Digital Culture and Educational Practices 21st Century Skills

Digital Culture and Educational Practices 21st Century Skills
6

Session Six Outline Recapping past sessions 21st Century Skills
Current use of technology by teenageers Speculations on future impact Media deconstructions and literacies for youth Comments on the 3rd IT strategy plan References

Recapping issues from previous Sessions
1. Social and Cultural Views of ICT Culture, cultural components and changing cultures Technology and the speed of change Impact of technology on our lives and in education 2. Information economy and the process of globalisation Technology transforming society and changing our daily practices Technology as ‘non-neutral’ EMB’s Information literacy discussion document

3. Networked knowledge society Differences between information and knowledge societies - Information can be transmitted, Knowledge must be acquired and constructed Education in a networked society New teaching and learning spaces/environments New competencies for teachers in a networked society Schools as learning organisations – flexibility for continuous change

4. Principle of magnification/reduction and Group presentations Magnification/reduction. Every enhancement of some technology feature, there is also a reduction of other features. Such non-neutral transformations belong to all technologies Group presentations: Overall comment – more reflection, analysis, use of digital culture literature to inform the report, implications for changes in practices

5. Information literacy Cognitive Dimension - critically evaluate and synthesise information and apply their knowledge to inform decisions and problem solving Meta-cognitive Dimension - reflective learners …in context and taking A/C experiences Affective and Socio-Cultural Dimensions - appreciate process of inquiry; and to empower students with greater autonomy and social responsibility over the use of information in their individual as well as collaborative learning. (EMB, 2006)

21st Century Skills

enGauge®: A Framework for Effective Technology Use
North Central Regional Educational Laboratory (America)

What do you mean by the following terms?
Vision: An image of a preferred future Digital-Age Vision: An image of a preferred future within a high-tech, knowledge-age society Knowledge-Age Society: A society in which economic value is derived principally from intellectual ideas

How to achieve successful education reform?
Successful education reform of any kind is driven by a broadly held and forward-thinking vision for learners. A strong vision articulates clear and compelling learner characteristics or outcomes and usually articulates the optimal characteristics of the organizations seeking to produce that change. Technology-supported education reform is best achieved through a vision that focuses on preparing students to live, learn, and work in the 21st century.

Should schools emphasize on the following learner characteristics/outcomes ?
Basic Literacy Scientific/Technological Literacy Information Literacy/Online Research Skills Visual Literacy (Use visual / image to explain s.t. e.g. Electronic story book) Cultural Literacy and Global Awareness Communication Literacy Awareness of Quality of Life Issues Intellectual Curiosity, Creativity, Risk-Taking, and Engagement Adaptability/Managing Complexity Higher-Order Thinking: Problem Solving, Critical Thinking and Reasoning Understanding and Using Systems Designs Real-World Applications Life-Long Learning Teaming and Collaboration Interpersonal Skills (e.g., Sociability, Empathy, Ethical Interactions, Negotiating Skills) Personal Skills (e.g., Self-Esteem, Self-Management, Self-Control, Integrity, Independence) Personal and Social Responsibility Setting Priorities, Planning, Executing and Assessing/Managing for Results Personal Management, Confidence, Motivation to Work Toward Goals Resource Allocation

What directions should Digital-Age Vision aim at? (4 Aspects)
Addresses the economic and social shifts accompanying the Digital Age. Revisits the mission of public education in light of these societal shifts. Describes the active role students will play in their own continuous, lifelong learning. Examines the nature of learning organizations in terms of what is required to achieve the vision.

What are the essential elements of a Digital-Age Vision?
1. Economic and Social Shifts Technology has contributed to tremendous shifts in the world around us. New markets are emerging as e-commerce develops and new research is paving the way for a greater understanding of how humans think and learn. The skills necessary for success in the 21st century are also changing. Forward-thinking school and community leaders consider these shifts when developing and implementing a vision for their schools.

2. The Mission of Public Education The shifts brought about by technology necessitate a corresponding shift in the mission of public education. Rather than being places that pump students full of information they may or may not need later in life, digital-age schools should develop a vision focused on engaging students as active participants in the learning process.

3. Student Roles Students themselves play an active role in a 21st-century school. They do not expect to sit passively and absorb information. Instead, they understand and embrace lifelong learning. Literacy  know and how to use the knowledge

What are the skills for Lifelong Learning?
The top skills necessary for quality job performance in the Digital Age are: The ability to think creatively Knowledgeable and informed decision making and problem-solving Abstract reasoning Knowing how to learn (Uchida, et al., 1996, p. 66). In addition, every school should ensure that all students: Learn to use their minds well. Are prepared for responsible citizenship. Expect to continue learning beyond school. Are well prepared for productive employment in the modern economy (Uchida, et al., 1996, p. 66).

