Rachel Siekkinen

CEP416 Honors Option

April 9th, 2018

The book I have read and will discuss throughout this paper is entitled 21st Century Skills:

Learning for Life in Our Times by Bernie Trilling and Charles Fadel. This book introduces

readers to the skills that need to be taught and nourished inside of children for this new coming

age of technology. Each chapter provides information on how technology is affecting lives and

how educators can keep up with the times, showing examples on how to bring these concepts to

classrooms. I chose to read this book because of the relevance it has to society and more

specifically my future career as an educator. I think technology is an invaluable resource when it

comes to learning and something that all children should have the opportunity to access. Many

future careers that current students will go into have not even been created yet within the field of

technology, as teachers not only need to teach their students basic technology skills but how to

adapt with the changing times. While many forms of technology that exist today aren’t well

known, any exposure and experience to technology only benefits students learning and

exploration processes in education. This book serves as a great resource for how to take these

first steps in the classroom and what is important for students to know and understand when it

comes to technology.

Chapter 1: This chapter begins by discussing what is known as the “Knowledge Age,” a time in

1991 that is marked as the “new age of information, knowledge, and innovation” (3). During this

time all efforts were put towards information and communication technologies and this time

signified the transition from the Industrial Age. This change had a huge impact on the economy,

affecting the value chain of work and pushing the world to a more service-based progression

rather than industrial work. With this change brings to light factors such as the interconnectivity
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of nations globally and the increasing gap between the rich and the poor. The physical earth is

also facing some of the harsher effects as population numbers keep rising. With more families

moving into the middle-class, consumption rates are higher than ever before affecting the overall

climate. These growing concerns highlight the importance of education in the ability to solve

problems that are yet to arise. In this new age trends have shown that in large corporations

especially, students graduate college with only some of the skills needed to properly fulfill a role

in the work force, as jobs require more knowledge than ever before. Jobs requiring little skill are

moving overseas where they can be produced at a cheaper rate, widening the gap between the

rich and poor. Within education and schooling there are four universal expectations from this

system: “empowers students to contribute to work and society, exercise and develop personal

talents, fulfill our civic responsibilities, and carry our traditions and values forward” (12). The

idea of structuring your classroom for the jobs you envision your students to fill also became

evident throughout the different ages of time.

Chapter 2: Each generation of family experiences life differently from their elders, as four main

converging forces had led to how we educate children and what they learn in the 21st century.

These four forces are “knowledge work, thinking tools, digital lifestyles, and learning research”

(21). Factors such as further developments in neuroscience and cognitive research have impacted

how education is shaped for a more individualized learner. Knowledge work deals with the ideas

of digital tools and brainpower intertwined in daily work. Working collaboratively and using

multiple different technological devices and services is a main concept of knowledge work that is

implemented inside of 21st century classrooms. People who can create new technological

products and advancements to solve problems is one of the driving forces for job creations and

economic growth. Shortages of workers in the STEM fields is becoming an increasing issue for
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further technological development, causing further controversy as well-trained workers are

becoming outsourced. Having the ability to think up new innovations through one’s thinking

tools is serving as one of the most important forces in the 21st century. Data and information is

being shared all around the world, something that had never been done before until someone

dreamed big. Learning has evolved in the way that it no longer is feasible to memorize all known

facts and data for a particular field, schools now touch upon basics and students decide whether

or not to dive deeper into that topic. However, with thinking tools comes the downside of crashes

and ongoing software updates, along with unreliable material that gets posted. Depending on

your age you have either known technology all your life or have acquired it later on in life, as

everyone’s digital lifestyle is different. Technology that is going on and off of the market is

constantly changing, as this creates an interesting dynamic in the classroom as students are more

knowledgeable about technologies than parents and teachers. However, since people age 11-31

have been exposed to technology all of their lives there is another set of expectations for them.

