Kelly, McCain and Jukes (2009) offer research and ideas on how to teach today’s “digital generation.” As others, they assert that today’s traditional, “cookie-cutter” high schools have become outdated. In its place, Kelly et al. suggest that we need to develop a vision that moves us away from the common high school practices in order to better address the learning demands of the 21st century.
They recommend that high schools accept the reality of the online digital world and those associated implications it would have on teaching and learning. At first glance, we might acknowledge that their recommendations are not necessarily novel. This should not, however, detract us from the need to consider them carefully, as these form the foundation upon which 21st century schooling should be based.
1. Schools need to shift instruction to focus on those higher-level thinking skills needed for the 21st century. This call for reform and action is not new. What is different is that additional skills beyond those often associated with the higher-order cognitive processing skills of Bloom’s Taxonomy (analyze, evaluate, create) are being considered more and more as “higher-order.” Organizations such as The Partnership for 21st Century Skills and The 21st Century Fluency Project offer a framework in which to consider these skills.
2. Schools need to embrace the new digital reality. Educators need to acknowledge that technological change is a given in today’s culture. We need to use technology to keep school and the schooling experience relevant to our society. As such, we need to connect with the world that the students experience. They are already using numerous digital tools in their after-school lives, but students need to be taught, and then empowered, to use their tools to apply the higher-level thinking skills mentioned above for learning’s sake. In this way, instruction in the classroom can become more relevant to students as it us linked to their world.
3. Schools need to establish greater connections between in-class experiences and the “real” world outside. The goal of such efforts is to develop greater relevancy of what students are learning at school. Contextualizing content with real-life experiences, field-trips, guest speakers, job shadowing, digital simulations, etc., can lead to more meaningful learning.
4. Schools need to broaden their evaluation policies to include assessment activities that provide a complete picture of student learning. Assessment practices cannot only follow established text-based and/or standardized tests. Alternative assessments, such as student portfolios, presentations, etc., need to be considered in which students are asked to demonstrate their knowledge and developing competency on 21st century skills, abilities and fluencies.
Kelly, F. S., McCain, T., & Jukes, I. (2009). Teaching the digital generation: No more cookie-cutter high schools. Thousand Oaks, CA: Corwin.