21st Century Educator - Role

21st Century Educators

          What are the characteristics we would expect to see in 21st century educators? They are student-centric andholistic; they are about how to learn as much as about subject areas. They are 21st century learners as well. But teachers are more than this. Below are eight characteristics of a 21st century teacher.

Adaptor

The 21st Century Educator is an adaptor. Harnessed as teachers are to an assessment focused education model, the 21st century educator must be able to adapt the curriculum and its requirements to teach using digital tools. They are able to adapt software and hardware designed for a business model into tools suitable for education and specifically for a variety of age groups and abilities. They must also be able to adapt to a dynamic teaching experience. When it all goes wrong in the middle of a class, when the technologies fail, the show must go on.

As 21st century educators, they must understand and apply different learning styles. They must be able to adapt their teaching style to be inclusive of different modes of learning. The 21st century teacher matches the students preferred learning style to a variety of ICT tools. Gone is the chalk and talk approach that most of us experienced as children. It is replaced by learning that touches all of the senses; auditory, visual, kinesthetic. It also addresses students who prefer the read/write learning style.

Visionary

The 21st century educator is a visionary. A visionary teacher can look at other people's ideas and approaches and see how they would use these in his or her classes. He or she also looks across the disciplines and through the curricula and makes links that reinforce and value learning in other areas and leverage other fields to reinforce student learning. Imagination and adaptability are key, crucial components of the visionary educator of today and tomorrow. The 21st century teacher sees the potential in the emerging tools and web technologies, and then grasps and manipulates them to serve student needs.

Collaborator

Ning, Blogger, Twitter, Wikispaces, Bebo, MSN, MySpace, Second life – The 21^st century educator is able to leverage these collaborative tools to enhance and captivate learners. Educators, too, must be collaborators: sharing, contributing, adapting and inventing. The teacher's role here is often that of moderator, facilitator and referee: shaping conversation, refocusing discussion and leading by example. The teacher learns how to structure and develop conversation. The electronic medium enables students who would normally be quiet, shy or retiring to participate, discuss, debate and argue.

Teachers can collaborate and contribute by becoming involved in the many online communities. They can provide their work under the Creative Commons licence. This allows educators access to a huge array of materials at no cost. The OER (Open Educational Resources) project is a good example of resources produced under the Creative Commons banner.

Risk Taker

The 21st century educator takes risks and is prepared to tap into students’ knowledge of technology. With a vision of what he or she wants and what the technology can achieve, he or she can identify the goals and facilitate the learning. Educators can have students teach each other. The learning pyramid shows that the highest retention of knowledge comes from teaching others.

Learner

We expect our students to be life-long learners. Educators too must continue to absorb experiences and knowledge and stay current. In subject areas like Information Technology and certainly in many of the sciences, knowledge, understanding and technology are fluid and dynamic. They are evolving and changing. Teachers must change and learn and adapt as the horizons and landscape changes. The 21st century teacher is a 21st century learner too.

Communicator

The 21st century educator must be a communicator, fluent in tools and technologies that enable communication and collaboration. They must also know how to facilitate communication, stimulate and control it, moderate and manage it.

Model

Teachers model the behaviors they expect from students. There is an expectation that teachers will teach the value of learning. In fact teachers must model that value. For some students, teachers are the most consistent educational element in their lives.

They make a huge difference by modeling learning. The 21st century educator also models reflective practice; whether it's the quiet, personal inspection of their teaching and learning, or through reflective practice via blogs, Twitter and other media, educators must look both inwards and outwards.

Teachers model a number of other characteristics, not necessarily associated with integration of technologies or the curriculum, but which are of equal importance. They model:

• tolerance and respect

• acceptance

• a wider view than just their curricula areas

• global awareness

• reflection

• human values

Leader

The 21st century educator is a leader. Whether a vociferous champion of ICT integration or quiet technology coach, a teacher leads by example. Leadership, like clear goals and objectives, is crucial to the success or failure of 21st century teaching. The paper, Managing complex change, by Thousand and Villas (http://edorigami.wikispaces.com/Managing+complex+change) shows the elements

required to achieve successful change:

vision + skills + incentives + resources + action plan = change

skills + incentives + resources + action plan = confusion

vision + incentives + resources + action plan = anxiety

vision + skills + resources + action plan = resistance

vision + skills + incentives + action plan = frustration

vision + skills + incentives + resources + = treadmill

21st century teachers play many roles. They must have vision, skills, incentives, the resources and an action plan to educate successfully in the 21st Century. They are the subject experts, often counsellors and frequently administrators. The roles that educators play in the 21st century are complex.