Learning research has been crucial for “learning about learning,” especially as expectations are

changing during this Age of Knowledge (30). Specifically, five of the main factors that affect

how learning is reshaping are “Authentic learning, mental model building, internal motivation,

multiple intelligences, and social learning” (31). Authentic learning happens in environments

where context is transferrable, meaning that it can be applied to other subjects and the real-

world. Mental model building is the idea of creating models that capture experiences and is used

to link one’s views of the world. Studies have proven that when students are internally motivated

students have a deeper understanding of topics and the learned information is further retained.

Social learning deals with the idea that learning in any form is social and requires the interaction

between the reader and a text. Collaboration has become a large component of social learning
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through technological resources. This chapter also talks about how teachers are changing their

practices and incorporating new ideas and concepts with the arrival of new information and

technology, as it is important to be flexible and adjust your teaching style to what is best for

one’s students. This chapter concludes with talking about the goal of education, as it serves to

prepare students for the lives ahead of them, giving them direction and purpose.

Chapter 3: The opening of this chapter discusses how in the past education was directed only

towards the learning of common core subjects and always resulted in an assessment of some

form. A framework known as P21 better suits the educational needs of our time. To better

understand this model, first consider how subjects such as reading, math, science, and social

studies are traditional core subject areas, and how themes such as financial and environmental

literacy are 21st century ideas. P21 is described as a three part strategy that “combines education,

business, and government to work hand in hand toward a common vision of 21st century learning

and a clear process to make it happen, uses a broad range of communication tools to get the word

out about the needs for 21st century skills, what they are, and how they can be learned, and

working directly with leaders to highlight educational initiatives in their own regions and have

them share their leading practices” (170). Another framework, 21st century knowledge-and-skills

rainbow, illustrates “the desired student outcomes most needed for our times including learning

through traditional school subjects and contemporary content themes, combined with 21st century

skills” (47). This approach adds the discussion of key issues going on today such as global

awareness, environmental literacy, financial literacy, health literacy, and civic literacy. The

chapter continues by discussing three skills that they find the most in demand for 21st century

learners: “learning and innovation skills, information, media, and technology skills, and life and

career skills” (48). In regards to the 21st century skill of learning and innovation, the
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subcategories include aspects such as critical thinking, problem solving, communication, and

creativity. These skills are also known as lifelong learning skills, especially in the 21st century as

imagination, innovation, and creativity is more important than ever before. Studies about critical

thinking and problem solving show that “using knowledge as it is being learned increases

motivation and improves learning outcomes” (50). This concept is important for teachers to

know, as it helps us understand how students process information and debunks the common

approach known as taxonomy for learning. In this approach students learn in the order of:

knowledge, comprehension, application, analysis, synthesis, and evaluation, however, in the

revised version it goes: remember, understand, apply, analyze, evaluate, and create. What fuels

21st century thinking skills is the vast amount of technologies available today, as the options are

limitless. For example, education has always been concerned with how we communicate and the

tools that are used to do so, as now with the technology present collaboration can be done easier

than ever and technology promotes learning together. Another skill that is highly regarded is that

of creativity and innovation, as our knowledge age is transforming into an innovation age.

Problems are being looked at and solved in new ways and the creation of new technology to

reach new discoveries is constantly occurring. However, it seems that our education system is

focused on “facts, memorization, basic skills, and test taking” which does not inspire creativity

and innovation (57). Lastly, the chapter concludes with the idea that “critical thinking and

problem solving, communication and collaboration, and creativity and innovation are the three

top-drawer skill sets in our toolbox for learning, work and life in the 21st century” (60).

Chapter 4: This chapter deals with the concepts of digital literacy skills, as it is not enough

anymore for children to just be able to read and write, they need to be able to look at images and

determine information from them. Three important components to consider with digital literacy
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skills are: “information literacy, media literacy, and information and communication technology

