The world today is different from how it was in the past years. There are new challenges that demand unique solutions. Traditional approaches are erroneously used to solve these challenges. These approaches have proven to be ineffective. The need for solutions to address these challenges has given rise to the 21 st century learners. Essentially, these are learners who have been equipped with the skills and attitudes that are required to solve the problems that the world faces today (P21, n.d). These learners are created through unique and innovative teaching strategies. The strategies that were used for teaching past generations would not be effective for providing 21 st century learners with the skills and insights that they need to become productive members of their communities. This paper explores the issue of 21 st century learners. Some of the specific issues that are examined include the definition of these learners and the skills that one must possess to become a 21 st century learner.
The 21 st century learner
The 21 st century learner is the world’s response to the new challenges that it faces today. The main goal that 21 st century learning seeks to achieve is to produce responsible citizens who will be able to compete and thrive in their workplaces and in their communities (P21, n.d). 21 st century learning focuses on a number of disciplines which prepare learners for the harsh reality that characterizes 21 st century life. These disciplines range from the arts, mathematics, economics and science among many others (P21, n.d). Technology is also playing an important role in shaping the 21 st century learner. These learners are able to adopt technology as they develop solutions to the challenges that they face (Bruniges, 2015). For example, computers are playing an increasingly important role in solving problems. 21 st century learners are able to leverage technology to improve their communities and their own lives.
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Skills needed
The 21 st century learners stand apart from other learners owing to the unique and special set of skills that they possess. Critical thinking is one of these skills (“21 st Century Skills”, 2016). 21 st century learners are able to borrow from their experiences and concepts gained through classroom instruction to solve problems. They are also able to evaluate different options to determine the option that holds the greatest promise for solving a problem that they face. Another skill possessed by these learners is their ability to research and pose critical questions (“21 st Century Skills”, 2016). The learner may not possess the knowledge needed to solve a problem. This forces them to employ their research skills as they try and identify a solution from external sources. They are only able to do this if they can pose questions that lead them to the answers that they seek.
In addition to the skills discussed above, the 21 st century learner should be creative and curious (“21 st Century Skills”, 2016). Curiosity allows them to ask questions and to identify problems. By being imaginative, they are able to develop solutions and obtain answers. Self-direction and the ability to plan are the other skills possessed by the 21 st century learner (“21 st Century Skills”, 2016). This learner does not require some external authority to issue directions. They are able to dictate their own affairs and plan carefully. Teamwork and leadership are yet other skills that constitute the 21 st century learner. These learners are required to be able to offer direction and work closely with others.
It has been mentioned earlier that 21 st century learning seeks to produce individuals who go on to become productive members of their communities. This can only occur when these individuals are informed about the issues that their communities grapple with. Ethic and civic literacy allows the 21 st century learner to participate in the development of their communities. Literacy regarding environmental protection is another skill that the 21 st century learner needs to possess (“21 st Century Skills”, 2016). The 21 st century learner is not confined to their own community. They are expected to interact with others and develop solutions that improve the lives of many. They can only live up to this expectation when they possess excellent social and communication skills (P21, n.d). These skills enable them to interact with others. This discussion does not exhaust the skills possessed by 21 st century learners. The skills are simply too many and vary based on the situations of individual learners.
People qualified to teach 21 st century learners
The 21 st century learner requires a complex set of skills and insight. This means that only individuals who are qualified and competent can be charged with the mandate of teaching these learners. The teacher needs to understand that they are guiding individuals who are gifted and do not necessarily require direction. Instead of controlling all aspects of the learning experience, teachers need to limit their role and serve as mere facilitators (Bruniges, 2015). Individuals who are able to respect the autonomy of the 21 st century learners are therefore best placed to teach them.
Another issue that defines the individuals who teach 21 st century learners is that they should constantly update their skills and knowledge base (Bruniges, 2015). In an earlier discussion, curiosity and the ability to ask interrogative questions were identified as some of the skills that the 21 st century learners possess. Teachers are able to engage with these learners only when they possess the insight needed to respond to the questions that the learners pose. The effective teacher must also be resourceful (Bruniges, 2015). They should be able to supply the learners with the tools that they need to make learning interactive and beneficial. For example, since 21 st century learners desire to develop solutions to the problems that they face, the teacher may provide research materials that allow the learners to search for the solutions.