4. Learning Organizations Effective learning organizations committed to achieving a digital-age vision consider the enormous benefits of anywhere, anytime, anyplace learning. Learning organizations are not stand-alone institutions and, therefore, invite a broad range of community stakeholders to participate in the creation, implementation, and maintenance of the vision.

21st Century Skills 1. Digital-Age Literacy
Basic, scientific, economic, and technological literacies Visual and information literacies Multicultural literacy and global awareness

21st Century Skills 2. Inventive Thinking
Adaptability and managing complexity Self-direction Curiosity, creativity, and risk taking Higher-order thinking and sound reasoning

21st Century Skills 3. Effective Communication
Teaming, collaboration, and interpersonal skills Personal, social, and civic responsibility Interactive communication

21st Century Skills 4. High Productivity
Prioritizing, planning, and managing for results Effective use of real-world tools Ability to produce relevant, high-quality products Each skill cluster is further broken down into representative skill sets, which offer guidance on recognizing student performance in developing the enGauge 21st Century Skills.

21st Century Skills Each skill cluster is further broken down into representative skill sets, which offer guidance on recognizing student performance in developing the enGauge 21st Century Skills.

Methology The enGauge 21st Century Skills were developed through a process that included literature reviews, research on emerging characteristics of the Net Generation, a review of current reports on workforce trends from business and industry, analysis of nationally recognized skill sets, input from educators, data from educator surveys, and reactions from constituent groups. Many of these important works, in particular the nationally recognized skill sets, are cross-matched to the enGauge 21st Century Skills.

National Educational Technology Standards (NETS) for Students, 2000, International Society for Technology in Education. Available at cnets.iste.org/students/s_book.html What Work Requires of Schools, 1991, Secretary’s Commission on Achieving Necessary Skills, U.S. Department of Labor. Available at wdr.doleta.gov/ SCANS/whatwork/whatwork.html Standards for Technological Literacy: Content for the Study of Technology, 2000, International Technology Education Association. Available at 21st Century Literacy in a Convergent Media World, 2002, 21st Century Literacy Summit. Available at Being Fluent With Information Technology,1999, Committee on Information Technology Literacy, National Research Council. Available at Information Literacy Standards for Student Learning, 1998, American Association of School Librarians (AASL), Association of Educational Communications Technology (AECT), and American Library Association (ALA). Available at

Technically Speaking: Why All Americans Need to Know More About Technology, National Academy of Engineering and National Research Council. Available at Preparing Students for the 21st Century, 1996, American Association of School Administrators. Digital Transformation: A Framework for ICT Literacy, Report by the International Information and Communication Technologies (ICT) Literacy Panel for the Educational Testing Service (ETS). Available at. How People Learn: Brain, Mind, Experience, and School, J. Bransford, A. Brown, & R. Cocking(Eds.). Available at

Digital Age literacy

1. Basic Literacy: Language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve one’s goals and to develop one’s knowledge and potential in this Digital Age.

Students Who Have Basic Literacy Skills:
In Relation to Language Proficiency Meet standards for the following areas in the context of traditional and media-based prose*, documents**, and communication venues encountered in everyday living:– Reading – Writing– Listening – Speaking In Relation to Numeracy (Quantitative Literacy) Meet standards for the following areas in the context of traditional and media-based prose*, documents**, and communication venues encountered in everyday living:– Arithmetic computing– Mathematical reasoning and problem solving In Relation to Information and Technological Literacy Meet standards for the following areas in the context of traditional and media-based prose*, documents**, and communication venues encountered in everyday living: Recognizing when information is needed Locating information Evaluating all forms of information Synthesizing and using information effectively * Prose includes (but is not limited to) literature, editorials, newspaper articles, poems, and stories ** Documents include print and media-based artifacts, such as job applications, bus schedules, maps, checks, tax forms, and tables.

2. Scientific Literacy: Knowledge and understanding of the scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.

Students Who Are Scientifically Literate:
Have the knowledge and understanding of scientific concepts and processes required for participation in a Digital Age society. Can ask, find, or determine answers to questions derived from curiosity about everyday experiences. Have the ability to describe, explain, and predict natural phenomena. Are able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. Are able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. Have the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately.

3. Economic Literacy: The ability to identify economic problems, alternatives, costs, and benefits; analyze the incentives at work in economic situations; examine the consequences of changes in economic conditions and public policies; collect and organize economic evidence; weigh costs against benefits.