(ICT) literacy” (65). The chapter first introduces the reader to information literacy, saying this is

our ability to “access information efficiently/effectively, evaluate information

critically/competently, and use information accurately/creatively” (65). With information literacy

students need to determine if information is credible, reliable, and accurate, as well as

understanding how “different types of media are used to communicate messages, how to choose

from the many media choices now available, and how to create effective messages in a variety of

media” (67). The next section goes more in-depth about media literacy, starting out by stating

that as a society we are surrounded by digital media and should understand how to manipulate

these media sources for learning. Such examples could be videos, websites, or podcasts. Media

literacy skills themselves provide “a framework to access, analyze, evaluate, and create messages

in a variety of forms, build an understanding of the role of media in society, as well as develop

the essential skills of inquiry and self-expression” (68). This can take the form of many mediums

to deliver messages, such as graphics, print, audio, or animation, and can be created for a

multitude of purposes. The final section is about ICT literacy, as it talks about how children born

into society today are “digital natives” and how we can use these tools for learning effectively

(69). With this approach teachers need to access “the risks of using personal images and

commercial music on social networking sites, often requiring critical thinking, sound judgement,

and an understanding of potential future consequences” (70).

Chapter 5: This chapter deals with life and career skills, as demand for these skills is heightened

as technology is “enhancing learning, work, and life in the 21st century” (71). This chapter is

divided up into sections based on the subcategories of career and life skills. The first section is

about flexibility and adaptability, as the world is constantly changing and we have to adapt
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quickly to the new technology forms coming our way. Jobs themselves are impacted as a result

of all the new innovative technology, creating jobs that have never existed before. The chapter

states that “adjusting and adapting strategies to accommodate new circumstances is an essential

‘flex-ability’ that everyone must develop in fast-changing times” (76). This ability can result in

“uniquely creative solutions and innovations” that create fresh ideas and approaches (76).

Bringing in this idea of flexibility into the classroom in ways of presenting complex projects that

require critical thinking encourages adaptations. The next section is about initiative and self-

direction, as workers must intrinsically be motived, have initiative in their field, and be self-

reliant on the job. Workers in the 21st century are expected to have these skills before ever

starting the job, as the time that managers or employers have to guide their employees is

decreasing. In the field of education, teachers must instill these skills in their students to be more

independent, which serves as a challenge that technology is assisting in. The three main

components for students in initiative and self-directed skills are: “manage goals and time, work

independently, and be self-directed learners” (79). The next section deals with social and cross-

cultural interaction, stating that diversity of work teams that are scattered throughout the world is

becoming a norm in the 21st century, as this diversity is becoming more evident in schools and

communities as well. Having the skills to work creativity and effectively with those around you

despite cultural differences is a much needed skill. These cross-cultural interaction skills are

occurring both online and in person for students, as groups such as the Asia Society aid students

in cross-cultural understanding. The next section is about productivity and accountability, talking

about how productive workers and learners are always in demand. Under this section they talk

about how “setting and meeting goals, prioritizing work, and using time well are all skills that

support working and learning equally well” (82). Technology helps in this idea as accountability
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is tracked easier with the “sharing of work done and lessons learned” (82). The importance of

projects has continually increased, resulting in the need for good project management skills and

the ability to produce results. The last section in this chapter is entitled leadership and

responsibility. There are three levels of responsibility and team work: “individual leadership,

coordination between team members, and overall team collaboration toward a common vision”

(84). This section discusses what is known as the “studio model,” which is when people come

together for a project, divide up the necessary work based on individual’s strengths and

weaknesses, everyone contributing their part, and then everyone parting their ways to begin a

new project. This model provides lots of opportunities for responsibility and leadership, which

future employers are looking for. Leadership programs can be found all around the world, such

as the Model UN program which stimulates international crises and students work together to

problem solve.

Chapter 6: This chapter is about 21st century learning and teaching, starting out with the

important tools needed to support this approach such as “the internet, pen and paper, cell phones,

educational games, cell phones, tests and quizzes, a good teacher, educational funding, and

loving parents” (89). The two most powerful tools for learning are “questions and the process to

uncover their answers, and problems and the inventing of their possible solutions” (90). The first

sections talks more about these questions and problems, saying that these concepts are “at the

heart of learning and understanding” (90). The scientific method, which is regarded as our “most

important innovation for exploring and uncovering new knowledge,” is based around the

creation of questions and discovery for answers (90). The process of learning through problem

solving has been a key player in the education system. The second section is about roads we take

to find these answers and solutions, especially in the fields of science and engineering. The
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process of asking and answering questions is how the field of science came to be, as the

scientific method came as a result of this. Engineers on the other hand are motivated by

challenging problems and creating solutions to their problems. As a result “applying both

scientific and engineering methods to basic questions and the problems of our times has vastly

accelerated the growth of new knowledge, new skills, and the innovations of modern living”

