Defining Twenty-First Century SkillsMarilyn Binkley, Ola Erstad, Joan Herman, Senta Raizen, Martin Ripley, May Miller-Ricci, Mike Rumble
Zu finden in: Assessment and Teaching of 21st Century Skills, 2011
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Zusammenfassungen
As the previous chapter indicates, there has been a significant shift in
advanced economies from manufacturing to information and knowledge services.
Knowledge itself is growing ever more specialized and expanding exponentially.
Information and communication technology is transforming the nature of how work
is conducted and the meaning of social relationships. Decentralized decision making,
information sharing, teamwork, and innovation are key in today’s enterprises. No
longer can students look forward to middle class success in the conduct of manual
labor or use of routine skills – work that can be accomplished by machines. Rather,
whether a technician or a professional person, success lies in being able to communicate,
share, and use information to solve complex problems, in being able to adapt
and innovate in response to new demands and changing circumstances, in being
able to marshal and expand the power of technology to create new knowledge, and
in expanding human capacity and productivity.
Research during the last decade has shown how new social practices evolve due to increased use of new digital technologies, especially among young people (Buckingham and Willett 2006 ) . Such practices create reconceptions of key competencies and skills, not defined from a systems level but from the everyday lives of people in our societies. One example is research done on computer games and online communities (Gee 2007 ) , where problem solving is defined as a key component of such practices. Such experiences of problem solving among young people need to inform us in the way we design assessment tasks and define key competencies. Hence, new standards for what students should be able to do must replace the basic skills and knowledge expectations of the past. To meet this challenge, schools must be transformed in ways that will enable students to acquire the sophisticated thinking, flexible problem solving, and collaboration and communication skills they will need to be successful in work and life. New conceptions of educational standards and assessment, the subject of this chapter, are a key strategy for accomplishing the necessary transformation. Such standards and assessment can both focus attention on necessary capacities and provide data to leverage and evaluate system change. Technology too serves as both a driver and lever for the transformation.
Von Marilyn Binkley, Ola Erstad, Joan Herman, Senta Raizen, Martin Ripley, May Miller-Ricci, Mike Rumble im Buch Assessment and Teaching of 21st Century Skills (2011) im Text Defining Twenty-First Century Skills Research during the last decade has shown how new social practices evolve due to increased use of new digital technologies, especially among young people (Buckingham and Willett 2006 ) . Such practices create reconceptions of key competencies and skills, not defined from a systems level but from the everyday lives of people in our societies. One example is research done on computer games and online communities (Gee 2007 ) , where problem solving is defined as a key component of such practices. Such experiences of problem solving among young people need to inform us in the way we design assessment tasks and define key competencies. Hence, new standards for what students should be able to do must replace the basic skills and knowledge expectations of the past. To meet this challenge, schools must be transformed in ways that will enable students to acquire the sophisticated thinking, flexible problem solving, and collaboration and communication skills they will need to be successful in work and life. New conceptions of educational standards and assessment, the subject of this chapter, are a key strategy for accomplishing the necessary transformation. Such standards and assessment can both focus attention on necessary capacities and provide data to leverage and evaluate system change. Technology too serves as both a driver and lever for the transformation.
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Nicht erwähnte Begriffe | Bildung, LehrerIn, Schule, Unterricht |
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8 Erwähnungen
- Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017 (Arthur Tatnall, Mary Webb) (2017)
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- Die Entwicklung der Fachdidaktiken als wissenschaftliche Disziplinen in der Schweiz: Bilanz und Perspektiven - Vorpublikation der 5. Tagung Fachdidaktiken (2022)
- Überlegungen zu einem Perspektivrahmen Medien & Informatik (Adrian Regez, Caroline Conk, Martin Lehmann, Markus Michel, Sonja Schär, Thierry Schluchter, Pascal Zaugg, Urs Zuberbühler) (2022)
- AIComp - Future Skills für eine von KI beeinflusste Lebens- und Arbeitswelt - Forschungsbericht 2: Empirische Konstruktion & Beschreibung des Kompetenzmodells AIComp (Ulf-Daniel Ehlers, Martin Lindner, Emily Rauch) (2024)
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