Tech & Learning magazine is currently publishing a series of articles focused on “What’s Essential for Today’s Technology Program“. Most of the articles are geared toward technology and curriculum directors, but the sixth article in the series focuses on 21st century learning and how it is assessed. While the article lacks depth (what can you include in a document that is just four pages long), it presents an excellent overview of 21st century learning and the role of technology.

The basic premise of the article is that 21st century learning is about more than ‘content’. It also includes learning how to think, lead, collaborate, and use the tools now available thanks to technology. I would imagine this premise comes as dismay to educators already overwhelmed about the amount of content that needs to be delivered. Yet, here is the reality, as pointed out by the authors: “Schools can either capitalize on young people’s affinity for technology or fail to engage them in learning and be perceived as more and more irrelevant.”

Consider with the authors the three primary components of 21st century learning – (1) the tools – includes hardware such as a laptops and digital cameras, but also online resources, (2) strategies, primarily the use of differentiated instruction and project-based learning, and (3) assessments (such as formative, performance and e-portfolios) that are seen as impetus for evaluating and then improving instruction (less focus on individual scores and more focus on how we can improve delivery). 

The article is an excellent overview of 21st century learning, and can stir up the “possibility thinking” within you. What can we do in our classrooms to mirror what is described in this article? It is certainly a daunting task.