Students Who Are Economically Literate
Can evaluate costs, benefits, and the limitations of resources, using this knowledge to make informed choices as consumers, producers, savers, investors, and citizens. Are able to evaluate different methods for allocating goods and services by comparing the costs and benefits of each method. Can identify economic incentives that affect people’s behavior and explain how incentives affect their own behavior. Understand how competition, trade barriers, shortages and surpluses, and the interaction between buyers and sellers can influence prices. Are able to describe the roles of various public and private economic institutions, including the Federal Reserve. Understand the basics of income and its distribution, interest rates, inflation, unemployment, investment,and risk. Can identify and evaluate the benefits and costs of alternative public policies, and assess who enjoys the benefits and who bears the costs. Understand the value of entrepreneurialism and the roles of small and large businesses in the U.S. economy.

4. Technological Literacy:
Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.

Students Who Are Technologically Literate:
Demonstrate a sound conceptual understanding of the nature of technology systems and view themselves as proficient users of these systems. Understand and model positive, ethical use of technology in both social and personal contexts. Use a variety of technology tools in effective ways to increase creative productivity. Use communication tools to reach out to the world beyond the classroom and communicate ideas in powerful ways. Use technology effectively to access, evaluate, process and synthesize information from a variety of sources. Use technology to identify and solve complex problems in real-world contexts. (e.g. Gartner search enginee, pls find in Dragon in HKU)

5. Visual Literacy: The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.

Students Who Are Visually Literate:
Have Working Knowledge of Visuals Produced or Displayed through Electronic Media Understand basic elements of visual design, technique, and media. Are aware of emotional, psychological, physiological, and cognitive influences in perceptions of visuals. Comprehend representational, explanatory, abstract, and symbolic images. Apply Knowledge of Visuals in Electronic Media Are informed viewers, critics, and consumers of visual information. Are knowledgeable designers, composers, and producers of visual information. Are effective visual communicators. Are expressive, innovative visual thinkers and successful problem solvers.

6. Information Literacy:
The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources.

Students Who Are Information Literate:
Before Accessing Information Determine what is known and what is needed for problem solving. Identify different sources of information, including text, people, video, audio, and databases. Prioritize sources based on credibility and relevance. When Accessing Information Identify and retrieve relevant information from sources; use technology to enhance searching. Revise information-gathering strategies that prove to be ineffective. Understand how information retrieved does or does not address original problem. Evaluate information in terms of credibility and social, economic, political, legal, and ethical issues that may impact it; use technology to facilitate evaluation. After Information Is Extracted Use retrieved information to accomplish a specific purpose. Present information clearly and persuasively using a range of technology tools and media. Evaluate the processes and products of these activities, including resulting social consequences.

7. Multicultural Literacy: The ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one’s own culture and the cultures of others.

Students Who Are Multiculturally Literate:
Value Diversity Are aware of how cultural beliefs, values, and sensibilities affect the way they and others think and behave. Appreciate and accept similarities and differences in beliefs, appearances, and lifestyles. Understand how technology impacts culture. Exhibit an Informed Sensitivity Can take the perspectives of other cultural groups. Are sensitive to issues of bias, racism, prejudice, and stereotyping. Actively Engage with/in Other Cultures Are bilingual/multilingual or are working toward becoming bilingual/multilingual. Communicate, interact, and work with individuals from other cultural groups, using technology where appropriate. Are familiar with cultural norms of technology environments and are able to interact successfully in such environments.

8. Global Awareness: The recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, sociocultural groups, and individuals across the globe

Students Who Are Globally Aware:
Are knowledgeable about the connectedness of the nations of the world historically, politically, economically, technologically, socially, linguistically, and ecologically. Understand that these interconnections can have both positive benefits and negative consequences. Are able to recognize, analyze, and evaluate major trends in global relations and the interconnections of these trends with both their local and national communities. Understand how national cultural differences impact the interpretation of events at the global level. Understand the impact of ideology and culture on national decisions about access to and use of technology. Participate in the global society by staying current with international news and by participating in the democratic process.

Inventive Thinking

Adaptability and Managing Complexity:
The ability to modify one’s thinking, attitude, or behavior to be better suited to current or future environments; and the ability to handle multiple goals, tasks, and inputs, while understanding and adhering to constraints of time, resources, and systems (e.g., organizational, technological).

Self-Direction: The ability to set goals related to learning, plan for the achievement of those goals, independently manage time and effort, and independently assess the quality of learning and any products that result from the learning experience.

Curiosity: The desire to know or the spark of interest that leads to inquiry.

