WORDS: 1088 When choosing 21st Century Learning as my first teaching unit I expected to learn how to use technology

like an Interactive Whiteboard. What an eye opener Week One was! While learning about the Knowledge Era of 21st Century Learning, personalised learning, including the technology I expected to hear about, the Curriculum and deeper learning, I developed a vision for the future, and greater understanding of what is needed to help children succeed. I see areas that need improvement in schools, and areas that are already embracing change. I want to be involved in this change. Early on I began to understand what 21st Century Learning means. In Week 1 Activity 2 one student posted a quote that summarised 21st Century Learning saying it 'addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities' (21st Century Schools, as cited in Burke, 2013). This definition and many others on the discussion board gave me a new sense of meaning. The world has changed from the Industrial Era to the Knowledge Era, and education needs to change with it (Warner, 2006. A revolution is needed (TEDtalksDirector, 2010). Students need to be taught differently from the ways of the past, which is difficult, as expectations are based on the past. There is need for change so that students stay motivated and continue learning (Goyal, 2012; Rebora, 2013; Rose & Ellison, 2013; Warner, 2006). I see the importance of teaching students skills which are useful in the workplace, such as collaboration, use of technology, global awareness, problem solving and communication (Rebora, 2013). Students are rejecting traditional subjects. They are ahead of the class, and teacher, in their own skill sets which are more relevant to the 21st Century (Warner, 2006). A friends16 year old son is refusing to attend school and now failing core subjects. It is not a lack of learning ability, rather a misalignment of a future career and what is being taught. For example, he is teaching himself computer programming at home, showing that he can take ownership of his education. There are changes required for implementation and practice of 21st Century learning in all classrooms. As the school system changes towards a 21st Century model I see it is important to create a personalised student centred learning environment. One size does not fit all, not even most. (Goyal, 2012; Cator, as cited in Williamson, 2013). We need to move away from batching people (TEDStalksDirector, 2010). Personalisation in the classroom starts with knowing each child, their strengths, their weaknesses, their interests, how they learn, and addressing

their learning based on this. As one student said in Week 2 I'm excited about a possible 'Assessment for Learning' (Curriculum Leadership 2011) where every childs learning needs can be identified, followed and expanded. Teaching kids to know how they learn & fall in love with it (Burke, 2013). This approach allows for an environment where every student has a chance to learn and achieve. As Whitby, 2013 says the more we involve the students in their own learning the more likely they are to continue with schooling as they are positive, motivated and engaged. It is also important to note we are living in a world integrated by technology, and have the opportunity to use it. Various technologies are available in school that can assist learning, for example there are Microsoft Mentor Schools in Australia which are recognised for using technology in creative and innovative ways. This helps students actively learn as they can research, publish, collaborate and present their knowledge using technology (21st -century Learning, 2011). However it is important to note that it is not only technology that creates personalised learning, there are many other factors depending on the individual child. It is the skills to use the technology that are important, as learning goes beyond the use of these (Pearson, 2013; Rose & Ellison, 2013; Whitby, 2013). I was guilty of thinking that a personalised system would just create chaos, but I realise this is the learning environment I want to encourage. One where all students can learn based on their talents and interests. Through being engaged and interested in topics students develop a deeper understanding of concepts and skills (Brady & Kennedy, 2010). Students deserve the chance to grow their strengths and learn skills they can use throughout their lives (Rose and Ellison, 2013). Not necessarily to go to university, or a job that exists today, but for whatever talent they choose to follow (Rose & Ellison, 2013; TEDtalksDirector, 2010). I see the curriculum is designed to provide the framework for teachers to create a learning environment where students learn and retain through deeper learning, but I am concerned about how crowded it is (MLTAV, 2007). One solution is an integrated curriculum and I valued the posts that students made in Week 4, Activity 2 regarding how integrated lessons combining various subjects and learning methods can appeal to different students based on different aspects of that same lesson (Camp, 2013; Smith, 2013). An approach that uses many topics in one lesson would allow for deeper learning, given that students are taught the skills to make the connections between the topics. According to Brady and Kennedy, 2010, connections between prior learning and wider world context are dimensions of pedagogy. Students need to learn skills that will help them in the future; "Success in the 21st century requires knowing how to learn. Students today will likely

