21ST CENTURY EDUCATION
LEARNING OUTCOMES:
1. Define 21st Century Education
2. Describe the 21st Century teacher and the needed innovative tools for learning
3. Examine the critical attributes of 21st Century Education
4. Explain how 21st Century Education concepts can be integrated in the classroom
5. Draw relevant life lessons and significant values from the experience in practicing 21 st Century
Education
6. Analyze research abstract on 21 st century Education and its implications nonteaching learning
process
7. Prepare an evaluation instrument intended for 21st century teaching-learning
INTERACTIVE PRESENTATION
The Carousel Round: Inn this strategy, students will generate information through personal ideas,
thoughts and insights on 21st Century Education. This is also to determine their prior knowledge on
the given topic.
Procedure:
1. Students will form two big circles inn class: the inner core and outer core.
2. The inner core will rotate clockwise while the outer core counterclockwise upon the signal of the
teacher. When the teacher keeps on uttering “carousel…carousel…carousel”, students will also
keep rotating. When he/she says “Off”, students will stop and face partners.
3. The teacher will then ask questions and students share their answers with their partners in a given
time.
A. What is your understanding of 21st Century learning?
B. What digital tool do you know? And how it is operated?
C. What can you say about 21st Century learners?
D. How do you describe technology?
E. Are you in favor of this technological world?
4. This will continue until the teacher has asked all the questions at hand.
5. The class will provide enough time for reflection on the activity.
A. What questions were most difficult and easy for you to answer? Why?
B. What answer from a partner impressed and amazed you?
C. What information have you gained from a partner in sharing his/her mind?
D. What have you shared with a partner regarding your views about 21 st century learning?
E. What can you say about the activity? What can you suggest for further improvement of
the
next activity?
CONCEPT EXPLORATION
This modern society is ushered in by a dramatic technological revolution. It is as increasingly
diverse, globalized, and complex media-saturated society. According to Dr. Douglas Kellner, this
technological revolution bears greater impact on society than the transition from an oral to print
culture.
Education prepares students for life in this world. Amidst emerging social issues and
concerns, there is a need for students to be able to communicate, function and create change
personally, socially, economically and politically in real-life and real-world service learning projects.
Emerging technologies and resulting globalization also provide unlimited possibilities for
exciting discoveries and developments.
21st Century Education Contexts
21st Century Schools. Schools in the 21st Century focus on a project-based curriculum for
life that would engage students in addressing real-world problems and humanity concerns and issues.
This has become an innovation in education, from textbook driven, teacher-centered, paper-
and pencil schooling into a better understanding of the concept of knowledge and a new definition of
the educated person. Therefore, it makes a new way of designing and delivering the curriculum.
Schools will go from “buildings” to “nerve centers”, with open walls and are roofless while
connecting teachers, students, and the community to the breadth of knowledge in the world.
Teachers will transform their role from being dispensers of information to becoming
facilitators of learning and help students translate information into knowledge and knowledge
wisdom.
Therefore, the 21st Century will require knowledge generation, not just information delivery,
and schools will need to create a “culture of inquiry”.
Learners will become adaptive to changes. In the past, learners spent a required amount of
time in respective courses, received passing grades and graduated. Today, learners are viewed in a
new context.
These changes have implications for teachers: (1) Teachers must discover student interest by
helping them see what and how they are learning to prepare them for life in the real world; (2) They
must instill curiosity, which is fundamental tom lifelong learning; (3) They must be flexible in how
they teach; and (4) They must excite learners to become more resourceful so they will continue to
learn outside formal school.
21st Century learning demands a school that excites students for school. There is a little or no
discipline problem because of strong student engagement. Likewise, parents are informed about
positive changes in their children. As a result, students manifest significant improvement in basic
skills of reading, writing, speaking, listening, researching, scientific explorations, math, multimedia
skills and others.
