Essential 21

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Century Skills 1
















Essential 21
st
Century Skills


By Heidi Brausch
Western Oregon University
June 2014



















Essential 21
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Century Skills 2
The rise of technology brings with it complex new ideas about how humans will live in
conjunction with new devices. They infiltrate our everyday lives to change how we work, play,
and think. The constant pinging of our phones from updates draws our attention away from the
present. Yet aside from the initial rejection of technology, there is proof that humans are
smarter than we think. Technology is an outlet for increased writing and productive
conversations. Thats not to say obsessive Internet behavior and rude forum comments are the
cause of our intelligence. But we have the potential to increase our intelligence by effectively
using technology to our advantage. With all things we must come to a point of balance
between excessive and non-existent use of technology. Healthy stability of technology in our
daily lives is often lost, causing insatiable behaviors and a surge of negative side effects.
Teaching 21
st
century skills applicable to the present and future lives of children is one
important step to the successful progression of individuals and society.
A constant struggle in schools today is student motivation. Teachers and administrators
are constantly focusing on ways to motivate their students. Extrinsic motivation, behaviors
motivated by external rewards, is a quick fix in the classroom. Extrinsic motivation may control
behavior issues and help students focus, but many times these outcomes are short-term and
minimally effective. Intrinsic motivation, behaviors motivated by internal rewards, like the
desire to improve and better oneself, has more desirable outcomes. When students are
intrinsically motivated they are more apt to seek out information and new ideas on their own
(Pink, 2005). They ask questions like What do I want to learn? and What do I want to get
better at? This kind of motivation has long term effects on the way students learn; they are
more likely to become lifelong learners (Pink, 2005).
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Making the switch from extrinsic motivation to intrinsic motivation is an important step
in increasing student enthusiasm. When this change is made, a boom in student learning is
likely to occur. This boom is caused by students desire, purpose, and passion to push forward
in learning. Engagement is more likely to occur if students are excited about what they are
learning and want to discover more (Pink, 2005).
Students must unlearn extrinsically motivated habits in order to be more successful in
the 21
st
century. To unlearn these behaviors and preferences towards external rewards, schools
must alter the way they teach. This is a tough job and one that requires time and effort, but
nonetheless a job that is possible. Technology is a productive starting point, most of all because
of the global audience. Opening the four walls of the classroom to include the unlimited space
of the global world provides students with the motivation they crave. Opening up the
classroom, gets students writing, thinking, speaking, solving, debating, creating, questioning,
collaborating, and learning with people who have common interests (Pink, 2005). It is
important to point out that technology can be used ineffectively in many instances. Technology
shouldnt be used to complete the same task that could be completed with a paper and pencil
(Thompson, 2013). This is simply changing the medium and has no effect on changing learning
habits. Participating in the Internet universe teaches diversity. Students who have safe, active
online lives often interact with strangers that may share a common interest or hobby.
Interactions like these are unlikely to occur in the real world or even online domains like
Facebook. Practicing tolerance and collaboration helps young people become mature.
Intrinsic rewards are also more effective in the workplace. Employers are realizing the
positive effects of intrinsic motivation. Employees are better self-managers and more engaged
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in their work when motivated by intrinsic rewards (Thomas, 2009). Employers are making this
switch to intrinsic motivation mainly because the skills required of their employees are
switching too. Automation and outsourcing are creating a shift in todays job market. Business
owners are searching for employees who embody a creative mind, something automation and
outsourcing dont possess. Organizations require employees to use judgment and initiative to
a much greater extent (Thomas, 2009). Companies throughout the world are focusing on art
and design. A key component of a business plan includes innovative, aesthetically pleasing
design, something unique consumers will crave. People who think artistically and creatively are
highly valued in the workplace (Pink, 2005).
So many specific skills are needed to be successful in the working world. Individual
students and future employers are important beneficiaries of the positive effects and successes
that come from teaching communication, collaboration, and seeing the big picture. Many
employers criticize potential employees lack of useful skills like communication and
collaboration (Thompson, 2013). The shortage of employee preparedness is apparent in many
fields. Seemingly basic abilities dont exist for many workers which lead to less efficient service
in the work force. Seeing the big picture is a quality that is becoming more apparent in todays
culture. Many businesses need people who can make connections and see links between
different problems or solutions (Thomas, 2009). Adults with the ability to see the big picture are
more apt to see problems and find solutions.
Communicating with peers and collaborating on projects is a universal skill important for
everyone to know and understand. Video games are a worthy example of these skills coming
into play. Gamers are consistently interacting with other players on online forums and gaming
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sites to work through tasks they face on challenging levels. This type of communication is
complex. Gamers are explaining step-by-step processes and providing other in depth
explanations of game scenarios to many people. Interacting online with friends and complete
strangers for a common cause often leads to productive conversations. In his book A Whole
New Mind, Daniel Pink (2005) states, Theres evidence that playing video games enhances the
right-grain ability to solve problems that require pattern recognition (p. 186). Gamers work
together to solve a problem that will benefit the whole group as well as themselves.
Games also help teach everything from science to reading. Many students who play
video games have had increased reading scores (Thompson, 2013). This increase is due to the
active engagement of the students. They are genuinely interested in the subject and are
motivated to pursue challenging reading to increase their knowledge and improve their
success. Opponents may argue that constantly playing video games prevents us from living in
the present yet others argue that video games are one of the few tools that allow us to practice
presentism. Douglas Rushkoff (2013) stated that when we play games, We *are+ actively
enjoying the present and trying to sustain the playability of the moment (p. 59). Others argue
that games are violent and children waste hours playing when they could be focused on
substantial learning. This is a valid argument and the reason teaching kids to moderate their
technology use is so important. Although many people struggle with Internet addiction, studies
have concluded that long gaming hours produce high levels of brain development in users.
Playing video games enhance*s+ individuals ability to detect changes in the environment and
their capacity to process information simultaneously (Pink, 2005. p. 185). These brain changes
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cause children to learn at incredible rates (Pink, 2005). Gaming in the classroom can change
how students learn by providing an opportunity to motivate and engage them in learning.
Technologies, especially games are an innovative way to teach students about the
