Bolstad, Gilbert, McDowall, Bull, Boyd and Hipkins (2012) discusses that 21st century learning, or what it is often referred to as future learning, has no fixed structure, but rather is an ongoing emerging cluster of beliefs, knowledge, theories and practices becoming available within the classroom. 21st century learning allows students to use educational technologies to apply their own knowledge to any new situations that arise, to analyse and process incoming information, collaborate effectively with others, solve problems and consider the outcomes of these problems and to be able to make decision based on what would have the best outcome for themselves, 21st century learning needs to embrace children’s strengths and understand their individual needs (Colombia, 2013).
To be successful in 21st century learning, children need to understand the 4C’s: creativity, communication, collaboration and critical thinking (Bruniges, Dr M. 2012).
Bolstad et al. (2012)., Colombia. (2013). and Bruniges (2012) all agree on what Bruniges (2012) refers to as ‘the 4C’s’ as major skills for students in 21st century learning.
… Previous to the 21st century, classroom learning was largely different than the diversity we see all around the world today. …show more content…
Classes were traditionally ran in mass classroom situations, with the teacher at the head of the class directing the students learning. Nowadays we see a range of classroom learning styles operating, varying to suit both the teachers teaching style and the children 's’ learning styles. The Reggio Emilia approach to learning is becoming a trend in classrooms, with the approach focused on the Educator or Teacher as the partner, researcher, guide and nurturer, together with the children they explore, discover and learn together, rather than the approach of the teacher as the leader who stands in front of the children directing (Kocher, 2013). Twenty first century learning encompasses new partnerships and relationships with the wider community surrounding the school (Bolstad et al., 2013). Something that education previous to the 21st century would not have included. In both the early childhood and school aged National Quality Standard (NSQ) area 6 is dedicated to collaborative partnerships with families and communities, something that is assessed when the school goes through its reviewing processes (Australian Children’s Education & Care Quality Authority (ACECQA). 2014). Previous to this there were no national standards in place to ensure that schools were making connections to their outside world and allowing the children to form relationships and partnerships with the community. Children in the 21st century learning environment now have a great amount of quality. Children no longer have to be separated due to their gender, colour, race, religion or medical backgrounds. Schools have a large amount of inclusion assistance to ensure that any child who needs extra help will receive it, this is vastly different to traditional classrooms that saw a majority of children only being educated if they came from an upperclass background. Children are also free to choose their education paths in the 21st century, for example girls are no longer forced to complete subjects such as sewing and dressmaking, they are able to select studies based on their own interests rather than what the school and society believes their gender must learn (Number 37, 2010). … Globalisation and social factors are the causes driving the change in education, with the daily development in many different fields education needs to be keeping up as the children will be the future of the world and they need to be prepared for the changes that are happening currently and also the changed that are inevitable. Globalisation reflects a widespread idea that the world is rapidly being moulded into a shared social space by economic and technological forces (Bagnall, N. 2013). Education systems are constantly being reviewed and compared to one another with changes being made so children are able to keep up with the growing demands and expectations for the school duration and when they have completed their studies. Technology has been one of the biggest transformers of the education system for 21st century learning (White, K. 2013). Children are often, from the beginning of their learning years having either a technology class or having their own piece of technology or device to be able to use during class
Bolstad et al. (2012)., Colombia. (2013). and Bruniges (2012) all agree on what Bruniges (2012) refers to as ‘the 4C’s’ as major skills for students in 21st century learning.
… Previous to the 21st century, classroom learning was largely different than the diversity we see all around the world today. …show more content…
Classes were traditionally ran in mass classroom situations, with the teacher at the head of the class directing the students learning. Nowadays we see a range of classroom learning styles operating, varying to suit both the teachers teaching style and the children 's’ learning styles. The Reggio Emilia approach to learning is becoming a trend in classrooms, with the approach focused on the Educator or Teacher as the partner, researcher, guide and nurturer, together with the children they explore, discover and learn together, rather than the approach of the teacher as the leader who stands in front of the children directing (Kocher, 2013). Twenty first century learning encompasses new partnerships and relationships with the wider community surrounding the school (Bolstad et al., 2013). Something that education previous to the 21st century would not have included. In both the early childhood and school aged National Quality Standard (NSQ) area 6 is dedicated to collaborative partnerships with families and communities, something that is assessed when the school goes through its reviewing processes (Australian Children’s Education & Care Quality Authority (ACECQA). 2014). Previous to this there were no national standards in place to ensure that schools were making connections to their outside world and allowing the children to form relationships and partnerships with the community. Children in the 21st century learning environment now have a great amount of quality. Children no longer have to be separated due to their gender, colour, race, religion or medical backgrounds. Schools have a large amount of inclusion assistance to ensure that any child who needs extra help will receive it, this is vastly different to traditional classrooms that saw a majority of children only being educated if they came from an upperclass background. Children are also free to choose their education paths in the 21st century, for example girls are no longer forced to complete subjects such as sewing and dressmaking, they are able to select studies based on their own interests rather than what the school and society believes their gender must learn (Number 37, 2010). … Globalisation and social factors are the causes driving the change in education, with the daily development in many different fields education needs to be keeping up as the children will be the future of the world and they need to be prepared for the changes that are happening currently and also the changed that are inevitable. Globalisation reflects a widespread idea that the world is rapidly being moulded into a shared social space by economic and technological forces (Bagnall, N. 2013). Education systems are constantly being reviewed and compared to one another with changes being made so children are able to keep up with the growing demands and expectations for the school duration and when they have completed their studies. Technology has been one of the biggest transformers of the education system for 21st century learning (White, K. 2013). Children are often, from the beginning of their learning years having either a technology class or having their own piece of technology or device to be able to use during class