(92). The concept of question and answers also serve as natural, intrinsic motivators for learning,

as seen when children ask ‘why?’ so often. These experiences create authentic learning

adventures as they “deepen understanding, hone skills, provide emotional satisfaction, and reveal

new ways to work, learn, and thrive in our world” (93). Encouraging the asking and discovery of

answers engages a child’s imagination and serves as a motivator for exploration, discovery,

creation, and learning. This learning method is better known as inquiry-based learning, as this

model has been “highly effective in engaging and sustaining learning and deepening

understanding,” as combining traditional ways of learning with this method is at the center of

21st century learning (94).

Chapter 7: This chapter is about the power of learning, as it begins by saying that learning is not

something that just happens when we are younger, it is a lifelong process. This chapter looks at

learning in the terms of a journey in need of a reliable means of transportation to get there. The

first section is called “the 21st century project learning bicycle,’ as it talks about a model of

learning, known as the project learning bicycle, that works towards the goal of becoming a

successful learner, worker, and citizen (96). This model does so by providing a “visual device to

help remember the components of a well-designed and well-managed learning project” (97). The

metaphorical ‘wheels’ of this model are the core as it projects four project phases: define, plan,

do, and review. The project is defined in the sense that the question, problem, issue, or challenge
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that pushes along the learning is clearly stated. The planning of projects is carefully and

thoroughly thought out, with the structures in place for students to take responsibility of their

learning aspects such as “planning their work, doing research, sharing findings with other team

members, etc.” (98). Pre-determined planning allows more individualized attention and support

to their students and assisting in their learning challenges. After something is planned out, next

comes the step of doing. This step involves “the real of the project to be accomplished, the

learning activities performed, and the results recorded” (98). This step requires the working

together of both student and teacher. The final step is review, as the project results and lessons

undergo this process of reviewal. Results can be shared through a presentation, exhibition, or

learning fair. These steps can then be applied to projects in the future or for the editing of the

current project, as this process is known as the ‘wheels’ for learning in students and teachers.

The next section deals with the metaphorical bicycle frame, as a structure is needed to hold

together the ‘wheels’ or coordinated work that goes into the project. Using this figure of speech,

students and teachers “must coordinate their project cycle work, co-manage the whole learning

project, and using the driving question or problem to steer and guide the project forward” (100).

Once these steps are completed, the project is set off on the metaphorical ‘road,’ as the aspect of

balance is important in considering who has the controls. When applying this to a classroom

setting, having too much collaboration or independence without teacher guidance is not ideal and

the learning objectives will not be achieved. The goal of this model is to ensure a rich

educational experience that blends the old ideas with the new and gains a deeper understanding

of the task at hand. The next step of this bicycle ride is to ensure a safe ride, ensuring that the

roles were completed correctly and followed the guidelines of “the teacher playing the role of

learning coach, stepping in when needed” and the “students doing most of the mental work of the
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project – researching, planning, analyzing, collaborating, experimenting, evaluating, and

communicating” (102). Students need to be given all the necessary tools to thoroughly complete

the project, as well as making sure that the pace of the project was appropriate and that there was

an element of challenge to it. The next section talks about creativity through projects, as the

power of the Innovation Age comes from “new ideas, innovative products, novel services, and

fresh solutions to local and global problems” (104). The integration of the Arts and STEM fields

will be an educational goal as we continue on in this age. The pressing question for teachers is

how do we prepare students for the future jobs and careers that do not exist yet or have yet to be

invented. The best answer as of now is to become better designers and continually work on our

critical thinking skills when it comes to problem solving. To assist in this process, IDEO (a

design firm) asks people to relook at the project cycle, seeing define as focusing on real-world

problems, plan as taking time to understand the people who are affected by this problem, do as

using a plethora of brainstorming techniques to come up with solutions, and review as evaluating