scientific method. Instead of rigid memorization of facts, gaming can help kids see the effects
scientific rules have on a virtual world. They are able to experience the guidelines from an
outsiders perspective while being somewhat in control. The challenge for teachers is finding
engaging educational video games. Creating appealing, interactive games requires a blend of
different technology tools that merge to generate a wholesome product (UBM Tech, 2014).
These important elements of video games can be hard to come by, but they do exist and the
persistent educators who find them will reap the rewards of a valuable new tool.
Writing has also increased with use of the Internet. Many students have new resources
at their fingertips to pursue hobbies and other topics of interest. Students have the opportunity
to write blogs journaling their lives or post on a forum about a curiosity. Status updates on
Facebook and Twitter, although short, provide practice in writing concise sentences. Clive
Thompson (2013) states that writing for an audience can help clarify our thinking (p. 52).
When writing for such a large audience, what occurs is something called the audience effect,
the shift in our performance when we know people are watching (Thompson, 2013. p. 54).
Multiple writing outlets exist that were never available before the Internet. Students are
constantly writing in their non-school lives. Transferring tools like Twitter, blogs, and wikis to
classroom life offers students an opportunity to harness a love for all writing.
The amount of conversation occurring online is quite extensive. Discussion forums for
hobbies ranging from bodybuilding to vegetarianism house the hobbyists comments, both
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positive and negative. Stumbling on one of these sites one might find a productive, deep
conversational community or the opposite, a bashing board where people go to post rude
comments. Tummlers are people who practice the art of creating active social spaces
(Schultz, 2010, p. 1). In other words, they monitor the online conversations by deleting or
blocking negative comments and supporting productive conversation. Tummeling is a skill that
needs to be taught in schools. When students learn to mediate conversations, they are more
apt to promote productive action in other areas of their life both online and offline (Pink, 2005).
The level of reused and recycled content on the Internet is increasing. More and more
people are using existing photos, music, and videos to create new mash-ups of work. Artists
abilities to be creative are compromised because they can no longer afford to continue their
careers due to the influx of pirated copies (Ruen, 2012). Many music fans would rather
purchase free music (Ruen, 2012). What is really happening is that our view of creativity is
changing, not the actual amount of creativity we use. This new form of thinking, of taking
someones work and tweaking it to make it our own, is still creativity. Although it has changed
the definition of creativity, this mash-up culture will be the norm. Integrating this creative new
mash-up society into classrooms teaches students the importance of giving credit and instilling
creativity in their minds. They are able to use information available to them to create a new
invention. Inventing is a skill everyone can possess and one that will no doubt lead to new
innovative ideas (Ruen, 2012).
The importance of literacy is immeasurable. Speaking, writing, and reading are skills
constantly used in order to communicate. Often we take for granted these vital skills. Language
literacy isnt the only literacy of importance. The Internet has brought with it the need for new
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technology literacies. Language literacy should no longer be the only literacy taught in schools.
With so many tools and so much information available to leaners of all ages, knowing what
information is reliable and which is not is an important ability (Popper, 2013). This validity
factor applies to the loads of data on the Internet. Translating the difference between
legitimate and illegitimate information leads to more accurate learning for students. They
become more accurate researchers. It is important for teachers to demonstrate data and
information literacy to their students. Teaching these skills will help students have the aptitude
to navigate the online world when they leave their classroom environment.
Librarians have shifted to information literacy experts. They are specialists in evaluating
all information, and not just information in books. Like librarians, the masses are also constantly
bombarded with information. Every day, we soak up information, from ads, TV, books, our
neighbors. We soak up so much information, yet how do we know its valid or reliable or
trustworthy? We need to look with critical eyes at the information we find, especially online
(Thompson, 2013). Digital natives, despite their name, are not innately born with the skills to
conduct online research with great success. Just like everyone else, they need to be taught
those skills, and that begins in the classroom. Teaching children how to analyze information is
crucial. Looking skeptically at images, websites, videos, and profiles can give them the tools to
gather correct information that can be of actual value to them. Critical thinking is deeply
ingrained in the information literate student.
Implementing 21
st
century skills, essential skills for success in todays world, in
classrooms is one important step to educating children for the future. Using technology in a
balanced way to teach these skills helps students apply what they learned to current media
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Century Skills 9
situations. A central next step is to teach students to continue to apply the skills to multiple
situations, an important point since many current technologies will be non-existent down the
road. Students need to have the ability to adapt their skills.
Moderating technology use is a complex skill. Students may be faced with the decision
either to work individually or collaboratively online (Thompson, p. 72). Understanding whether
Khan Academy or a math worksheet is the most beneficial medium for math practice is a
valuable skill. When students understand that Khan Academy will give them practice that is
tailored to their individual needs, they may be more successful by choosing that technology.
Choosing to use a discussion forum to examine a gaming problem can help an online gamer
uncover an answer to a challenging task, while an artist might choose to spend time alone to
work through a design. Each problem has a possible solution and students who know their
options and have the ability to deliberate appropriately are armed for the 21
st
century.
The distractedness that comes along with extensive time in front of a screen can also be
a hindrance. Practicing meditation to control wandering thoughts is one useful tool individuals
can use (Thompson, 2013). Paying attention to your attention (p. 137) as Thompson (2013)
explains, can help students moderate and comprehend how they think when using technology
tools. Understanding when to use technology is just as important, if not more so, than how to
use technology. Helping students to learn to moderate how much they play ought to be a
crucial piece of teaching and parenting (Thompson, 2013. p. 199). Knowing what tools to use
can make all the difference and bring about success and growth.
Teaching valuable 21
st
century skills applicable to the present and future lives of
children is an essential part of the progression of individuals and society. The constant
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Century Skills 10
development of new technologies will not change. Teaching not only the mechanics of current
technologies but also when and how to use them are skills that will help us become smarter
humans. Digital literacy in all forms will benefit how we gather and use information for years to
come. An important skill for students to know is how to work with each technology to solve
problems. Teachers should not only teach current technologies but also teach the skills needed
to be successful with future mediums. Preparing students for their future success is imperative
to the overall success of society. Adults would be better prepared to solve problems if they had
the opportunity throughout youth to practice the necessary skills.