The 21st Century Curriculum. Then twenty-first century curriculum has critical attributes
that are interdisciplinary, project-based and research-driven. It is connected to local, national and
global communities, in which students may collaborate with people around the world in various
projects. The curriculum also integrates higher-order thinking skills, multiple intelligences,
technology and multimedia, multiple literacies and authentic assessments, including service-learning.
The classroom is filled with self-directed students, who work independently and
interdependently. The curriculum and instruction are designed imbued with the concept of
differentiation. Thus, instead of focusing on textbook-driven or fragmented instruction, instruction
turns to be more thematic, project-based and integrated with skills and competencies purely not
confined within themselves, but are explored through research and concept application in projects and
outputs.
Learning is not confined through memorization of facts and figures rather is connected to
pervious knowledge, personal experience, interests, talents, and habits.
The 21st Century Learning Environment. Typically, a 21st Century classroom is not
confined to a literal classroom building but a learning environment where students collaborate with
their peers, exchange insights, coach and mentor one another and share talents and skills with other
students. Cooperative learning is also apparent, in which students work in teams because cooperation
is given more emphasis than competition, and collaborative learning more than isolated learning.
They use technologies, including Internet systems and other platforms.
Hence, in the process of creating a world-class 21 st Century environment, building new
schools and remodeling of present school facilities can be addressed toward creating environmentally
friendly, energy-efficient, and “green” schools. Inside every classroom, students shall apply their
knowledge of research in life, which a clear indication of a relevant, rigorous, 21 st century real-life
curriculum.
An ideal learning environment also considers the kind of spaces needed by students and
teachers in conducting investigations and projects by diverse groups for independent work. An ideal
learning environment has plenty of wall space and other areas for displaying student work that
includes a place where the parents and the community can gather to watch student performances, as
well as a place where they can meet for discussions.
Technology in the 21st Century Pedagogy: Technologies are not ends in themselves, but
these are tools students use to create knowledge for personal and social change.
21st Century learning recognizes full access to technology. Therefore, a better bandwidth of
Wifi access should be available along areas of the school for the students to access their files and
supplement their ;earning inside the classroom. Various laboratories and learning centers are set up in
such a way that they allow a space needed for students’ simulation and manipulative works. All
classrooms should have televisions to watch broadcasts created by the school and other schools
around. Other resources in the school can also utilized by students in creating opportunities for their
knowledge explorations.
Understanding 21st Century Learners. Today’s students are referred to as “digital
natives”, while educators as “digital immigrants” (Prensky, 2001). Most likely, digital natives usually
react, are random, holistic, and non-linear. Their predominant senses are motion and touch. They learn
through experience and learn differently. Digital immigrants often reflect, are sequential, and linear.
Their predominant senses are hearing and seeing. They tend to intellectualize and believe that learning
is constant. Hawkins and Graham, 1994).
Students’ entire lives have been immersed in the 21st Century media culture. They take in the
world via the filter of computing devices, such as cellular phones, hand held gaming devices, PDAs,
and laptops plus the computers, TVs, and game console at home.
A survey by the Henry J. Kaiser Family Foundation found that young people (ages 8-18)
spend on electronic media an average of six hours a day. In addition, many are multitasking, such as
listening to music while surfing the Web or instant-messaging friends while playing a video game.
The preschoolers easily navigate electronic multimedia resources on games, in which they
learn colors, numbers, letters, spelling, and more complex tasks, such as mixing basic colors to create
new colors, problem-solving activities, and reading.
However, as dr. Michael Wesch points out, although today’s students understand how to
access and utilize these tools, they use them only for entertainment purposes. Thus, students should be
prepared and assisted to become media literate as they function in an online collaborative research-
based environment with the advent of researching, analyzing, synthesizing, critiquing, evaluating and
creating new knowledge.
21st Century Skills Outcome and Demands in the Job Market. The 21st Century skills
are a set of abilities that students need to develop to succeed in the information age. The Partnership
for 21st Century Skills lists three types, namely: (1) Learning Skills which comprise critical thinking,
collaborating, and communicating; (2) Literacy Skills which is composed of information literacy,
media literacy, and technology literacy; and (3) Life Skills that include flexibility, initiative, social
skills, productivity, and leadership. These skills have always been important in an information-based
economy.