the results and working towards improving the solution in the future. The next section is about

evidence that project learning works, as research suggests that “students learn more deeply when

they can apply classroom gathered knowledge to real-world problems,” that “active and

collaborative learning practices have a more significant impact on student performance than any

other variable,” and that “students are most successful when they are taught how to learn as well

as what to learn” (108). Studies that have been done prove that there are huge benefits that are

present in learners who work together in comparison to students who work individually. Some of

the benefits include “knowledge growth, better confidence and motivation levels, and improved

social interactions and feelings toward other students” (109). The section continues to talk about

the characteristics of effective project learning, which are “project outcomes are tied to
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curriculum and learning goals, driving questions and problems lead students to the central

concepts or principles of the topic or subject area, student investigations and research involve the

inquiry and knowledge building, students are responsible for designing and managing much of

their own learning, and projects are based on authentic, real-world problems and questions that

students care about” (109). Studies have found that the learning of factual information when

using this model had better results than the use of traditional classroom instructional methods.

The project learning subcategory of problem-based learning deals with “projects focused on

solving complex, real-world problems using a case study approach” (111). With this approach

students work in small groups investigating, researching, and creating answers. Also, design-

based learning can be applied to many fields such as science, art, technology, engineering, and

architecture. The final section is about “obstacles to collaborative inquiry and design learning,”

as research shows that there are many benefits of collaborative learning (114). However, in order

for this to work properly, some points to consider are “selecting compatible team members and

defining team rules of the road that support positive collaboration, choosing group activities that

benefit from the differing viewpoints and experiences of team members, and using discussion

strategies to support deeper learning among team members” (114). When teachers are thinking

about using collaboration in projects, it is important that they take the time to design and plan it

out thoroughly thinking about student interests, curriculum objectives, and the time it would take

to properly carry out the lesson. Another important factor is that teachers will play the role of

facilitator, providing guidance, as well as touching base and collaborating with other teachers

and experts. In conclusion, “inquiry, design, and collaborative approaches to learning build a

powerful combination of content understanding, basic skills, and applied 21st century skills,”

however, in order to fully complete this method changes to “curriculum, instruction, assessment
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practices, the professional development of teachers, and the learning environments” need to

change (115).

Chapter 8: This chapter is entitled ‘retooling schooling,’ beginning with the statement that

running a school is not an easy matter. The relationships within and outside of the school

including “students, teachers, administrators, school boards, curriculum providers, parents and

community members, and testing agents” all affect the learning environment (117). To create a

21st century learning environment in your school system, “standards, assessments, curriculum

and instruction, professional development, and learning environments” must all work together in

an interlinked system (118). The first section of this chapter talks about shifting systems in sync,

as this section begins by talking about how schools get on board with the 21st century learning

objective. This is done by focusing on “internationally rigorous and relevant curriculum

standards, a balanced assessment strategy, research-based instructional practices, a parallel

accountability system, aligned teacher preparation programs, the development of a 21st century

leadership continuum, emphasis on pre-K programs, and the integration of technology tools in

everyday classrooms” (120). This transition into 21st century learning centers can prove to be

especially challenging for more traditional, 20th century factory model school systems. For some

districts this can take form in the bringing together of both a “systematic approach and the spirit

of innovation” (121). Although 21st century classrooms come about in a plethora of different

ways, some patterns to this approach are taking shape. What is similar about all these ways this

approach comes about is “vision, coordination, official policy, leadership, learning technology,

and teacher learning” (121). Vision refers to a goal that is shared by the community of educators,

government officials, parents and students and helps “sustain the long-term commitment it takes

to transform the education system over time” (122). Coordination is in reference to how the
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educational support system needs to work together, such as when one aspect is changed (for

example adding new curriculum) the linked systems need to be adapted and reorganized (for

example the assessments and standards). Official policy means implementing 21st century

education improvements into governing policy documentation for education, making them a part

of “official learning standards, goals, and objectives” (123). Along with these initiatives also

comes funding that is necessary during the transitionary years that will support the long-term

planning for these changes. Leadership is needed in order to create a 21st century education

