Something to follow

I think this discourse about 21st century learners would be very interesting to follow thoroughly:

Start here for an outline of the discourse – what skills to 21st century learners need. Starts out with the claim:

It is a refreshing change to be at a conference focused on the impact of digital technologies on education that is grounded in evidence rather than hype and speculation. As background reading for the conference, which started today (Sept. 21) and runs until Sept. 23, the OECD organizers released a number of reports based on the research being conducted by the Centre for Educational Research & Innovation (CERI) New Millennium Learner Project. As I mentioned in an earlier post, the OECD findings are consistent with the findings of our research. They clearly support the view that this is a much more complex issue than is portrayed by the futurists and pundits and that few of their major claims are supported by research.

This can lead to this discussion about teaching content for skills or not.

and lots more besides – all very interesting -needs more time


3 Comments to “Something to follow”

  1. A quote from a report on NML in higher ed:

    Teachers often take incorrectly for granted that the familiarity of students with technology
    makes them automatically savvy in information and communication skills. This is evident as
    plagiarism is the most exacerbated indication of the lack of adequate education in this domain.
    Although higher education institutions can do a lot to educate for the 21st century skills in the
    respect of the academic values, previous education counts probably more.

  2. Another quote – the Matthew effect:

    This last point raises the issue of the Mathew effect (Merton, 1968). It can be reasonably
    expected that those who already have a good cultural capital will find in their technology-related practices
    a way to reinforce it, while those who either do not have access to technology or lack a well sound cultural
    capital will be lagging behind. In the long run, the existing differences between those who have and those
    who haven’t the right cultural capital to take advantage of the potential of technologies will increase.
    Hence the Mathew effect: those who benefit from a better socio-economic environment find easier to
    benefit from technologies, thanks to the cultural capital transferred to them, and thus increase their
    advantage and privileged situation in comparison to those who lack such an accompanying capital. In other
    words, if no compensatory policies and practices are in place, granting access to technology to children
    from socio-economic deprived contexts may look like a good step to break the technology gap, as it was
    originally defined in terms of access. However, a second digital gap is emerging and to bridge it would
    require a new set of educational policies and practices, as it is related to technology practices associated to
    cultural capital.

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