Likewise, skills demanded in the job market include knowing a trade following directions,
getting along with others, working hard and being professional, efficient, prompt, honest, and fair.
More so, to adopt to these jobs in this information age, students need to think deeply about issues,
solve problems creatively, work in teams, communicate clearly in many media, learn ever-changing
technologies and deal with the influx of information. Amidst rapid changes in the world, industry
requires students to be flexible, take the initiative, lead when necessary, and create something new
and useful.
According to Partnership for 21st Century Skills (P21), various industries look for employees
who can think critically, solve problems creatively, innovate, collaborate and communicate.
Therefore, for a perfect match between academe and industry demands, schools need to embed time-
tested industry-demanded work skills in the curriculum.
The 21st Century Learning Implications. 21st Century skills are viewed relevant to all
academic areas and the skills may be taught in a wide variety of both in-campus and community
settings.
Teachers should practice teaching cross-disciplinary skills in related courses, such as
integrating research methods in various disciplines; articulating technical scientific concepts in verbal,
written, and graphic forms; presenting laboratory reports to a pool of specialists, or use emerging
technologies, software programs and multimedia applications as an extension of an assigned project.
Likewise, accrediting organizations and regulatory bodies may require 21 st Century skills in
the curriculum. In doing so, the assessment tools should also contain these skills. They may design or
adopt learning standards that explicitly describe multi-disciplinary skills that students should acquire
and master.
Schools and teachers should use a variety of applied skills, multiple technologies, and new
ways of analyzing and processing information, while also taking initiative, thinking creatively,
planning out the process, and working collaboratively in teams with other students.
More so, schools may allow students to pursue alternatives, in which students can earn
academic merits and satisfy graduation requirements by completing an internship, apprenticeship or
volunteer experience. It is in this manner that students can practice a variety of practical, career-based,
work-related skills and values while equally completing the academic coursework and meeting the
same learning standards required of students.
In today’s world, information and knowledge are continuously increasing at a certain rate that
no one can learn everything about every subject. What may appear true today could be proven to be
false tomorrow and the jobs that students will get after they graduate may not yet exist. For this
reason, students need to be taught how to process, analyze and use the information and they need
adaptable skills that they can apply in all facets of life. Thus, merely teaching them ideas and facts
without teaching them how to use them in real-life settings is no longer enough.
Schools need to adopt and develop new ways of teaching and learning that reflect a changing
world. The purpose of school should be to prepare students to success after graduation and therefore,
schools need to prioritize the knowledge and skills that will be in the greatest demand, such as those
deemed to be most important by college professors and employers. Hence, teaching students to
perform well in school or pass the test alone is no longer sufficient.
Henceforth, teachers must realize and students must understand that no one can move toward
a vision of the future unless he/she understands the socio-historical context of where they are now,
what events led them to be where they are, how this can inform development of a vision for the future
and how they want to get there. Thus, a clear articulation of the purpose of education for the 21 st
Century is the place to begin.
A Paradigm Shift for 21st Century Education
Time-based Outcome-based
Focus: memorization of discrete facts Focus: what students Know, Can Do and Are
Like after all the details are forgotten.
Lower order thinking skills in Bloom’s Higher order thinking skills (metacognition),
Taxonomy, such as knowledge and such as application, analysis, synthesis, and
comprehension evaluation
Textbook-driven Research-driven
Passive learning Active learning
Learners work in isolation and confined in the Learners work collaboratively with classmates
classroom (walled classroom) and others around the world (global classroom)
Teacher-centered; teacher is dispenser of Student-centered; teacher is facilitator/coach of
knowledge, information, and attention. students’ learning.
Little to no student freedom Great deal of student freedom
“Discipline problems”- No trust between No “discipline problems” -Students and teachers
educators and students. Little student have mutual respect and relationship as co-
motivation. learners. High student motivation.
