21st+Century+Skills


 * 21ST CENTURY SKILLS **

**21ST Century Learning Skills **   In en Gauge 21st Century Skills: Literacy in the Digital Age, written by North Central Regional Educational Laboratory and the Metiri Group, it shares that as a result to the massive influx of technology in today’s society, students are not learning in a manner that benefits them to the maximum level, in preparation for that which is needed to succeed in the 21st century. The research is clear that children learn better when they are motivated, engaged, and find the material relevant to their world. With the advancement of technology, students are exposed to information as never before. How are we, as educators, preparing our students to meet the demands of the 21st century?  “The //enGauge// 21st Century Skills were developed through a process that included literature reviews, research on emerging characteristics of the Net Generation, a review of current reports on workforce trends from business and industry, analysis of nationally recognized skill sets, input from educators, data from educator surveys, and reactions from constituent groups.  “Based on two years of study, the //enGauge// 21st Century Skills represent the fresh, serious, new perspective required in light of recent historical events, globalization, and the idiosyncrasies of the Digital Age. The following skill clusters, when considered within the context of rigorous academic standards, are intended to provide the public, business and industry, and educators with a common understanding of – and language for discussing – what is needed by students, citizens, and workers in the Digital Age” (North Central Regional Educational Laboratory [NCREL] & Metiri Group, 2003, p. 12). There are four skill clusters (Digital-Age Literacy, Inventive Thinking, Effective Communication, and High Productivity), each cluster is then broken down into specific skills sets.  Following is a brief glimpse of the four skill clusters and the skill sets that make up the cluster. The information provided is taken directly from the //enGauge// 21st Century Skills publication. __Digital-Age Literacy __ “As society changes, the skills needed to negotiate the complexities of life also change. In the early 1900s, a person who had acquired simple reading, writing, and calculating skills was considered literate. Only in recent years has the public education system expected all students to build on those basics, developing a broader range of literacies” (International ICT Literacy Panel, 2002). To achieve success in the 21st century, students also need to attain proficiency in science, technology, and culture, as well as gain a thorough understanding of information in all its forms” (NCREL & Metiri Group, p. 15).  There are eight skill sets related to the Digital-Age Literacy cluster:  ·  __Basic Literacy __ – Language proficiency (in English) and numeracy at levels necessary to function on the job and in society to achieve one’s goals and to develop one’s knowledge and potential in this Digital age.  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Scientific Literacy __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> – Knowledge and understanding of the scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Scientific literacy is important throughout the students’ lives as they participate in public policy issues related to technology; as they stay current with advances in areas such as biotechnology, medicine, and space exploration; and especially as they enter an increasingly scientifically based workforce” (National Academy of Sciences, 1995). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Economic Literacy – the ability to identify economic problems, alternatives, costs, and benefits; analyze the incentives at work in economic situations; examine the consequences of changes in economic conditions and public policies; collect and organize economic evidence; and weigh costs against benefits. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Thanks in part to technological and communications advances, ordinary people are wearing more economic hats than ever before. In their roles as consumers, producers, workers, and investors, productive citizens need a level of economic literacy that will help them better comprehend the world and make good decisions for the future” (NCEE, 2003). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Technological Literacy – Knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Technological literacy is an essential component of job readiness, citizenry, and life skills. Students must not only become competent in the use of technology and associated applications, they also must be able to apply their skills to practical situations. Most experts agree that students should develop technological skills in the context of learning and solving problems related to academic content” (Baker & O’Neil, 2003). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Visual Literacy – The ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Students need good visualization skills to be able to decipher, interpret, detect patterns, and communicate using imagery – especially given the ease with which digitized visuals can be manipulated” (NCREL & Metiri Group, 2003, p. 24). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Information Literacy – The ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources, <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Ultimately, students need to understand the interrelationships between library collections, proprietary databases, and other Internet documents to ensure appropriate, effective searching and accurate evaluation of sources. Furthermore, as students access electronic resources, it is critical that they recognize the importance of honoring the intellectual property of others by strictly adhering to copyright and fair-use laws” (NCREL & Metiri, 2003, p. 26). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Multicultural Literacy – The ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one’s own culture and the cultures of others. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“In order to work cooperatively with individuals from vastly different backgrounds, students must have opportunities to learn about, appreciate, and understand the beliefs and values that drive them. These qualities must reflect a notion of multicultural literacy that is broader than it has been in the past. First, it must be sensitive to the many subcultures that exist within the larger American society. Second, it must include newly developing technological cultures such as virtual workspaces and chat-room environments. Third, it must recognize the evolutionary nature of culture and the impact that technology has – and will continue to have – on cultures worldwide” (Banks, et al., 2001).