Creativity: The act of bringing something into existence that is genuinely new and original, whether personally (original only to the individual) or culturally (where the work adds significantly to a domain of culture as recognized by experts).

Risk Taking: The willingness to make mistakes, advocate unconventional or unpopular positions, or tackle extremely challenging problems without obvious solutions, such that one’s personal growth, integrity, or accomplishments are enhanced.

Higher-Order Thinking and Sound Reasoning:
The cognitive processes of analysis, comparison, inference and interpretation, evaluation, and synthesis applied to a range of academic domains and problem-solving contexts.

Effective Communication

Teaming and Collaboration:
Cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content.

Interpersonal Skills:
The ability to read and manage the emotions, motivations, and behaviors of oneself and others during social interactions or in a social-interactive context.

Personal Responsibility:
Depth and currency of knowledge about legal and ethical issues related to technology, combined with one’s ability to apply this knowledge to achieve balance, integrity, and quality of life as a citizen, a family and community member, a learner, and a worker.

Social and Civic Responsibility:
The ability to manage technology and govern its use in a way that promotes public good and protects society, the environment, and democratic ideals.

Interactive Communication:
The generation of meaning through exchanges using a range of contemporary tools, transmissions, and processes.

High Productivity

High Productivity According to leading researchers, caution should be exercised when attempting to link high-stakes testing and high standards to the creation of a productive workforce (Levin, 2001). Levin’s studies in the 1990s led him to conclude that how well students do on current tests in no way correlates to how productive they will be in the workforce. High productivity currently is not a high-stakes focus of schools, yet the skills involved in this cluster often determine whether a person succeeds or fails in the workforce:

Prioritizing, Planning, and Managing for Results:
The ability to organize to efficiently achieve the goals of a specific project or problem.

Effective Use of Real-World Tools:
The ability to use real-world tools—the hardware, software, networking,and peripheral devices used by information technology (IT) workers to accomplish 21st century work—to communicate, collaborate, solve problems, and accomplish tasks.

Ability to Produce Relevant, High-Quality Products:
The ability to produce intellectual, informational,or material products that serve authentic purposes and occur as a result of students using real-world tools to solve or communicate about real-world problems. These products include persuasive communications in any media (print, video, the Web, verbal presentation), synthesis of resources into more useable forms (databases, graphics, simulations), or refinement of questions that build upon what is known to advance one’s own and others’ understanding.

Current use of technology by teenageers

Introduction 21st Century Skills: Pace of Societal Change Increasing
Information explosion (from computers, databases) Knowledge-oriented economy (intellectual property norms) Globalization (Internet escalating) Life long education and training (new learning technologies) Fast cultural turnover (from electronic socializing) Proliferation of collective action formation (free web marketing)

Implications of the Demands of the Global Knowledge Economy in Terms of Required Skills and Learning Strategies DEMANDS from SOCIETY REQUIRED SKILLS LEARNING STRATEGIES Knowledge as commodity Knowledge construction Inquiry, project learning, constructivism Rapid change, renewal Adaptability Learning to re-learn, on-demand learning Information explosion Finding, organizing, retrieving Multi-database browsing exercises Poorly organized information Information management Database construction Poorly evaluated information Critical thinking Information and new literacies Collective knowledge Teamwork Collaborative learning

Current Use of Internet USA Teens Age 12-17*
78% use Internet anywhere Almost 100% of them use IT for school research from home Many Internet-savvy teens complain that teachers don’t use web well in or for class, if they use it at all Many teens complain of poor IT access in school All available evidence suggests that teens in a number of European countries, particularly Finland and UK, use the Internet at home as much or more than in USA. How does this compare to Hong Kong experiences? *Source: Pew Internet Project Report, “Digital Disconnect,” August 14, 2002

Current Use of Internet by USA

Lifestyle Changes from Heavy Internet/Web Usage
MEDIA Some report less TV Changes in use of other media unclear SEXUAL VICTIMIZATION 20% (age 10-17) report unwanted sexual solicitation online FRIENDSHIPS Some report spending less face time with friends Some report quality of relationships helped with Mobile TV viewing futures?

EVOLVING TECHNOLOGIES
Personalizing software agents More networks & networking More network-based recreation Wireless networks/ mobile tech Digital implants with GPS How might these developments impact on youth?