program, as strong leaders are needed to keep 21st century learning going within the school

community of students, parents, teachers, etc. These leaders must “communicate progress

towards these goals and encourage experimentation and innovation in creating a successful 21st

century education system” (124). Learning technology refers to the importance in the 21st

century education redesign of having access to the internet, laptops, and technology in

classrooms. The concept of teacher learning deals with the idea of teachers “must become 21st

century learners themselves, learning from inquiry, design, and collaborative approaches that

build a strong community of professional educators” (124). Teachers continually need to

evaluate and improve upon their technology skillset in order to bring this information and

knowledge into their classroom. The next section is about support systems, as these systems are

being reshaped for 21st century schools. The section continues onto subcategories that talk about

how progress is being brought to schools using the 21st century approach. The first subcategory

is standards, as this answers the question of what students should be learning inside the

classroom and “emphasizes what students should be able to do with the content” provided to

them, given in levels from novice to expert (126). Standards, however, have been “limited to the

types of knowledge best tested by the multiple-choice questions on the machine-scored tests so
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commonly used to measure student progress” (126). This has encouraged teachers to teach more

broad or generalized topics with the end goal of memorization and recall on demand for their

students. Under the 21st century approach, standards should be directed towards real-world

problems that encourage learning and discovery, as well as increase in informational depth

throughout their educational journey. The next subcategory is assessments, as the assessing of

“student skills and knowledge is essential to guide learning and provide feedback” to determine

how classrooms are doing in providing adequate 21st century skills (130). Common past practices

of schools was to teach students only the material potentially seen on exams or testing in the

future. There are two different types of assessments, summative and formative. Summative refers

to tests after instruction takes place and formative refers to assessments that take place during

learning, such as quizzes. Formative are more beneficial for learning as the teacher can easily

track progress and adjust the lesson if need be. 21st century assessments aim to “provide useful

feedback on students’ progress” and “measure a wider range of capabilities that better reflect the

whole learner” (131). Assessments have been created to meet these goals by the College Work

and Readiness Assessment, the Council for Aid to Education, and the RAND Corporation. Other

ways to “assess ongoing learning progress” are “extended student essays, observation rubrics on

a teacher’s handheld device, online instant polls, quizzes, voting, and blog commentaries,

progress tracked in solving online simulation challenges and design problems, portfolio

evaluations of current project work and mid-project reviews, and expert evaluations of ongoing

internship and service work in the community” (133-134). The next subcategory is curriculum

and instruction, as this deals with the idea that “a curriculum based on a blend of these learning

methods with more direct forms of instruction is what is now needed to build knowledge,

understanding, creativity, and other 21st century skills” (135). Schools moving into the 21st
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century approach are setting up classrooms more so to fifty percent time for “inquiry, design, and

collaborative project learning” and fifty percent time for “more traditional and direct methods of

instruction” (135). With time the traditional approach will take the form of questions and

problems, as this method will increase the quality of education and material remembered. The

next subcategory is teacher professional development, as teachers directly impact how 21st

century skills are brought into the classroom. Teacher professional development programs

provide teachers “learning experiences necessary to prepare teachers to incorporate inquiry,

design, and collaborative project teaching methods and how to use technology and assessments

of 21st century skills effectively in their everyday classroom work” (136). Characteristics of these

professional development programs tend to be “experimental, grounded in teacher’s own

questions, collaborative, connected to a teacher’s own work with students, sustained and

intensive, and integrated with all other aspects of school change, reform, and transformation”

(138). The next subcategory is learning environments, as important factors that play a role in 21st

century school environments are “the physical buildings, a school’s daily operations, the

educational technology infrastructure, the professional community, the culture of the school,

community involvement and participation, and the education system’s leadership and policies”

(139). 21st century learning is pushing the boundaries of educational environments, as learning

more now than ever is occurring online and is not constricted to school hours. Having a flexible

classroom is becoming more common as the growing needs for students is becoming more

diverse. Also acknowledging that the school building itself is an environment not only for their

direct students but for the community plays a key role. In 21st century schools having access to

technology with a vast variety of digital learning tools will be as vital as electricity and water.