<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Global Awareness – The recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, sociocultural groups, and individuals across the globe. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“As recent events have demonstrated, the need to maintain a broad and accurate perspective on global trends and events has never been more pressing. As virtually every decision in our society – political, social, ecological, and technological – has a rippling effect on our world, participation in a democratic decision-making process requires a level of sophisticated understanding and analysis for which our current educational system may leave students unprepared” (NCREL & Metiri Group, 2003, p. 30). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Inventive Thinking __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> “Experts agree: As technology becomes more prevalent in our everyday lives, cognitive skills become increasingly critical. “In effect, because technology makes the simple tasks easier, it places a greater burden on higher-level skills” (International ICT Literacy Panel, 2002, p.6).

<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">The skills making up the Inventive Thinking cluster are: <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Adaptability and Managing Complexity – The ability to modify one’s thinking, attitudes, or behaviors to be better suited to current or future environments; and the ability to handle multiple goals, tasks, and inputs while understanding and adhering to constraints of time, resources, and systems (e.g., organizational, technological). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Self-Direction – The ability to set goals related to learning, plan for the achievement of those goals, independently manage time and effort, and independently assess the quality of learning and any products that result from the learning experience. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Curiosity – the desire to know or the spark of interest that leads to inquiry. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Creativity – The act of bringing something into existence that is genuinely new, original, and of value either personally (of significance only to the individual or organization) or culturally (adds significantly to a domain of culture as recognized by experts.

<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Today, the creative individual potentially has more to offer – and gain - from society, than ever before. Our knowledge-based age has shifted power from those who own raw physical materials to those who have //intellectual capacity// – the capacity to create and produce knowledge” (NCREL & Metiri Group, 2003, p. 40). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Risk Taking – The willingness to make mistakes, advocate unconventional or unpopular positions, or tackle extremely challenging problems without obvious solutions, such as one’s personal growth integrity, or accomplishments are enhanced. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Risk taking within the learning environment requires a willingness to think deeply about a subject or problem, share that thinking with others to hear their perspectives, listen to their critiques, and then build on those experiences toward a solution or solutions” (Dweck, 2000; Weiner, 1994). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“In order to take risks that lead to intellectual growth, students must be in environments that they perceive to be safe – places in which to share ideas, reflect on and discuss perspectives, and learn new things” (NCREL & Metiri Group, 2003, p. 42). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Higher-Order Thinking and Sound Reasoning – Includes the cognitive processes of analysis, comparison, inference and interpretation, evaluation, and synthesis applied to a range of academic domains and problem-solving contexts. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Higher-order thinking in the context of a fast-paced, knowledge-based society requires both divergent and convergent thinking. Divergent thinking uses the creativity to play “what if,” establishing multiple scenarios and ideas to consider as hypotheses. Convergent thinking enables students to use those possibilities to select the hypothesis with the most potential based on a set of criteria for expected outcomes” (NCREL & Metiri Group, 2003, p. 44). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Effective Communication __ <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> The third cluster is Effective Communication. “According to the 21st Century Literacy Summit (2002), “Information and communications technologies are raising the bar on the competencies needed to succeed in the 21st century” (p. 4). Both researchers and the business community agree: Effective communication skills are essential for success in today’s knowledge-based society. The 1991 SCANS report for example, lists the following as necessary for success in this area: participating in a team, teaching others new skills, serving clients and customers, exercising leadership, negotiating, and working with diverse groups of people. Information technology can play a facilitative role in effective communication, but emerging technologies also can present ethical dilemmas. Las information and communication technologies become more pervasive in society, citizens will need to manage the impact on their social, personal, professional, and civic lives” (NCREL & Metiri Group, 2003, p. 47). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> Five skill sets make up the Effective Communication cluster. They are: <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Teaming and Collaboration – Means cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Highly effective teams have four key elements: (1) a compelling, shared goal or goals; (2) team members with unique competencies that will contribute to successful outcomes; (3) members that operate within a formal structure, with defined roles that facilitate collective/collaborative work; and (4) mutual respect, tolerance, and trust” (Schrage, 1989). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Interpersonal Skills – Include the ability to read and manage the emotions, motivations, and behaviors of oneself and others during social interactions or in a social-interactive context. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Many have wondered how it happens that persons with high IQs don’t always land the top jobs. The answer often lies in interpersonal skills. In fact, emotional intelligence – the capacity to manage emotions well – is twice as important to success in the workplace as IQ and expertise” (Goleman, 1998). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Personal Responsibilities – The ability of an individual to manage and use technology to achieve balance, integrity, and quality of life as a citizen, a family and community member, a learner, and a worker. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“An important component of personal responsibility with electronic media and information is staying current with emergent laws, policy, and practice in this realm” (Willard, 2001).