21st century Education

21^st century

            21^st century society is flexible, creative, challenging, and complex. It addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities. Fortunately, there is a growing body of research supporting an increasing number of 21st century schools. The new millennium was ushered in by a dramatic technological revolution. We now live in an increasingly diverse, globalized, and complex, media-saturated society. This technological revolution will have a greater impact on society than the transition from an oral to a print culture. Emerging technologies and resulting globalization also provide unlimited possibilities for exciting new discoveries and developments such as new forms of energy, medical advances, restoration of environmentally ravaged areas, communications, and exploration into space and into the depths of the oceans. The possibilities are unlimited.

Science and Technology developments show no sign of slowing. Communications and control technology continues to augment the intelligence of individual humans, collections of humans, and machines. Cultures are forced into the position of sharply defining humanity and determining boundaries on desire, thought, communication, behavior, and manufacturing. Some, notably Ray Kurzweil, have predicted that by the middle of the century there will be a Technological Singularity if artificial intelligence that outsmarts humans is created. Today in the 21st century, men have reasons enough to be proud for their unique achievements. From stepping into the moon of cloning genes, there has been a long list of tremendous success of science and technology. But restless people's mind has still enough desire for even greater achievements. And there is every reason to believe that in the coming days many of such dreams would be possible for us. Today at the starting days of the 21st century, Technology is the most pronouncing name all over the world. We are at the age of computer. Application of computer is becoming a common name in all aspects of life.

Globalization: Globalization is a process of interaction and integration among the people, companies, and governments of different nations, a process driven by international trade and investment and aided by information technology.

Globalization implies the opening of local and nationalistic perspectives to a broader outlook of an interconnected and interdependent world with free transfer of capital, goods, and services across national frontiers.  Advances in telecommunications and transportation, the expansion of capitalism and democracy, and free trade agreements have resulted in unprecedented global economic and cultural integration. This has caused (and is continuing to cause) economic and cultural shifts which have been the subject of considerable controversy.

Liberalization refers to a relaxation of previous government restrictions, usually in such areas of social, political and economic policy. Liberalization refers to laws or rules being liberalized, or relaxed, by a government. You might talk about the liberalization of marriage laws in states that allow same-sex marriage. According to the Article 25 of the Companies Registration Act educational institutes in India can be set up only by trusts, societies and charitable companies, but the profits cannot be taken out of the institution and have to be reinvested. However the government does not define and clarify rules for foreign universities to set up campuses in India. Interested parties have been hesitant about moving forward until they are clear about the degree of regulation, funding, and other issues. Though foreign educational institutions are not permitted to offer degree certifications in India, the education department has allowed nearly 150 foreign institutes to offer courses with Indian varsities under an arrangement that, a part of the course will be done in India and the rest will be done abroad.

Privatization, also spelled privatisation, is the process of transferring ownership of a business, enterprise, agency, public service, or public property from the public sector (a government) to the private sector. It may also mean government outsourcing of services or functions to private firms, e.g. revenue collection, law enforcement, and prison management. Privatization can imply deregulation meaning thereby lesser control of the government. Applied to the education sector, privatization can be seen as part of the wider reform of the public sector. Education is both a private and social investment. Privatization is management by private sector with total absence of government intervention. Such institutions generate their own funds through higher fees, user charges and full use of resources. Privatization of higher education has emerged in several forms and types in the recent decade in India. 

1. Privatization within government higher education institutions takes place in the form of introducing self-financing courses within government institutions.

2. Converting government aided private institution in to private self financing institution.

3. Allowing to expand self financing private institution with recognition and also without recognition, which may be termed as commercial private higher education institutions.

Entertainment during the 21st century had evolved from the same types of entertainment which emerged around the middle of the 20th century. Sports, films, music, TV series' and books remained popular into the early 21st century but new forms of entertainment including social networking & internet accessed videos became popular. Video games had emerged from a childhood pastime in the 20th century to an fully grown adult pastime by the beginning of the 21st century. The most popular mediums of entertainment in the first decade at least were via televisions, the internet, CDs, DVDs and paper. Digital information begins to complete its succession over analog information and storage techniques.

Power in international relations. Issues surrounding the cultural, economic, and military dominance of the United States and its role in the world community have become even more pointed given its recent military activities, problematic relations with the United Nations, disagreement over several international treaties, and its economic policies with regard to globalization. Integration of the European Union and the African Union has proceeded.

