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ERIC Number: EJ1010753
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-2153-2974
What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning
Kereluik, Kristen; Mishra, Punya; Fahnoe, Chris; Terry, Laura
Journal of Digital Learning in Teacher Education, v29 n4 p127-140 2013
This article offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors accomplish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. Although 21st century frameworks are thought to advocate new types of knowledge, little has actually changed in the new century with respect to the overall goals of education. Despite this sense of continuity, significant changes related to how technologies change all three types of knowledge need to be conveyed. The article ends with specific conclusions and recommendations for teacher education. (Contains 1 figure and 10 tables.)
International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Higher Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A