21st Century learning is a term referred to when discussing “future learning” and the need for change when it comes to supporting students’ education in today’s world (Bolstad et al., 2012). Therefore, it endeavours to address the constant changes in the world by adapting the way learning is structured to ensure students are suitably equipped for the future (Bolstad et al., 2012). To adapt today’s education to coincide with the changing world, 21st century learning has incorporated a number of key features to pave the way for success. Promoting active learning that is primarily outcome based, engaging students in research driven and project based learning and encouraging students to identify real-world problems are all incorporated to ensure
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The framework explains the need for student outcomes when addressing 21st century education and adopting the relevant curriculum. The four outcomes are outlined as content knowledge and 21st century themes, learning and innovation skills, information, media and technology skills and life and career skills (P21, 2015). Shaw (2008) recognised that the four outcomes can then be broken down into various subtopics and interdisciplinary themes such as problem solving skills, critical thinking, global awareness, creativity, and leadership skills to further enhance students into becoming global …show more content…
Teachers and students are branching out beyond the four walls of the classroom to learn with the inclusion of Information and Communication Technologies (ICT); it requires students to be ICT literate as it builds on students critical thing skills (Barlett & Burton, 2012). Schools have recognised the need to adapt to relevant social factors to ensure students become successful global citizens; this has been done by incorporating laptops, interactive white boards and iPads into the classroom (Bagnall, 2013). The negative effect of ICT is that the global market is able to thoroughly investigate and change manufacturing locations to keep funds at a minimum. Barlett & Burton (2012) acknowledge that this social factor is often pushing traditional entry level trade jobs offshore, resulting in trade occupations becoming scarce. As entry level occupations are at a minimum, it means that students are compelled to continue their studies further to obtain a degree, which is now deemed by society as a necessity for seeking employment (Barlett & Burton,
The framework explains the need for student outcomes when addressing 21st century education and adopting the relevant curriculum. The four outcomes are outlined as content knowledge and 21st century themes, learning and innovation skills, information, media and technology skills and life and career skills (P21, 2015). Shaw (2008) recognised that the four outcomes can then be broken down into various subtopics and interdisciplinary themes such as problem solving skills, critical thinking, global awareness, creativity, and leadership skills to further enhance students into becoming global …show more content…
Teachers and students are branching out beyond the four walls of the classroom to learn with the inclusion of Information and Communication Technologies (ICT); it requires students to be ICT literate as it builds on students critical thing skills (Barlett & Burton, 2012). Schools have recognised the need to adapt to relevant social factors to ensure students become successful global citizens; this has been done by incorporating laptops, interactive white boards and iPads into the classroom (Bagnall, 2013). The negative effect of ICT is that the global market is able to thoroughly investigate and change manufacturing locations to keep funds at a minimum. Barlett & Burton (2012) acknowledge that this social factor is often pushing traditional entry level trade jobs offshore, resulting in trade occupations becoming scarce. As entry level occupations are at a minimum, it means that students are compelled to continue their studies further to obtain a degree, which is now deemed by society as a necessity for seeking employment (Barlett & Burton,