SPECULATIONS ON THE FUTURE IMPACT OF TECHNOLOGY
Macro processes Larger Digital Divides Harmful use Shifting Ethics and Values

1. Macro processes Increasing knowledge construction Globalization Life-long education Greater cultural memory Faster cultural and sub-cultural turnover

2. Larger Digital Divides New social inequalities expected with each major technological innovation not affordable by all schools and classrooms and by all social groups, especially those that also require special skills or values to utilize them

SPECULATIONS ON THE FUTURE IMPACT OF TECHNOLOGY ON YOUTH
3. Harmful use Current and future harmful use of digital technology anticipated for youth, specially those already disturbed, delinquent Technology-induced problems possible? Do you have any examples? How can we prepare youth for these?

4. Shifting Ethics and Values Current & future digital technology offer youth new ways of cheating and stealing that don’t seem unethical or illegal to them. Unless societal norms and laws rapidly respond to clarify how to interpret these dilemmas, the nature of youth values and their interpretation of ethical standards may change. What do you think?

‘With technology-related risk growing faster than technology itself, human survival will depend mostly on how well we educate youth to deal with the ethical, sociological, and political issues raised by the evolving technology.’ Do you agree?

In groups consider the four issues outlined below. Post a summary in the Discussion Forum of your group views on these issues and their potential impact on youth in Hong Kong. Macro processes Larger Digital Divides Harmful use Shifting Ethics and Values

Media deconstructions
Media deconstructions Google buys video-sharing website YouTube for $1.65bn

About blogs ….. MITE 6323

Hierarchical stages of technology integration

The Computer Delusion ‘There is no good evidence that most uses of computers significantly improve teaching and learning, yet school districts are cutting programs -- music, art, physical education -- that enrich children's lives to make room for this dubious nostrum, and the … [US Government] Administration has embraced the goal of ‘computers in every classroom’ with credulous and costly enthusiasm’ (Oppenheimer, 1997 online)

The Computer Delusion As Sherry Turkle, a professor of the sociology … at the MIT and a longtime observer of children's use of computers … ‘The possibilities of using ICT poorly so outweigh the chance of using it well, it makes people like us, who are fundamentally optimistic about computers, very reticent."

The Computer Delusion ‘… after a decade of effort and the donation of equipment worth more than $25 million to 13 schools, (in California), there is scant evidence of greater student achievement’

The Computer Delusion ‘Judah Schwartz, professor of education at Harvard and a co-director of the school's Educational Technology Center, stated that a few newer applications, when used properly, can dramatically expand children's math and science thinking by giving them new tools to ‘make and explore conjectures.’ … Schwartz acknowledges that perhaps “ninety-nine percent" of the educational programs are "terrible, really terrible.”

The Computer Delusion ‘the Internet, when used carefully, offers exciting academic prospects … In one case schools in different states have tracked bird migrations and then posted their findings on the Web, using it as their own national notebook. In San Francisco eighth-grade economics students have ed Chinese and Japanese businessmen to fulfill an assignment on what it would take to build an industrial plant overseas. ‘

The Computer Delusion ‘Teachers are being asked to jump in and figure out if what they find on the Net is worthwhile. They don't have the skill or time to do that …’ ‘There are real dangers … in looking to technology to be the savior of education. But it won't survive without the technology …’

5 main arguments underlie the campaign to computerize schools
Computers improve teaching practices & student achievement Computer literacy should be taught as early as possible; otherwise students will be left behind. Learning computer skills is a priority - to ensure tomorrow's work force is competitive in an increasingly high-tech world Technology wins financial support from the business community -- schools badly need funds. Work with computers -- particularly using the Internet -- brings students valuable connections with teachers, other schools and students, and a wide network of professionals around the globe. These connections spice the school day with a sense of real-world relevance, and broaden the educational community.

Group Activity - Discussion Forum
Consider one of the 5 points from the previous slide. How true do you feel the point is to the Hong Kong situation? Do you feel these are the main reasons for adopting computers in schools? If not, suggest one other argument to support computers in schools. Develop a group response. Post your Group response to the Discussion Forum.

A Moment’s Reflection Group reflection
Your experiences in this module – what have you learnt? What are you learning? What are the aims of this module?

Further Reading Brown, J.S. (1999). Learning, Working & Playing in the Digital Age. Retrieved 10th Oct 2003 from Cuban, L. (2001). Oversold & Underused: Computers in the Classroom. Cambridge, Mass.: Harvard University Press. Retrieved 10th Oct 2003 from Kling, R. (1996). Computerization and Controversy. Value Conflicts and Social Choices. San Diego, Academic Press, pp Oppenheimer, T. (1997). ‘The computer delusion'. The Atlantic Monthly vol. 280(no. 1): pp North Central Regional Educational Laboratory (America)

Digital Culture and Educational Practices 21st Century Skills

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