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Works Cited

Pink, D. (2005). A whole new mind: Moving from the information age to the conceptual age.
New York, USA: Penguin Group.
Popper, B. (2013). Smarter than you think: the Internet isnt dumbing us down after all. The
Verge. Retrieved June 9, 2014, from
http://www.theverge.com/2013/9/12/4722526/smarter-than-you-think-clive-thompson
Ruen, C. (2012). Freeloading: How our insatiable hunger for free content starves creativity. New
York: OR Books.
Rushkoff, D. (2013). Present shock: When everything happens now. New York: Penguin Group.
Schultz, D. (2010). Tummeling. Retrieved June 9, 2014, from
http://www.deborahschultz.com/deblog/2010/11/tummeling-the-art-of-creating-active-
social-spaces.html
Thomas, K. (2009). The four intrinsic rewards that drive employee engagement. Ivey Business
Journal. Retrieved June 9, 2014, from http://iveybusinessjournal.com/topics/the-
workplace/the-four-intrinsic-rewards-that-drive-employee-engagement#.U5YDT16ppuZ
Thompson, C. (2013). Smarter Than You Think: How technology is changing our minds for the
better. New York: Penguin Press.
UBM Tech. (2014). Game Developers Conference. Retrieved June 10, 2014, from
http://www.gdconf.com/conference/sgs.html