are Information Literacy, Media Literacy and Information and Communications Technology Literacy. We suggest the following technology integrations:
Information Literacy
Grade Six | Grade Seven | Grade Eight | |
Research | Students understand that not all websites are credible | Students are able to evaluate websites at a basic level | Students are able to evaluate websites |
Information Access | Students will be guided to specific sources to access information efficiently | Students will begin to choose sources to access information efficiently | Students will access information efficiently |
Digital Organization | Students are able to collect information digitally | Students are able to collect and categorize information digitally | Students are able to collect and categorize information using multiple methods |
Citation | Students understand that information requires attribution | Students will be introduced to proper citation methodology | Students are able to provide proper citations |
Information Management | Students will learn scanning skills to quickly determine importance/relevance of information | Students will apply critical thinking skills to determine importance/relevance of information | Students will apply critical thinking skills to determine importance/relevance of information as well as the ethical/legal consequences of the use of that information |
Media Literacy
Grade Six | Grade Seven | Grade Eight | |
Fair Use/Copyright | Students are introduced to plagiarism as it applies in the academic context | Students are introduced to the concept of Fair Use and Copyright | Students create products that apply the concepts of fair use and can explain how they meet the guidelines |
Creative Commons | Students are introduced to Creative Commons and its purpose | Students understand the purpose of creative commons and use and attribute creative commons work | Students are able to use and attribute a creative commons work and share their own work with creative commons licenses |
Media Bias | Students are introduced to bias in the media | Students are able to recognize bias in media | |
Media Creation | Students will be introduced to media creation tools, and begin to produce media for an audience | Students will understand and utilize appropriate media creation tools to reach certain audiences | Students will produce media with appropriate expression across environments |
Information and Communication Technology (ICT) Literacy
Grade Six | Grade Seven | Grade Eight | |
Selecting a Tool | Students will be taught how to use a variety of specific technology tools to accomplish similar tasks | Students will be taught how to use a variety of specific technology tools with increased choice over which tool to use and when | Students will be able select the best tool for the job with guidance from teachers |
Information Management | Students will access information via a variety of sources | Students will access information via a variety of sources, manage and integrate that information | Students will access information via a variety of sources, manage, integrate that information, as well as create new information |
Technology as a tool | Students will undergo digital citizenship training that focuses on using technology responsibly and as a learning tool | Students will undergo digital citizenship training that focuses on using technology responsibly and as a learning tool | Students will undergo digital citizenship training that focuses on using technology responsibly and as a learning tool |
Cross-Platform Use | Students will be exposed to multiple platforms of technology use to develop basic information system awareness | Students will use multiple platforms of technology as they are intended to manage information systems | Students will begin to employ novel uses of technology to accomplish tasks in cross-platform information systems |
The final piece of the Framework for 21st Century Learning provides a set of emerging life and career skills that are increasingly important in today’s academic and workplace environments. While it is more difficult to address these skills with specific technology integrations in vertically integrated curricular areas, we believe that they can serve as overriding principles that guide our use of technology in the classroom as well as to bring a deeper sense to the importance of integrating technology rather than keeping it separate.
FLEXIBILITY AND ADAPTABILITY
Students should be taught to work across platforms and programs. For example, a student that needs to use an accent in a language class should be able to do so on an iPad even if taught on a laptop. This requires a shift in thinking for many teachers as it requires flexibility and adaptability on the part of the teachers as well. The willingness to allow students to use different tools to get the job done at the expense of control and uniformity is the backbone of flexibility and adaptability.
INITIATIVE AND SELF-DIRECTION
As technology provides more opportunity for differentiation, the importance of initiative and self-direction increases. Students working on varied levels with a range of content all in the same class give students the chance to take ownership in their learning. The teacher must take on an increased role in the development of these skills by providing support and freedom at the same time.
SOCIAL AND CROSS-CULTURAL SKILLS
Students will develop group membership and leadership skills in a face to face environment by working with diverse groups. Increased communication and collaboration will require students to be taught about group dynamics in both educational and social environments online and offline.
PRODUCTIVITY AND ACCOUNTABILITY
The chief technology concern among teachers and parents alike is productivity and accountability. Students will be guided on how to use technology to work for you and how to avoid productivity issues that often arise. Skills such as prioritizing and goal setting will continue to be taught.
LEADERSHIP AND RESPONSIBILITY
As typical productivity models shift, there will be an increased need for students to develop leadership and responsibility. Increased group membership will require students to work together to accomplish goals. Teachers will have to help students develop skills that will enable students to maximize their group productivity, responsibility and accountability to other group members.
Resources/Inspirations:
THE PARTNERSHIP FOR 21ST CENTURY SKILLS