TY - JOUR
T1 - What Knowledge Is of Most Worth
T2 - Teacher Knowledge for 21st Century Learning
AU - Kereluik, Kristen
AU - Mishra, Punya
AU - Fahnoe, Chris
AU - Terry, Laura
N1 - Funding Information:
frameworks across education and eco-nomic organizations. The final list of 15 frameworks includes reports from educational organizations such as the American Association of Colleges and Universities, the Educational Testing Service, the Center for Public Education, the International Society for Technology in Education, WestEd, The Partnership for 21stC entury Skills, the MacArthur Foundation, Center for Public Education, the National Academy of Engineer-' ing; corporations such as Cisco, Microsoft, and Intel; international bodies such as the European Union; business interests such as the Organization for Economic Cooperation and Development & the Metiri Group; individual scholars such as Howard Gardner and Yong Zhao; and popular writers such as Daniel Pink. These 15 reports, frameworks, and books offer somewhat different perspectives on what is meant by 21" century knowledge/skills/learninga nd thus offer a somewhat comprehensive overview of this field. A complete, annotated list of the documents we selected for further analysis can be found in Appendix A (pp. 135-138). We looked across frameworks with one primary goal in mind: to identify common recommendations and elements of 2 1" century frameworks in order to understand what types of knowledge are claimed to be integral to a 21" century approach.' One thing became quite clear even through a first reading of these various documents: The various frameworks offered two main justifications for the need to rethink the kinds of knowledge required for learning in this century-technological modernization and globalization. Technological modernization includes the economic shift in developed countries from manual and routine jobs to an intellectual and knowledge economy and the diffusion of technology from strictly the workplace into all aspects of personal and professional life. Globalization includes the breakdown of national economic and social boundaries and the introduction of a newly interconnected and diverse global society, facilitated and accelerated by technological modernization. Given these two powerful forces driving a new millennium of education, this work seeks to elucidate each frame-work's conceptualization of what knowledge is necessary for the 21" century.
Publisher Copyright:
©, Copyright ISTE.
PY - 2013/6/1
Y1 - 2013/6/1
N2 - This article offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors accomplish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. Although 21st century frameworks are thought to advocate new types of knowledge, little has actually changed in the new century with respect to the overall goals of education. Despite this sense of continuity, significant changes related to how technologies change all three types of knowledge need to be conveyed. The article ends with specific conclusions and recommendations for teacher education.
AB - This article offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors accomplish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. Although 21st century frameworks are thought to advocate new types of knowledge, little has actually changed in the new century with respect to the overall goals of education. Despite this sense of continuity, significant changes related to how technologies change all three types of knowledge need to be conveyed. The article ends with specific conclusions and recommendations for teacher education.
KW - Common Core
KW - Keywords: 21 century skills
KW - TPACK
KW - teacher eduction
UR - http://www.scopus.com/inward/record.url?scp=85036476446&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85036476446&partnerID=8YFLogxK
U2 - 10.1080/21532974.2013.10784716
DO - 10.1080/21532974.2013.10784716
M3 - Article
AN - SCOPUS:85036476446
SN - 2153-2974
VL - 29
SP - 127
EP - 140
JO - Journal of Digital Learning in Teacher Education
JF - Journal of Digital Learning in Teacher Education
IS - 4
ER -