Fragmented curriculum Integrated and interdisciplinary curriculum
Grades taken from formal assessment measures Grades are based on students’ performance as
entered in the class record for reporting evidence of learning outcome
purposes
Assessment is for marking purposes and placed Assessment is important aspect of instruction to
as part of lesson plan structure gauge learning outcome
Low expectations. What students receive is High expectations that students succeed in
what they get learning to high extent
Self, peer and others serve as evaluators of
Teacher is judge. No one else sees student work.
student learning using wide range of metrics and
Outputs are assessed using structured metrics.
authentic assessments
Curriculum is irrelevant and meaningless ton the Curriculum is connected to students’ interests,
students experiences, talents, and the real world
Performances, projects, and multiple forms of
Print is the primary vehicle of learning and
media are used for learning and assessment
assessment
Curriculum and instruction address student
Student diversity is ignored diversity
Students are empowered to lead and initiate
Students just follow orders and instructions
while creating solutions and solving problems
while listening to teacher’s lecture
Multiple literacies of the 21st Century aligned to
Literacy is the 3 R’s (reading, writing and
living and working in a globalized new society
‘rithmetic)
Factory model, based upon the needs of Global model based upon the needs of a
employers for the Industrial Age of the 19th globalized high-tech society
century
The paradigm shift from the 20th to the 21st Century, shows that the structure and modalities of
education have evolved. Students become the center of teaching-learning process in the 21 st Century
using wide array of technological tools to assist them in exploring knowledge and information needed
inn surviving the test of time and preparing for future career endeavors. Assessment has been made
varied to address multiple literacy development in diverse contexts. Teachers turn to become
facilitators rather than lecturers and dispensers of information. As such, curriculum is designed in a
way that it connects to life in the real world, interconnected with other disciplines and reshapes the
students’ holistic perspectives.
The Critical Attributes of 21st Century
Education
Education continuously changes
dramatically throughout time. There is a
paradigm shift inn the way teaching and
learning is delivered. Therefore, the 21 st Century
teacher needs to develop essential knowledge,
skills and values in order to cope with these
changes and address students’ need (21 st
Century Schools, 2011).
The following are eight attributes of 21st Century education and their implications:
1. Integrated and Interdisciplinary. Education inn the 21st Century is characterized by
interfacing various disciplines in an integrated manner rather than compartmentalizing its
subsequent parts. This critical attribute implies the need to review the curriculum and
create strategies infusing different subjects toward enhancing the learning experiences of
students.
2. Technologies and Multimedia. Education in the 21st Century makes optimum use of
available Information and Communication Technology (ICT), as well as multimedia to
improve the teaching and learning process, including online applications and technology
platforms. It implies a need to acquire and use computers and multimedia equipment and
the design of a technology plan to enhance learning at its best.
3. Global Classrooms. Education in the 21st Century aims to produce global citizens by
exposing students to the issues and concerns in the local, national and global
issues/concerns, such as peace and respect for cultural diversity, climate change and
global warming in classroom discussions.
4. Creating/Adapting to Constant Personal and Social Change and Lifelong Learning.
Education in the 21st Century subscribes to the belief that learning does not end within
the four walls of the classroom. Instead, it can take place anywhere, anytime regardless
of age. This means that teachers should facilitate students’ learning even beyond academics.
Therefore, it should not end with requirement compliance and passing the exams, but also
for transferring and applying knowledge to a new context or real-life situations. As such,
the curriculum should be planned in such a way that students will continue to learn even
outside the school for life.
5. Student-Centered. Education in the 21st Century is focused on students as learners
while addressing their needs. Differentiated instruction is relevant in the 21st Century
classrooms, where diversity factors and issues are taken into account and addressed
when planning and delivering instruction, including their learning styles, interests, needs and
abilities.
6. 21st Century Skills. Education in the 21st Century demonstrates the skills needed in
becoming productive members of society. Beyond learning the basic skills of reading,
writing and numeracy, students should also develop life and work skills in 21st
Century communities, such as critical and creative thinking, problem-solving and
decision-making and ICT literacy and skills. Therefore, it implies that teachers should
possess these skills first before their students.