This approach aims to “seamlessly integrate technology with rich learning content” to provide
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the best learning environment for their students. It is the job of teachers to determine what

technology tools best align with curriculum and how to apply these skills inside their classroom.

Another important factor to consider when thinking about 21st century education is the learning

communities and leadership, as “the network of people and resources involved in providing

educational opportunities to a child can be truly global” (143). Being a part of a learning

community “creates a culture of opportunity, trust, and caring” (143). Successful 21st century

teachers will focus on the individualized learning needs of their students and be searching

through the community, both in person and online, for opportunities for further development.

The next section is about how to transition from skills to expertise, as moving to a more 21st

century learning style will not be easy. This process of change, however, is never-ending as new

technology and learning solutions are being created and worked on daily. Experts of 21st century

learning “notice important patterns and features, have an extensive internal database of content

knowledge and experience, can easily select from their deep knowledge the facts most applicable

to the problem at hand, and can retrieve the relevant parts of their knowledge quickly and

without much mental effort” (146-147). Experts use their digital thinking tools to grow and

investigate greater challenges. In general, the learner is at the center of many forces that all play

a part in how the education system works and how they learn.

Chapter 9: The expansion of technology is all around us and the boundaries of technology are

constantly being broken. How we educate children in regards to the changing 21st century world

around us will “determine the future health, wealth, and welfare of everyone” (152). The

expanding knowledge of 21st century skills is key to preventing future recessions and hard

economic times. However, this goal is the responsibility of classrooms worldwide, as having “a

successful learning innovation in one country can have a large-scale effect as many other
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countries adopt and adapt the innovation for their own use” (153). Technology has proven to be a

great resource in that that “students across the globe are already networking and learning from

each other, connecting, sharing, and collaborating on all sorts of learning projects and activities”

(153). Through this networking new innovations and information can be shared like never

before. With 21st century education the end goal is to one day provide opportunities for every

child no matter their location and give them the tools needed for a successful future career. With

this comes the idea that students are capable of so much more than ever thought before, and they

are constantly proving that they are ready for real-life problems to apply their 21st century skills

to. The chapter continues to talk about the global and local problems that people face, such as the

economy, education, equity, environment, and energy, all centered around the quality of life and

how these three E’s play a role in this. “These are the big issues of our 21st century era” (156).

Introducing these ideas to students will motivate them to engage in the learning and creative

process. Through education teachers need to supply opportunities for practice of these 21st

century skills and give them the chance to envision a superior world.

Overall Summary:

The book 21st Century Skills: Learning for Life in Our Times by Bernie Trilling and

Charles Fadel centers around the ideas of technological advancement and how as a society we

can adapt learning to the skillsets needed in the 21st century. The book begins by discussing how

the 21st century is known as the Knowledge Age, as this time is defined by new “information,

knowledge, and innovation” (3). This transition from the industrial age had economic and

environmental impacts as a result to technology and interconnectivity like never before. This

change in times brought out the need for learners to have problem solving practice throughout

the education system and learn how to adapt to problems that do not even exist yet. Education
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plays a major role in this transitionary period as schools have the expectations to “empower

students to contribute to work and society, exercise and develop personal talents, fulfill their

civic responsibilities, and carry out traditions and values forward” (12). Educating students to be

creative and innovative in problem-solving is something that more and more schools are striving

for. The book continues by talking about the forces that influence how we educate children in the

21st century, as they are “knowledge work, thinking tools, digital lifestyles, and learning

research” (21). Education is being affected by new discoveries in research and data that are

geared more towards individualized learners, as well as how school districts are promoting

STEM fields more so for further technological development. Another factor to remember when

thinking about 21st century technology is that there is such a range of abilities that people have

with it, as some have grown up on technology while others are being introduced to it for the first

time. Technology is constantly changing which affects the dynamic in classrooms, especially

when comparing technology funding for districts. Technology reshapes learning in different

ways, five of them being “Authentic learning, mental model building, internal motivation,

multiple intelligences, and social learning” (31). In order to keep up with these changes teachers

need to adjust their practices to best fit the needs of their students.

