What do we mean by the "21st Century Classroom?"
To begin with, in our text, Rethinking Education in the Age of Technology, John Hagel and John Seely Brown make an excellent statement concerning the current state of the growth of technology in our classrooms when they remark that, "the edges of our schools will reshape and eventually transform the core" (Collins & Halverson, 122). I fully believe this to be true, however, for this transformation to take place we as educators, the administrators in our schools, the parents of our students, and the students themselves must all work together. Being an avid student of the American Civil War, when I speak to groups about the war, I explain to them that the extreme amount of casualties and loss of life in combat was due in a large part to the fact that technology was way ahead of the tactics. Although a shift is now occurring, the current state of our schools would indeed fit into this same analogy. We are kind of stuck in a sort of awkward phase, where our schools are still focusing on the old types of rote learning and memorization exercises while at the same time there are a multitude of new tools and technologies available that could open up limitless possibilities for teaching and learning.
For the first time in history we are in an era where the children are more able, knowledgeable, and comfortable than their parents about an innovation so central to society. The majority of what children learn and experience, is now taking place outside of the classroom, however, they can integrate this knowledge and know-how mentality into how they themselves learn inside the traditional classroom setting. As Collins and Halverson state in the text, "the convergence of peer and popular culture through technologies presents possibly the largest threat (and opportunity) for schools and parents" (Collins & Halverson, 125). We need a strong leadership base from innovative educators to make sure that the new system encompasses our society's main goals for education. These goals include strategies that provide access to these new educational resources and technologies for everyone in society, and give people the drive to take advantage of these resources. Students will create their own learning experiences, and mold their own curriculum based around what their individual interests may be, and what skills they will need in order to work and function properly in our society. Children are now being given more control over their own learning as well as being encouraged to seek out their own ways of learning. This idea of "learner control" is being fostered by providing students with tools to support their own learning, such as access to the internet, machines for toddlers that teach reading, and even computer-based games that encourage deep knowledge and entrepreneurial skills. Students are being taught how to think critically in this new technological age, and more importantly, how to find both the knowledge and the resources to accomplish important tasks.
There are now a myriad of options available to students that were not there even a few years ago. For example, the authors of our text explain that, "as an alternative to continuing on to a traditional high school, a student might take online courses at home or in a learning center, enter an apprenticeship program, take courses that interest them at a local community college, or attend a career academy, like those we see in cities such as Oakland, California" (Collins & Halverson, 141).
Finally, this new system of education will foster the idea of the individual as a lifelong learner. As these new technologies and tools continue to advance and change, we as educators will be forced to adapt and learn these new systems and tools ourselves, and how we can integrate them into our classrooms. They will continue to allow for more equality in education, creativity and innovation on the part of the individual student, and will keep students more engaged and motivated to learn.
How do we apply technology tools in ways so that we can more easily achieve meaningful teaching and learning in the 21st century?
Much of what I just previously stated would also apply to the above question. The application of all of these new technology tools will push growth in the areas of non-traditional education such as home schooling, workplace learning, distance education, learning centers, technical certifications, and with the theory of lifelong learning.
Home schooling usually involves taking online courses and can also include a form of online tutoring as well. Parents can now play the role of more of a facilitator as internet curriculum materials have helped to organize learning content. Virtual charter schools have also served to provide curricular structures to support home schooling through distance education. Today's home schooled students also tend to use more computer and video-based materials than those students in the traditional classroom setting.
Technology has certainly caused many changes and innovations as far as workplace learning and in workplace environments. For example, according to our text, the major corporation Canon "has developed a simulation program where technicians must repair simulated copier machines that have different faults inserted in them" (Collins & Halverson, 74). The military has also spent billions of dollars developing simulations that put learners into virtual worlds where they practice the skills that they will need to carry out their jobs.
Distance learning allows for students to take courses online over the internet from an institution that might be located halfway around the globe. Students are able to work in teams right over the internet and can hold discussions and post responses at any time of their choosing. This is particularly helpful to busy professionals who decide to enroll in distance education courses to advance their own job status or just to simply keep their minds engaged. Many school districts are even experimenting with virtual high school programs, where teachers at different schools offer online courses to other high schools in the state.
Recently, major companies such as Microsoft, Novell, and Cisco, are offering online certification exams that certify technical skills in computer-related occupations. As stated in our text, "These types of certification programs provide an alternative to technical degree programs for students who may struggle with the academic focus of high school and colleges" (Collins & Halverson, 87).
It is no wonder, that with all of these fascinating technical innovations now available, that educators are now stressing the idea of living our lives as lifelong learners. We will need to continue to educate ourselves and stay up-to-date with current educational practices and new technologies that develop almost as fast as we can learn them.