7. Project-Based and Research-Driven. 21st Century education emphasizes data,
information and evidence-based decision-making through student activities that
encourage active learning. This implies the need for knowledge and skills in research, such
as self- directed activities, learning projects, investigatory projects, capstones and other research-
based output.
8. Relevant, Rigorous and Real World. Education in the 21st Century is meaningful as it
connects to real-life experiences of learners. It implies the use of current and relevant
information linked to real-life situations and contexts.
The Characteristics of a 21st Century Teacher
The 21st Century teaching-learning environment becomes more complicated brought by
technological changes. Therefore, teachers should be able to cope with and adapt to these changes.
Thus, teachers must be equipped with attributes, knowledge and skills critical to 21 st Century
Education so that they may be able to integrate them in their teaching. 21 st Century teachers are
characterized by:
1. Multi-literate. Teachers know how to use various technologies in teaching.
2. Multi-specialist. Teachers are not only knowledgeable in the course subject they teach but
also in other areas so that they can help the learner build up what they gain in the
classroom
and outside the school and make sense of what was learned.
3. Multi-skilled. Teachers cope with the demand for widening learning opportunities by
being skillful not just in teaching but also in facilitating and organizing groups and activities.
4. Self-directed. Teachers are responsible for various aspects of school life and know how
tom initiate action to realize the learning goals of the students and the educational goals of the
country, at large.
5. Lifelong learner. Teachers embrace the ideal that learning never ends. Therefore, teachers
must constantly updated on the latest information related to their subject and pedagogic
trends. They should also share what they are learning with their students and colleagues
with a high sense of professionalism.
6. Flexible. Teachers are able to adapt the various learning styles and needs of the learners.
They can facilitate learner-centered teaching with flexibility using alternative modes of
delivery.
7. Creative problem solver. Teachers create innovative ideas and creative solutions to the
arising problems in the field, be it in the classroom, in the school or the profession as a
whole.
8. Critical thinker. Teachers are critical thinkers as they encourage students to reflect on
what
they have learned, and rekindle them the desire to ask questions, reason out, probe, and
establish their own knowledge and belief.
9. Has a passion for excellent teaching. Teachers possess passion in the teaching profession
to ensure that students are motivated tom learn under their guidance and care.
10. High Emotional Quotient (EQ). Teachers do not just have the head but also the heart to
teach. Teaching is emotionally taxing but an influential job as it involves interaction with
human beings.
Common 21st Century technology Tools for Learning
As teacher for the 21st Century, no one can escape from the reality that we are now in a
borderless society. It is, therefore, important that we should know different technology tools for
learning to respond to the needs of 21st Century learners and the demands of the times. The following
are common 21st Century technology tools.
1. Affinity Groups. These are groups or communities that unite individuals with common
interests. Electronic spaces extend then range of possibilities for such groups.
2. Blogs. Web logs or “blogs” are interactive, websites, often open to the public that can
include Web links, photographs and audio and video elements.
3. E-portfolio. It refers to student’s works that are generated, selected, organized, stored and
revised digitally. Often, electronic portfolios are accessible to multiple audiences and can
moved from one site to another easily. It can document the process of learning, promote
integrative thinking, display final work, and/or provide a space for reflective learning.
4. Hypertext. These are electronic text that provide multiple links and allow users to trace
ideas
in immediate and idiosyncratic directions. Hypermedia adds sound, video, animation,
and/or
virtual reality environments to the user’s choices.
5. Podcasts. These are digitalized audio files that are stored on the Internet and downloaded
to listeners’ computers or most likely to MP3 players. The term “podcast” comes from
iPod, the popular MP3 player.
6. Web 2.0. This refers to a second generation of Web-based communities that demonstrate
the participatory literacies that students need for the 21 st century.
7. Myspace (http://www.Myspace.com). It is a social networking website that offers an
interactive user-submitted network of friends, personal profiles, blogs, groups, photos,
music and videos internationally. Students can rate professors, discuss books, and connect
with high school and college classmates.
