Teachers and Students in the Digital Age

• Section 1 focuses on the integration of technology in instruction.
• The section intends to establish the significance of technology in 21st century instruction.

Chapter 1: Teachers and Students in the Digital Age

• Teacher, student, and instruction are constant entities in education, but strategies, style, and tools evolve.
• The chapter aims to help realize the transformation of teaching and learning.
• Intended learning outcome: Differentiate the roles of teachers and students from earlier years to the 21st century.

Teachers of Early Generations vs. Teachers of the 21st Century

• Early years teachers were seen as information disseminators, students were passive recipients.
• The teacher-centered approach weakened quality learning by making students passive.
• Student-centered approaches, where students collaborate, are proven effective for quality learning and developing creative and critical thinkers.
• Modern teachers are believed to be different from those of yesteryears.
• Teachers of yesteryears disseminated information through lectures while modern teachers allow students to solve real-world problems.
• Older teachers required memorization; modern teachers let students construct their understanding.
• Older teachers used textbooks, while modern teachers use various materials, including electronic sources.
• Older teachers gave written exams, whereas modern teachers give performance-based assessments.
• Teachers in the past were focused on responsibility with students as knowledge recipients; modern teachers broaden that relationship with various stakeholders, focusing on clear standards.
• Past teachers followed school policies; modern teachers participate in decision-making.
• Yesteryear teachers used lectures; modern teachers vary their methods for appropriate learning.
• Early teachers delivered the same lessons every year, while modern teachers research to update their subject matter knowledge.
• Past teachers were too focused on self-achievement, whereas modern teachers mentor new teachers.
• Older instructors targeted lesson completion, while modern teachers prepare learners for current challenges.
• Autocratic teachers controlled everything, whereas democratic teachers allow students to take responsibility.
• Past teachers were holders of knowledge, while modern teachers are facilitators of learning.
• Early instructors were technologically illiterate, but modern teachers embrace technology.

Qualities for teachers in the 21st century

• Channel: Teachers connect curriculum, software, hardware, and teaching dynamics.
• Communicator: Not just good language but the ability to connect with students anytime using technology.
• Learner: Teachers should never stop learning to extend knowledge and skills.
• Futurist: Teachers should focus on the desired outcome and how to deliver the lesson using technology.
• Leader: Teachers lead students in the appropriate use of learning materials and technology.
• Exemplar: Teachers model behavior, language, and tech use, avoiding misuse.
• Collaborator: Teachers must use collaborative tools to share knowledge.
• Venture Player: Teachers take chances to apply new knowledge, skills, and practices, even learning from more advanced students. They contribute to improve teaching and student learning through technology.

Students of Early Generations vs. Students of the 21st Century

• 21st-century teachers should utilize technology to extend learning opportunities and prepare students for the future.
• Teachers need to redefine their roles, possess 21st-century skills, and influence students to learn.
• Teachers are encouraged to use and stay updated on technologies.
• Modern students also need to change their roles to be more competent and knowledgeable.
• Modern students are more advanced due to technology, having information at their fingertips.
• Past students depended on the teacher, listened passively, and memorized texts, which wasn't authentic.

Differences Between Students of Yesteryears and Today

• Past students were receivers of facts; modern students are active creators of knowledge.
• Early student learning was based on repetition; modern students are interactive knowledge constructors.
• Past students were textbook users; modern students use the internet to access a vast amount of information.
• Past students were passive; modern students are actively engaged.
• Competition was common for older students; modern learners are collaborative.
• Past students were factual thinkers; modern students are reflective, critical, and creative.
• Early students were unilateral thinkers, while modern students are divergent thinkers.
• Learning used to be inactive; now, it is a dynamic process.
• Older students were dependent; modern students are self-managing.
• Past students were single taskers; modern students are multitaskers.
• Early students relied on single sensory input; modern students use multisensory input.
• Technology makes youth more digi-centric
• Today's students can easily communicate with classmates, teachers, and family using technology.
• Students are using computers, tablets, and smartphones to access information

Instructions in the Early Generations vs. Instructions in the 21st Century

• Technology is advantageous to students, but they need to be responsible.
• Students should generate their own ideas, create original work, communicate clearly, collaborate, and innovate.
• In the past, teachers used lectures and discussions.
• Everything was fed to the students.
• Students followed instructions without much freedom.
• Lecture is effective but other pedagogies make learning more interesting and engaging

Effective teaching methods and strategies

• Interactive lecture
• Case-based learning
• Problem-based learning
• Inquiry-based learning
• Project-based learning
• Simulation
• Role play
• Experiential learning
• Laboratory work
• Fieldwork
• Peer tutoring
• E-learning
• Peer Instruction and Student Electronic Response (PISER)

Traditional vs. New Learning Environments

• Traditional practices are no longer effective for 21st-century skills.
• As teachers and students integrate technology, they transition to technologically and digitally enriched environments.
• Teacher-centered instruction evolves to student-centered learning.
• Single-sense stimulation becomes multisensory stimulation.
• Single-path progression shifts to multipath progression.
• Single medium transforms into multimedia.
• Isolated work evolves into collaborative work.
• Information delivery changes to information exchange.
• Passive learning becomes active/exploratory/inquiry-based learning.
• Factual knowledge-based learning promotes critical thinking and informed decision-making.
• Reactive response shifts to proactive/planned action.
• Isolated artificial context transforms into authentic real-world context.

21st Century Skills

• Quality education focuses on both cognitive and non-academic skills.
• Non-academic skills include transversal skills, soft skills, generic skills, values, and attitudes.
• UNESCO's Asia Pacific Education Research Institutes Network (ERI-Net) identifies these competencies for holistic development.

Key Elements for Fostering 21st Century Learning

• Emphasize core subjects beyond basic competency, understanding core academic content on a higher level.
• Emphasize learning skills applicable throughout life, especially communication, thinking, problem-solving, interpersonal and self-directional skills.
• Use 21st century tools (ICT) to develop learning skills, manage information, construct knowledge, and communicate.
• Teach and learn in a 21st century context, engaging students with relevant lessons.
• Teach 21st century content, including global awareness, literacy related to finance, economics and civics.
• Use 21st century assessments measuring creativity and skills applicable to real-life situations.

21st-century skills relevant to students

• Learning and Innovation Skills: communication, collaboration, critical thinking, problem-solving, creativity, and innovation.
• Life and Career Skills: Leadership, responsibility, productivity, accountability, social and cross-cultural skills, initiative, self-direction, flexibility, and adaptability.
• Information, Media, and Technology Skills: Media literacy; information literacy; information and communication technology (ICT) literacy.