Another change that the 21st century has brought is how we view the educational content

itself, as along with traditional common core subjects other 21st century themes are being

incorporated into classrooms such as financial and environmental literacy. Many approaches aim

to combine the old with the new, such as the 21st century knowledge-and-skills rainbow. Some of

the most in demand skills for 21st century learners to acquire in the classroom are “learning and

innovation skills, information, media, and technology skills, and life and career skills” (48).

Digital literacy skills are becoming more and more important for students to have as imagery is
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all around the lives of your students, through many forms such as commercials, social media, or

even billboards. Digital literacy takes three main forms in information, media, and information

and communication technology literacy. Having the ability to decode and decipher these

messages found everyday in their lives is crucial for students to learn in the 21st century.

With the 21st century the world is constantly changing due to technological advancements

and teachers need to be flexible and adapt curriculum quickly to the changing world around

them. Bringing in this idea of flexibility into the classroom through presenting complex projects

that require critical thinking encourages adaptations and flexibility. Another important idea that

is brought up in this chapter is that people of the 21st century need to be intrinsically motivated,

show initiative in their field, and be self-reliant on the job. Future employees need to have the

skills to work independently, as well as with those around them who are different than

themselves on a cultural basis. When thinking about education from a 21st century learning

perspective, two of the most powerful tools for learning are “questions and the process to

uncover their answers, and problems and the inventing of their possible solutions” (90). This idea

of learning through discovery and inquiry is redefining the education system, as these learning

experiences create authentic learning adventures as they “deepen understanding, hone skills,

provide emotional satisfaction, and reveal new ways to work, learn, and thrive in our world”

(93).

Being a part of 21st century learning means understanding that learning is a lifelong

process, requiring many steps and hard work along the way. Some of the steps needed to create a

well designed and well managed learning project are define, plan, do, and review. Along with

this is the ensuring of each step being correctly completed and that students are given the

necessary tools to carry out the project in an enriching academic environment. Creativity through
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these projects is key as it will result in new innovation, as this is carried out in the classroom

through the integration of the arts and STEM fields. As educators you prepare your students for

the future jobs and careers out in the real-world, however, when these careers do not exist yet the

best you can do is bring in elements of design and critical thinking in regards to problem solving

to your classroom. Using collaboration inside of classrooms is also important, as teachers taking

the time to design and plan it out thoroughly thinking about student interests, curriculum

objectives, and the time it would take to properly carry out the lesson really affects the overall

academic experience.

There are many factors that affect 21st century learning, such as the learning environment

itself. Relationships inside and outside of the school grounds impact a child’s education, some of

these relationships being between students, administrators, and the community. To create a 21st

century learning environment in your school system, “standards, assessments, curriculum and

instruction, professional development, and learning environments” must all work together in an

interlinked system (118). This transition into 21st century learning centers can prove to be

especially challenging for more traditional, 20th century factory model school systems. What is

important to keep in mind when it comes to creating this type of environment for your students is

“vision, coordination, official policy, leadership, learning technology, and teacher learning”

(121). Another factor that plays a role in the environment of the classroom is standards, as

standards try to answer the question of what students should be learning and what they should be

able to accomplish with this information after learning it. Standards can be met and tested for in

many ways, as the advancement of technology has allowed for learning to occur anywhere at any

time.
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The book concludes with the idea that how we educate our students will have a direct

impact on our future economically, environmentally, and financially. With the expansion of

technology “students across the globe are already networking and learning from each other,

connecting, sharing, and collaborating on all sorts of learning projects and activities” (153). With

21st century education the end goal is to one day provide opportunities for every child no matter

their location and give them the necessary tools for a successful future career. The chapter

concludes that with each new source of technology we are one step closer to solving global and

local problems that people face, problems such as the economy, education, equity, environment,

and energy. Technology is changing our world every day and it is the job of future educators to

give their students the tools necessary to succeed in the 21st century.

Works Cited:

Trilling, Bernie, and Charles Fadel. 21st Century Skills: Learning for Life in Our Times. San

Francisco: Jossey-Bass, 2009. Print.