21st Century Skills

There is critical need for developing 21st century skills. However, we believe that authentic education addresses the “whole child”, the “whole person”, and does not limit our professional development and curriculum design to workplace readiness. 21st century skills learned through our curriculum, which is interdisciplinary, integrated, project based, and more, include and are learned within a project-based curriculum by:

• Collaboration – the ability to work in teams
• Critical thinking – taking on complex problems
• Oral communications – presenting
• Written communications – writing
• Technology – use technology
• Citizenship – take on civic and global issues; service learning
• Learning to learn about careers – through internships
• Content – conduct research and do all of the above.

 

21^st century Education

 

The following new definitions for “School”, “Teacher” and “Learner” appropriate for the 21st century:

"Schools" will go “from ‘buildings’ to nerve centers, with walls that are porous and transparent, connecting teachers, students and the community to the wealth of knowledge that exists in the world.”

“Teacher” - From primary role as a dispenser of information to orchestrator of learning and helping students turn information into knowledge, and knowledge into wisdom.

The 21st century will require knowledge generation, not just information delivery, and schools will need to create a “culture of inquiry”.

"Learner” - In the past a learner was a young person who went to school, spent a specified amount of time in certain courses, received passing grades and graduated. Today we must see learners in a new context:

“First – we must maintain student interest by helping them see how what they are learning prepares them for life in the real world.

“Second – we must instill curiosity, which is fundamental to lifelong learning.

“Third – we must be flexible in how we teach.

“Fourth – we must excite learners to become even more resourceful so that they will continue to learn outside the formal school day.”

So what will schools look like, exactly? What will the curriculum look like? How will this 21^st century curriculum be organized, and how will it impact the way we design and build schools, how we assess students, how we purchase resources, how we acquire and utilize the new technologies, and what does all this mean for us in an era of standardized testing and accountability?

Imagine a school in which the students – all of them – are so excited about school that they can hardly wait to get there. Imagine having little or no “discipline problems” because the students are

so engaged in their studies that those problems disappear? Imagine having parents calling, sending notes, or coming up to the school to tell you about the dramatic changes they are witnessing in their children: newly found enthusiasm and excitement for school, a desire to work on projects, research and write after school and on weekends. Imagine your students making nearly exponential growth in their basic skills of reading, writing, speaking, listening, researching, scientific explorations, math, multimedia skills and more!

What is 21st century curriculum?

Twenty-first century curriculum has certain critical attributes. It is interdisciplinary, project-based, and research-driven. It is connected to the community – local, state, national and global.

Sometimes students are collaborating with people around the world in various projects. The curriculum incorporates higher order thinking skills, multiple intelligences, technology and multimedia, the multiple literacies of the 21st century, and authentic assessments. Service

learning is an important component.

The classroom is expanded to include the greater community. Students are self-directed, and work both independently and interdependently. The curriculum and instruction are designed to challenge all students, and provides for differentiation.

The curriculum is not textbook-driven or fragmented, but is thematic, project-based and integrated. Skills and content are not taught as an end in themselves, but students learn them through their research and application in their projects. Textbooks, if they have them, are just one of many resources. Knowledge is not memorization of facts and figures, but is constructed through research and application, and connected to previous knowledge and personal experience. The skills and content become relevant and needed as students require this information to complete their projects. The content and basic skills are applied within the context of the curriculum, and are not ends in themselves.

Assessment moves from regurgitation of memorized facts and disconnected processes to demonstration of understanding through application in a variety of contexts. Real-world audiences are an important part of the assessment process, as is self-assessment.

  

Characteristics of a 21^st century Education:

Student-centric: In these classrooms, students play an active role in their learning and teachers serve as mere guides. They are more facilitators of learning than lecturers. They help students think critically and learn by doing and act as a resource while their students discover and master new concepts. Student-centric classroom environments put students’ interests first and are focused on each student’s needs, abilities and learning styles.

Technology in teaching-learning: Computers are readily available in modern classrooms, since they are essential tools for 21^st century students and replace the utilities of pen and paper. They not only give students the means to conduct online research and master the technology skills they need, but they also give teachers the opportunity to enhance their lessons. The ability to deftly operate a computer is a critical 21st century skill. Computing devices greatly assist in teaching and learning and make them more engaging and effective.

First of all, technologies are not an end in themselves; technologies are tools students use to create knowledge and to create personal and social change. There should be full access to technology. If students do not have computers or access to the Internet at home, together we will find a way to provide them. If we can, we will obtain laptops for every student and teacher. Buildings will need to be wired in such a way that students can access their files, as well as the Internet, from anywhere in the school. Various labs and learning centres should be set up around the campus. Art, music, theatre, television, radio and film studios can be created with relatively small expenditures. All classrooms should have televisions to watch broadcasts created by their school as well as by other schools in the district.