<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“A further challenge that has arisen as a result of the availability of new communications technology and new levels of global competition is the maintenance of balance between one’s professional and personal lives” (Rones, Gardner, Ilg, 1997). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Social and Civic Responsibility – The ability to manage technology and govern its use in a way that promotes public good and protects society, the environment, and democratic ideals. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Interactive Communication - The generation of meaning through exchanges using a range of contemporary tools, transmissions, and processes. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“While technology does not alter the fundamental principles of high-quality, interactive communication, it does add new dimensions for enhanced communication through the use of expressive digital visuals, online learning environments, chat rooms, threaded discussions, and e-mail. Expertise in the use of these new interactive communication conventions is as essential to students as expertise with phones was a decade ago” (Rushkoff, 1999; Tapscott, 1998). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">High Productivity __ <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> “According to leading researchers, caution should be exercised when attempting to link high-stakes testing and high standards to the creation of a productive workforce (Levin, 2001). Levin’s studies in the 1990s led him to conclude that how well students do on current tests in no way correlates to how productive they will be in the workforce” (p. 59). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> The three skills sets for High Productivity are: <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Prioritizing, Planning, and Managing for Results – Involves the ability to organize to achieve the goals of a specific project or problem efficiently and effectively. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“In a recent summary of research on project-based learning, the lack of ability to create and systematically carry out systematic plans to address complex questions was identified as one of the key obstacles to successful implementation (Thomas, 2000). Explicit instruction in planning processes; scaffolds that support planning; and significant opportunities to prioritize, plan, and manage in the course of learning will be needed to build these skills in all students” (NCREL & Metiri Group, 2003, p. 60). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Effective Use of Real-World Tools – (e.g., the hardware, software, networking, and peripheral devices used by information technology workers to accomplish 21st century work) is using these tools to communicate, collaborate, solve problems, and accomplish tasks. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol"> ·  <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Ability to Produce Relevant, High-Quality Products – Relates to intellectual, informational, or material products that serve authentic purposes and result from student use of real-world tools to solve or communicate about real-world problems. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">“Research by Newmann (1996) suggests that students who engage in intellectually stimulating work learn more. Newmann’s three criteria include knowledge construction, disciplined inquiry, and value beyond the school. Effective use of real-world tools can advance each of these criteria to bring excitement, motivation, and real-world value to the study of the academics” (p. 64). <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> Bibliography <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Baker, E.L., & O’Neil, H.F., Jr. (2003). Technological fluency: Needed skills for the future. In <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'"> H.F. O’Neil, Jr. & R. 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Additional Resources http://www.questgarden.com/60/50/9/080204200122/

<span style="FONT-FAMILY: 'Times New Roman','serif'">( <span style="FONT-SIZE: 8pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">Source: <span style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'">http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120)

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