8. Second Life (http://www.secondlife.com). It is an Internet-based 3-D virtual world that
uses avatars (digital representations) to explore, socialize, participate in individual or group
activities, create and trade items (virtual property) and services.
9. Semantic Web. It is an extension of the current Web that puts data into a common format
so that instead of humans working with individual search engines (e.g., Google, Ask
Jeeves) to locate information, the search engines themselves feed into a single mechanism that
provides this searching on its own. Sometimes called Web 3.0, this technology enables
integration of virtually all kinds of information for more efficient and comprehensive
retrieval.
10. Webkinz (http://www.webkinz.com). It is an Internet simulation wherein children learn pet
care and other skills.
11. Wiki. It refers to software that fosters collaboration and communication online. Wikis
enable students to create, comment upon, and revise collaborative projects. One of the
online multilingual free-content encyclopedia, which has 7.9 million articles in 253
languages.
12. Youtube (http://www.Youtube.com). It is a popular website for video sharing where users
can upload, view and share video footage, including movie clips, TV clips, and music
videos, even student-produced videos.
13. Google Docs. It allows students to collaborate with other people and the document
materials that need to be complied, processed, transacted and analyzed.
14. Prezi. It allows individuals to use pre-made, creative presentation templates.
15. Easybib. It allows individuals to generate citations in any given format.
16. Social media platforms. (Facebook, Twitter, Edmodo, Schoology, Instagram, etc.). These
are means to communicate and share ideas among users.
17. Smartboards and audience response systems. These are replacement for traditional
chalkboards or whiteboards in classrooms.
18. ReadWriteThink.org. (www.readwritethink.org). It is a repository of standards-based
literacy lessons that offer teachers instructional ideas for Internet integration.
19. WebQuest Page. (www.webquest.org). It provides Webquests on an array of topics
across
content areas with a template for creating one’s own.
20. Literacy Web (www://literacy.uconn.edu). It is an online portal that includes a large
\ number of new literacy’s resources for new literacies for teachers.
QUESTIONS FOR DISCUSSION
1. What are the critical attributes of 21st Century education? Explain them.
2. Describe a 21st Century teacher and discuss some innovative tools for learning?
3. Explain how you can integrate 21st Century education in the curriculum.
LIFE AND VALUES INTEGRATION
Share a personal experience or observation on 21st Century teaching and learning being practiced in
the classroom or in the school. What life lessons and values have you realized and learned?
RESEARCH ANALYSIS AND IMPLICATION
Direction: Analyze the following research abstract and cite its implications to teaching-learning. You
may download the full paper of this research on the website given below.
Exploring 21st Century skills and learning environments for middle school youth
Ball, Joyce and Anderson-Butcher (2016)
Abstract
Resiliency research and strengths-based perspectives highlight the importance of understanding the
protective factors that aid youth in overcoming adversity. Likewise, current research identifies the
characteristics and skills youth need to be successful in post-secondary education and the workforce.
These growing bodies of research emphasize cognitive and non-cognitive skills that support youth
academic success. This exploratory study sought to develop two distinct measurements: (1) the 21 st
century life & Career Skills scale (21C-LCS); and (2) the 21st Century Skills Classroom Environment
scale (21C-CE). We also examined students’ perceptions of their own skills in these areas. The
measures were developed and tested using survey data from 262 middle school students. Exploratory
Factor Analysis was used to examine the factorial structure of the measures and descriptive statistics
were used to summarize students’ perceptions. Results indicated that the 21C-LCS and the 21C-CE
are brief psychometrically sound measures. The 21C-LCS assesses students’ leadership and
responsibility, working with others effectively, and adaptability. The 21C-CE is a reliable measure of
students’ perceptions of the ways in which their classroom environments support their development
of 21st Century life and career skills. Students reported moderately high perceptions of their skills in
all areas. This study is an important step in assessing 21 st Century life and career skills and 21 st
Century learning environments. Researchers, youth development professionals, educators, and other
service providers can utilize these measures in an ongoing investigation, assessment, and progress
monitoring to foster and advocate 21st Century life and career skills development among youth.