have several careers in their lifetime. They must develop strong critical thinking and interpersonal communication skills in order to be successful in an increasingly fluid, interconnected, and complex world" (Cator, as cited in Williamson, 2013). Knowing the curriculum and effective teaching methods to create a learning environment that is rich, creative and relevant to all students, can make a difference. I want to engage the whole class and help them learn to learn. I feel this is a huge responsibility and I worry about how I will go. My expectations of the teacher I will be has fuelled a passion to guide the next generations to learn and succeed in whatever way they can. Through embracing the change from an Industrial Era to a Knowledge Era, and using the technologies and teaching strategies available to personalise education, teachers can make a difference. An inclusive learning environment where all students have the chance to an education that provides them deeper learning and lifelong skills. I want to learn more so that I can be a teacher that makes a difference.
References 21st-century Learning. (2011). Teacher: The National Education Magazine, (March), 12-15. Retrieved from http://search.informit.com.au/documentSummary;dn=804833541675050;res=IELHSS Brady, L. & Kennedy K.J. (2010). Pressures for change and reform. Curriculum construction, 239254. Australia: Pearson. Burke, T. (2013, July 9). RE: Activity 2 - What is 21st century learning? [Web log comment]. Retrieved from https://ilearn.swin.edu.au/webapps/portal/frameset.jsp?tab_group=courses&url=%2Fwebapps%2Fbla ckboard%2Fexecute%2FdisplayLearningUnit%3Fcourse_id%3D_147043_1%26content_id%3D_359 6680_1%26framesetWrapped%3Dtrue Camp, S. (2013, August 1). Steve Camp's Activity 2: An integrated curriculum unpacked. [Web log comment]. Retrieved from https://ilearn.swin.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_3_1&url=%2Fwebapps%2 Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_147043_1%26url%3D Goyal, N. (2012). One Size Does Not Fit All: A Student's Assessment of School [Kindle Android version]. Retrieved from Amazon.com Modern Language Teachers' Association of Victoria [MLTAV]. (2007). Event: 'ABC's life matters crowded curriculum in primary schools'. Retrieved from: http://www.mltav.asn.au/index.php?option=com_jcalpro&Itemid=131&extmode=view&extid=134 Pearson Education. (2013). Empowering 21st Century Learners with Results that Matter. Retrieved from http://www.pearsonschool.com/index.cfm?locator=PSZjZc

Rebora, A. (2013, June 5). Linkage Between 21st Century Skill Development and Quality in the Workplace. Education Week, 32, 5. Retrieved from http://web.ebscohost.com.ezproxy.lib.swin.edu.au/ehost/pdfviewer/pdfviewer?sid=956b3aa9-b67348f9-a763-b102a3774436%40sessionmgr13&vid=4&hid=23 Rose, T., & Ellison, K. (2013). Square Peg. New York, USA: Hyperion TEDtalksDirector. (2010, May 24). Sir Ken Robinson: Bring on the learning revolution! [Video file]. Retrieved from http://www.youtube.com/watch?v=r9LelXa3U_I Smith, V. (2013, August 4). RE: Activity 2: An integrated curriculum. [Web log comment]. Retrieved from https://ilearn.swin.edu.au/webapps/portal/frameset.jsp?tab_group=courses&url=%2Fwebapps%2Fbla ckboard%2Fexecute%2FdisplayLearningUnit%3Fcourse_id%3D_147043_1%26content_id%3D_359 6680_1%26framesetWrapped%3Dtrue Warner, D. (2006). Creating a perspective for schooling in the knowledge era. Retrieved from http://search.informit.com.au/documentSummary;dn=600353741152369;res=IELHSS Whitby, G. (2013). Educating Gen Wi-Fi. Sydney Australia: HarperCollins Publishers. Williamson, K. (2013, July 9). RE: Activity 2 - What is 21st century learning? [Web log comment]. Retrieved from https://ilearn.swin.edu.au/webapps/portal/frameset.jsp?tab_group=courses&url=%2Fwebapps%2Fbla ckboard%2Fexecute%2FdisplayLearningUnit%3Fcourse_id%3D_147043_1%26content_id%3D_359 6680_1%26framesetWrapped%3Dtrue