Examination of the curriculum features these concepts form Foundation to Level 10. With previous knowledge and skills progressing and developing through each level. Implementing technology at lower levels thus allows students to form foundations. Therefore, as students advance through school, they have a skillset that they can draw upon. Giving teachers more of a reason to incorporate technology into the classroom and shift towards a student-centred dynamic.
Then, educators and learners need to adopt a lens which makes them recognize and build translanguging practices in today’s classrooms; in few words continua of biliteracy. The continua of biliteracy provide educators and learners with the opportunity to recognize and use linguistic and cultural diversity of classrooms, allow bringing into focus context, content, media and development of language and remind us that the only way to make sense of school language is to start from what one knows and to integrate it (Hornberger & Link, 2012; Orellana & García,
Currently, we are in the 21st century, the teachers we need must be able to nurture the 21st century learners. The V3SK focuses on three value paradigms: Student-centered, Teacher Identity and Service to the Profession and Community (NIE, 2009). Student-centered values put the student at the center of teachers’ work, calling awareness of learner development and diversity, believing that all youths can learn, caring for the student, striving for scholarship in content teaching, knowing how people learn best, and learning to design the best learning environment possible. Teacher identity values refer to having high standards and a strong drive to learn in view of the rapid changes in the educational situation, and being responsive to student needs.
And, of course, the list of possible formats could go on (http://edglossary.org/professional-development/). The Glossary of Education Reform, (2014) has enumerated representative selection of common professional development topics and objectives for educators as follows: (1) Furthering education and knowledge in a teacher’s subject area—e.g., learning new scientific theories, expanding knowledge of different historical periods, or learning how to teach subject-area content and concepts more effectively; (2) Training or mentoring in specialized teaching techniques that can be used in many different subject areas, such as differentiation (varying teaching techniques based on student learning needs and interests) or literacy strategies (techniques for improving reading and writing skills), for example; (3) Earning certification in a particular educational approach or program, usually from a university or other credentialing organization, such as
Standardized education is a practice that has been present in our current system of education for approximately one to two centuries. As such, many elements of the education system do not “play nicely” with many of the values held outside of “school life” today, such as the values presented in our schools that belong in an age of industrial factory workers, where following directives exactly as provided was critical to success. Additionally, as there are unique variations between two different students, standardized education may jeopardize the learning potential for particular students that need specialized learning environments in order to best take advantage of their time. A major shift in standardized education practices needs to occur,
Educators also recognize the importance of developing these technological skills in students. As we sail through the 21st century, technology in the classroom is becoming more and more predominant. The impact that technology has had on today’s schools has been quite significant. This widespread adoption of technology has completely changed how teachers teach and students learn. Teachers are learning how to teach with emerging technologies (tablets, iPads, Smart Boards, digital cameras, computers), while students are using advanced technology to shape how they learn.
Revolution in Language Education in 21st Century What is education? Many people have wondered on what can be defined as education, why it is important, and how we conduct an education. Education is interpreted and defined differently by many people. A philosopher Allan Bloom (2014) stated that “Education is a movement from dark to light”. By its own sense, education should provide the learners way to adapt, to survive and to live their lives on earth based on the righteous principles.
“Education, Equity, and the 21st Century” “Fair isn’t everybody getting the same thing. Fair is everybody getting what they need in order to be successful.” – Rick Riordan The implementation of the K-12 curriculum in the country has introduced new and different factors and processes to compute grades: the statistical proof of the academic performance of students. The Department of Education (DepEd) has described this new system as “standards-based and competency-based”. Even though these changes have been a huge development from past programs decades ago, it does not imply that it is a balanced one to all students. With this, the current grading system should be improved or modified; it inaccurately represents a student’s intellectual capacity when it should be the contrary—it should adjust for students that have other expertise.
Vygotsky's (1978) and Gardner's (2006) theories underlie differentiated instruction, which accommodates the learning according to students individual needs to maximize students' potential (Burkett, 2013; Tomlinson, 2014; Tomlinson & Moon, 2013; Watts-Taffe et al., 2013). While differentiating, Tomlinson (2014) states that teachers address students' varied points of readiness, interest and learning profile by providing appropriate alternatives and choices for students in four areas of differentiation: the content, the process, the product, and the
Economic and financial literacy, entrepreneurialism 10. Global awareness, multicultural literacy, humanitarianism 11. Scientific literacy and reasoning, the scientific method. The push to prioritize 21st century skills is typically motivated by the belief that all students should be equipped with the knowledge, skills, work habits, and character traits they will need to