Active and Adaptive learning: In modern classrooms, students are actively engaged in what they learn. Students participate in more active learning by working in groups or on computers and complete projects and other interesting activities that help them discover new skills. Students can learn actively by talking and listening, writing, reading and reflecting. When students are encouraged to take an active interest in learning, they are more likely to retain the knowledge they’ve accumulated.

Any classroom will always have students of different types of learning abilities in it which often makes it difficult for teachers to make sure that all of them understand the concepts. The modern approach of adaptive learning gives students the freedom to learn at their own pace and in the way they are most comfortable with. There are various kinds of software available for adaptive learning that teachers can use to enhance the learning of their students.

Invitational environment: The classrooms should not be cramped or overcrowded. Modern classrooms should have the basic material required for teaching such as, interactive whiteboards and LCD projectors. The BYOD (Bring-Your-Own-Device) approach can be adopted, so that students can bring their laptops or tablets to the classroom for better personalized learning. Teaching with technological material is more effective, stimulates student engagement, eases the work of teachers and makes it easy for students to focus on learning.

Students understand and follow the rules and procedures: The learning environment is carefully planned and well-organized. Class rules, procedures, and notices of upcoming activities are posted in convenient places to help students stay on track. Students are constantly encouraged to remind them of their goals and responsibilities. They follow class routines and understand what they are expected to achieve each day and how they are to go about it.

Mutual respect: Teachers and students should always have respect for each other. As now the role of teachers is no longer to be the sage on the stage, students should not forget their value as they will always receive guidance from them. Also, teachers should encourage students to speak with confidence and value their opinions. In a well-disciplined environment, students should also co-operate with and respect their classmates.

Students take responsibility of their learning: As students are encouraged to actively participate in their own learning, they become responsible for their learning. Self-directed students not only encourage each other, but also work with their teacher to achieve academic and behavioral goals that they themselves have helped establish. Teachers should employ a variety of strategies to promote responsible decision-making and create self-reliant students.

Performance-based assessments: Regular performance-based assessments are carried out by teachers through various methods which are not restricted to tests. These can be by conducting quizzes and polls. Teachers can utilize projects as well as other products and performances as assessments to determine student achievements and needs. Assessments are tailored to the abilities and needs of the students.

Collaborative learning: Learning through collaboration is one of the most effective forms of learning. Teaching and learning in isolation are very restrictive and hinder progress. Learning in groups enhances the scope of learning and develops critical thinking. Collaborative learning activities include collaborative writing, group projects, joint problem solving, debates and more. Collaborative learning redefines traditional student-teacher relationship in the classroom.

Technology plays a big role in developing all of these characteristics for modern classrooms. These classrooms enhance the learning experience and better prepare students for higher education and workforce. Share your views and other characteristics that you would like to see in your 21^st century classrooms.

  The Global Classroom: Every day students from countries all over the world collaborate on important projects. The web site, ePals, is a site where teachers and students can go to join or start a collaborative project with anyone in the world. According to ePals, Inc., “Our Global Community™ is the largest online community of K-12 learners, enabling more than 325,000 educators and 126,000 classrooms in over 200 countries and territories to safely connect, exchange ideas, and learn together. Award winning SchoolBlog™ and SchoolMail™ products are widely used and trusted by schools around the world.” As we have seen from our own experiences, from the media, from university research, and as it was demonstrated in the Did You Know? video, technologies, especially the Internet, have resulted in a globalized society. The world is now “flat”. Our world has been transformed, and will continue to change at ever-increasing rates. In order for our students to be prepared to navigate this 21st century world, they must become literate in 21st century literacies, including multicultural, media, information, emotional, ecological, financial and cyber literacies. Collaborating with students from around the world in meaningful, real-life projects is a necessary tool for developing these literacies. Students can learn that through collaboration, not competition, they can work together to make the world a better place. Students will use technologies, including the Internet, and global collaboration to solve critical issues.

Green Education: Our planet and its citizen residents are facing a growing number of issues related to the environment. Education is the key. From environmental awareness to producing scientists, politicians, international relations experts, media producers, and others, our schools will assist students in finding the answers to our environmental problems. Students will be motivated as they achieve higher levels of learning in all content areas from science and math to cultural studies and nutrition and other areas when they are involved in projects such as The Edible Schoolyard, The Globe Program, Jason Projects, the Global Johnny Appleseed Project and many more global classroom projects focused on the environment. From renewable fuels, to designing “green” buildings (including “green” schools), gardening, nutrition, environmental law, and more, we can teach “green”.