An individual who is able to develop a curriculum that attends to the needs and demands of the 21 st century learner would be well suited to teach them. The 21 st century learner requires instruction on a wide range of topics. This instruction can only be offered by teachers who are well-versed with the topics. Assessment also forms an important part of the learning experience for the 21 st century learner (P21, n.d). The teacher should be in a position to accurately assess the skills and knowledge that the 21 st century learner has gained. The assessment should address all aspects of learning. Overall, the task that the teacher who delivers knowledge to the 21 st century learner is indeed daunting. This task can only be performed satisfactorily by teachers who possess the skills and competencies mentioned above.
Tools needed to create 21 st century learners
Learning for the 21 st century learner can be rather complex and demanding. This learner is required to acquire many skills and obtain a huge amount of information. It may be impossible for the learner to achieve all this. This is why it is important to provide the learner with the tools that accelerate learning. Technology is among the many tools that are needed to produce 21 st century learners (Thieman, 2008). Thanks to technology, the learners are able to research and perform other activities that are needed for the development of solutions. Additionally, technology exposes the learners to events in the world thereby allowing them to become active and responsible citizens (Thieman, 2008). Such devices and facilities as mobile phones and the Internet are among the technologies that the 21 st century learner needs to thrive. In addition to these technologies, an interactive and lively classroom is needed to produce the 21 st century learner (Stevens, 2011). Social media is emerging as an important tool that facilitates learning for the 21 st century learner. Thanks to social media, students are able to interact with their colleagues.
Environment required by 21 st century learners
The 21 st century learner requires a special environment to thrive. The environment needs to facilitate holistic learning (“21 st Century Learning”, n.d). It should attend to all the needs of the learner. For example, the learning environment could be designed such that it offers facilities for physical exercise as well as traditional learning. The learning environment should also allow learners to engage with the physical environment and receive support (“21 st Century Learning”, n.d). Additionally, the learning environment should be such that teachers are able to collaborate and enhance their skills. This enables the teachers to offer the best possible quality of education.
Another feature of learning environments that allow the 21 st century learner to thrive is that they provide relevant contexts (“21 st Century Learning”, n.d). For instance, the environment should allow the student to tackle real world issues through such initiatives as group projects and practical assignments. The perfect learning environment for the 21 st century learner is one that offers them access to the tools and technologies that they need (“21 st Century Learning”, n.d). This access should be equally available to all learners. It has been stated repeatedly that the 21 st century learner is charged with the task of creating solutions. They can only do this when they are allowed access to worlds beyond their own. The learning environment should allow the learners to engage with different communities and the larger international space (“21 st Century Learning”, n.d). Such technologies as social media should be integrated into learning to make this possible.
In conclusion, the new challenges that the world faces today has forced educators to rethink how they deliver education. Focus has been shifted from traditional techniques that placed emphasis on theoretical learning. Today, 21 st century learning is replacing these techniques. This type of learning equips learners with a wide range of skills that allow them to address the challenges that the world faces. They are able to gain skills and insights thanks to the integration of such tools as social media and the internet. The classroom environment has also been remodeled to meet the needs of the 21 st century learner. 21 st century learning holds great promise and for this reason, more educational institutions need to embrace it.
References
21 st Century Learning Environments. (n.d). Retrieved 7 th December 2016 from
http://www.p21.org/storage/documents/le_white_paper-1.pdf
21 st Century Skills. (2016). Retrieved 7 th December 2016 from
http://edglossary.org/21st-century-skills/
Bruniges, M. (2015). 21 st Century Teaching & Learning. Retrieved 7 th December 2016 from
http://www.dec.nsw.gov.au/about-us/key-people/secretarys-update/21st-century-teaching-learning
Partnership for 21 st Century Learning (P21). Framework for 21 st Century Learning. Retrieved
7 th December 2016 from http://www.p21.org/our-work/p21-framework
Stevens, M. (2011). 21 st Century Learner. 7 th December 2016 from
http://www.nea.org/home/46989.htm
Thieman, G. Y. (2008). Using technology as a tool for learning and developing 21st century Citizenship skills: An examination of the NETS and technology use by preservice Teachers with their K-12 students. Contemporary Issues in Technology and Teacher Education , 8 (4), 342-366. Retrieved 7 th December 2016 from http://www.citejournal.org/volume-8/issue-4-08/social-studies/using-technology-as-a-tool-for-learning-and-developing-21st-century-citizenship-skills-an-examination-of-the-nets-and-technology-use-by-preservice-teachers-with-their-k-12-students/
