UNIVERSITI PENDIDIKAN SULTAN IDRIS,39500, TANJUNG MALIM, PERAK DARUL RIDZUAN

FAKULTI PENDIDIKAN DAN PEMBANGUNAN MANUSIA

PEMBELAJARAN BERASASKAN TEKNOLOGI DAN WEB(KPT 6044)

TUGASAN 3: PENILAIAN BACAAN KENDIRI

CHAPTER 1 : EXPLORING 21st CENTURY LEARNING

NAMA : YUSMAHANI JAMALUDDIN

NO MATRIK : M20141000689

PENSYARAH : PROF MADYA DATO’ DR. ABDUL LATIF BIN HAJI GAPOR

1. What is the key components of the framework for 21st century learning?

2 1 st Century Student Outcomes

To help practitioners integrate skills into the teaching of core academic subjects, the

Partnership has developed a unified, collective vision for learning known as the

Framework for 21st Century Learning. This Framework describes the skills,

knowledge and expertise students must master to succeed in work and life; it is a

blend of content knowledge, specific skills, expertise and literacy’s. Every 21st

century skills implementation requires the development of core academic subject

knowledge and understanding among all students. Those who can think critically and

communicate effectively must build on a base of core academic subject knowledge.

Within the context of core knowledge instruction, students must also learn the

essential skills for success in today’s world, such as critical thinking, problem solving,

communication and collaboration. When a school or district builds on this foundation,

combining the entire Framework with the necessary support systems—standards,

assessments, curriculum and instruction, professional development and learning

environments—students are more engaged in the learning processed graduate better

prepared to thrive in today’s global economy.

Core Subjects and 21st Century Themes

Mastery of core subjects and 21st century themes is essential to student success. Core

subjects include English, reading or language arts, world languages, arts,

mathematics, economics, science, geography, history, government and civics. In

addition, schools must promote an understanding of academic content at much higher

levels by weaving 21st century interdisciplinary themes into core subjects:

• Global Awareness

• Financial, Economic, Business and Entrepreneurial Literacy

• Civic Literacy

• Health Literacy

• Environmental Literacy

Learning and Innovation Skills

Learning and innovation skills are what separate students who are prepared for

increasingly complex life and work environments in today’s world and those who are

not.

They include:

• Creativity and Innovation

• Critical Thinking and Problem Solving

• Communication and Collaboration

Information, Media and Technology Skills

Today, we live in a technology and media-driven environment, marked by access to

an abundance of information, rapid changes in technology tools and the ability to

collaborate and make individual contributions on an unprecedented scale. Effective

citizens and workers must be able to exhibit a range of functional and critical thinking

skills, such as:

• Information Literacy

• Media Literacy

• ICT (Information, Communications and Technology) Literacy

Life and Career Skills

Today’s life and work environments require far more than thinking skills and content

knowledge. The ability to navigate the complex life and work environments in the

globally competitive information age requires students to pay rigorous attention to

developing adequate life and career skills, such as:

• Flexibility and Adaptability

• Initiative and Self-Direction

• Social and Cross-Cultural Skills

• Productivity and Accountability

• Leadership and Responsibility

2 1 s t Century Support Systems

Developing a comprehensive framework for 21st century learning requires more than

identifying specific skills, content knowledge, expertise and literacies. An innovative

support system must be created to help students master the multi-dimensional abilities

that will be required of them. The Partnership has identified five critical support

systems to ensure student mastery of 21st century skills:

• 21st Century Standards

• Assessments of 21st Century Skills

• 21st Century Curriculum and Instruction

• 21st Century Professional Development

• 21st Century Learning Environments

2. What is the six basic categories of media and the key features of each?

The six basic categories of media are:-

i. Text

The most commonly used medium, is composed of alphanumeric characters

that computer screen and so on.

ii. People

People are critical to learning.

Students learn from teachers, others students and adults.

iii. Manipulatives (objects)

This is another form of media uses in teaching and learning process although

often not considered as the media. Real objects and models are examples of

three-dimensioned manipulative used to stimulate students learning process.

iv. Audio

Commonly used in learning,

Includes anything you can hear.

Examples:- a person voice, music, mechanical sound ( running car engine),

noise

It may be live or recorded

v. Video

Video is a visual as well as audio audio medium that shows motion and can be

stored on DVDs, in streamed videos from the internet, as computer animation.

vi. Visuals

Regularly used in learning and include diagrams on a computer screen,

drawing on a whiteboard, photographs, graphics in book, cartoons

3. What are the primary features of the eight types of literacy needed by today’s

students?

The primary features of the eight types of literacy needed by today’s students are:-

i. General literacy

Teacher need an understanding of general literacy, or the ability of a student to

comprehend or decode information and to use, transform, and create new

information. As you follow the ASSURE model to develop lesson plans,

always include opportunities for students to build general literacy knowledge

and skills.

ii. Text literacy

If current growth patterns continue, the “digital universe” of information is

predicted to double in size every 18 months (Farmer,2009). Students will need

text literacy skill to use text-based resources as a means to gather, interpret

and communicate information.

iii. Computer literacy

Encompasses the knowledge and skills teachers need to select and use

technology to enhance learning opportunities for their students. This includes

knowing how to operate system and how to recognize and find to hardware

and software problems.

iv. Distance learning literacy

Distance learning literacy comprises three main components that are

applicable when teachers and students are separated by time or distance:

designing and facilitating learning experiences, modeling and promoting

learning and responsibility, and engaging in lifelong learning.

v. Cyberlearning literacy

Cyberlearning involves the use of a variety of technology tools to connect

students with people and resources beyond the boundaries of a normal

classroom setting. To maximize their learning in this environment, students

need cyberlearning literacy, or the knowledge and skills to be successful in

the use of these tools.

vi. Visual literacy

Textbooks, workbooks, digital media, newspapers, books and magazines are

filled with visual images. In order for students to learn for visual media

included in your instruction, they will need visual literacy skill, or the learned

ability to interpret and create visual messages accurately.

vii. Audio literacy

Audio has always been an important aspect for teaching, and lecturing or

verbally presenting information to students is still a key role of teachers.

Students need audio literacy skills to understand the role of hearing and

listening in learning. In addition, as technology becomes increasingly

influential in classroom, they must also have the skills to create audio.

viii. Video literacy

With its increasing accessibility in digital format such as DVD and

downloadable files, video is being integrated into teaching and learning

activities with greater frequency. To learn effectively from video, students will

need video literacy skills to understand and evaluate video messages and to

create video that appropriately achieves the intended outcomes.