(Source: Ball, A., Joyce, H. and Anderson-Butcher, D. (2016). Exploring 21st Century skills and
learning environments for middle school youth. International Journal of School Social Work: Vol. 1:
Issue 1. Retrieval from https;//doi.org/10.4148.1012)
Analysis: How do youth assess students’ 21st Century life and career skills and their learning
environments?
Implication: How may the results of this study be utilized in enhancing the 21st Century life and
career
skills of students and their learning environments?
SYNTHESIS AND LEARNING REFLECTION
THE 21ST CENTURY EDUCATION
Education prepares students for life in the world that can make them communicate,
function and create change personally, socially, economically and politically on local,
national and global levels.
There is a drastic change brought about by the advent of the 21 st Century education in
SYNTHESIS
the context of a curriculum, classroom environment, technology, learners and demands
of the job market.
21st Century education implies challenges among teachers in the way they need to
embrace technological advancement and instructional innovations.
With the paradigm shift from 20th Century education, educational institutions should
address its eight critical attributes.
Teachers must be multiliterate, multispecialist, multiskilled, self-directed. Lifelong
learners, flexible, creative problem solver, critical thinker, emotionally intelligent and
passionate for excellent teaching.
Direction: Write 21st Century Education concepts on each ray of the sun.
LERNING REFLECTION
CURRICULUM APPLICATION
Direction: Prepare an evaluation tool to measure technology integration in the classroom or the
school. Use the provided template sample below.
TECHNOLOGY INTEGRATION EVALUATUION TOOL
Direction: ________________________________________________________________________
_________________________________________________________________________________
Scale: (with interpretations)
4- __________________________ 3- _______________________________
2- __________________________ 1- _______________________________
CLASSROOM/SCHOOL
SCALE
TECHNOLOGY INTEGRATION EVALUATION
Standards/ Indicators 4 3 2 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(After the teacher has checked the tool, students may utilize the said tool in actual evaluation of
technology integration in the classroom or in the school.)
LET SAMPLERS: TAKING THE EXAMINATION
Direction: Read and analyze each item carefully. Choose and encircle the letter of the answer.
1. The following concepts, refer to the implications of 21st Century education for teachers EXCEPT
one. Which is the exception?
A. Teachers must maintain students’ interest by helping them see connection of what they
learn for life with the real world.
B. Teachers must instill curiosity in students because it is fundamental to lifelong learning.
C. Teachers must be consistent in how they teach.
D. Teachers must excite learners to become even more resourceful so that they will
continue tom learn outside the formal school.
2. The new breed of teachers takes advantage of technology that enables them to understand,
integrate, create, communicate and compute printed and written materials. Which describe the
21st Century teacher?
A. Multiliterate C. Multiskilled
B. Multispecialist D. Multitasked
3. The following are contexts and perspectives of 21 st Century education as a paradigm shift from
that of the 21st Century, EXCEPT one. Which one is the exception?
A. Integrated and Interdisciplinary
B. Technology and Multi-Driven
C. Global Classroom-Oriented
D. Relevant and real-world
4. The lesson presented in class must be selected and designed to respond to the learners’ life
survival today and his career preparation in the future. This implies which critical attribute of
21st Century education?
A. Integrated and Interdisciplinary
B. Technology and Multi-Driven
C. Global Classrooms
D. Relevant and Real-World
5. In the context of 21st Century education, the teachers and the learners are branded as digital
immigrants and digital natives, respectively. How will you differentiate them in terms of
aspects?
A. Thinking style: The teachers think randomly, while the learners, sequentially.
B. Learning perspectives: The teachers prefer experiencing, while the learners opt for
intellectualizing.
C. Use of senses: The teachers utilize emotion and touch, while the learners, hearing and
seeing.
D. Manner of response: The teachers tend to reflect, while the learners usually react.
