21st Century teacher

We have heard a lot about the 21st Century Learner. We know that they are:

collaborative
adaptive
information, media and technology savvy
communicators
immediate and instant
require instant gratification
creators and adaptor

But what about the 21st Century Teacher, what are the characteristics we would expect to see in a 21st
Century Educator. We know they are student centric, holistic, they are teaching about how to learn as
much as teaching about the subject area. We know too, that they must be 21st Century learners as well.
But teachers are more than this

Characteristics of the 21st Century Teacher.

The Adaptor
The 21st Century teacher is an adaptor. Harnessed as we are to an assessment focused education
model the 21st Century Educator must be able to adapt the curriculum and the requirements to teach to
the curriculum in imaginative ways.
They must also be able to adapt software and hardware designed for a business model into tools
utilisable by a variety of age groups and abilities.
They must also be able to adapt to a dynamic teaching experience. When it all goes wrong in the middle
of a class, when the technologies fail, the show must go on.
As an educator, we must understand and apply different learning styles. we must be able to adapt our
teaching style to be inclusive of different modes of learning.

The Visionary
Imagination, a key component of adaptability, is a crucial component of the educator of today and
tomorrow. They must see the potential in the emerging tools and web technologies, grasp these and

manipulate them to serve their needs. If we look at the technologies we currently see emerging, how
many are developed for education?
The visionary teacher can look at others ideas and envisage how they would use these in their class.
The visionary also looks across the disciplines and through the curricula. They can make links that
reinforce and value learning in other areas, and leverage other fields to reinforce their own teaching and
the learning of their students.

The Collaborator
Ning, Blogger, Wikispaces, Bebo, MSN, MySpace, Second life - as an educator we must be able to
leverage these collaborative tools to enhance and captivate our learners. We too, must be collaborators;
sharing, contributing, adapting and inventing.

The Risk taker

How can you as an educator know all these things? How can
you teach them how to use them There are so many, so
much to learn. You must take risks and some times surrender
yourself to the students knowledge. Have a vision of what you
want and what the technology can achieve, identify the goals
and facilitate the learning. Use the strengths of the digital
natives to understand and navigate new products, have the
students teach each other. The learning pyramid shows that the
highest retention of knowledge comes from teaching others.
Trust your students.

The Learner
We expect our students to be lifelong learners. How many schools have the phrase lifelong learners in
there mission statements and objectives. We too must continue to absorb experiences and knowledge.
We must endeavour to stay current. I wonder how many people are still using their lesson and unit plans
from 5 years ago.
In my subject area, Information technology and certainly in many of the sciences, especially the life
sciences; knowledge, understanding and technology are fluid and dynamic, they are evolving and
changing. To be a teacher here you must change and learn as the horizons and landscape changes.
The 21st Century teacher or educator must learn and adapt.

The Communicator
Anywhere, anytime learning is a catchphrase we hear often. Usually its paired with life learner. To
have anywhere and anytime learning, the teacher to must be anywhere and anytime. It does not have to
be the same teacher, but the 21st Century teacher is a communicator. They are fluent in tools and
technologies that enable communication and collaboration. They go beyond learning just how to do it,
they also know how to facilitate it, stimulate and control it, moderate and manage it.

The Model
We must model the behaviours that we expect from our students. Today and tomorrow more so, there is
an expectation that teachers will teach values.
We, are often the most consistent part of our student life. Teachers will see the students more often, for
longer and more reliably than their parents. This is not a criticism of the parents rather a reflection.
The 21st Century educator also models reflective practice, whether its the quiet, personal inspection of
their teaching and learning, or through reflective practice via blogs, twitter and other medium, these
educators look both inwards and outwards.
These teachers also model a number of other characteristics. These are not necessarily associated with
ICT or the curriculum, but are of equal importance. They model:

tolerance
acceptance
a wider view than just their curricula areas
global awareness
reflection

The Leader
Whether they are a champion of the process of ICT integration or the quiet technology coach, the ICT
Trainer and a teacher leading by example; A maverick or early adopter (See LOTI), the 21st Century
Educator is a leader.
Leadership is like clear goals and objectives crucial to the success or failure of any project.

The 21st Century Learner

A 21st Century curriculum, with 21st century learners and educators would be limited and very restricted
by such rooms. If we look at the characteristics of the 21st Century Learner, this will provide us with an
indication of what our learning spaces should look like.
21st Century Learners are:

Technology literate and adept

Media savvy
Flexible and dynamic
multitasking
communicators and collaborators
interactive and networked
reflective and critical
instant
creative and adaptive
student centric, life long learners & anywhere anytime learners
have Multimodal learning styles

21st Century Fluencies

Solution Fluency
Solution Fluency is the ability to think creatively to solve
problems in real time by clearly defining the problem,
designing an appropriate solution, delivering the solution,
and then evaluating the process and the outcome. This is
about whole-brain thinkingcreativity and problem solving
applied on-demand.
This particular fluency is the most crucial of all the fluencies. It is the basis of every other Fluency,
and its stages can be found within the processes for each. The 6Ds of Solution Fluency are
designed to be a cyclical process as opposed to a linear one, and mirror well-known practices such
as the scientific method, and the processes for writing and media development.

define
Defining the problem means providing a clear and concise definition of the problem or challenge one
is addressing. the purpose is to identify where we are so we can figure out where we need to go.

define skills include:

restating or rephrasing the problem

challenging assumptions
gathering facts
chunking the details up or down (pulling them together or breaking them down into smaller parts)
considering the challenge from multiple perspectives
reversing the problem

discover
In this stage, the research and digging begins. This involves obtaining the background information
that gives the problem its context, and identifying what you need to know and what you need to be
able to do to solve the problem.

discover skills include:

determining where the information is

skimming, scanning, and scouring the information for background
filtering information
taking smart notes
analyzing, authenticating, and arranging the materials
knowing when to revisit the Define stage (or other stages) to modify what has been done based
on what has been discovered

dream
This is where you use the knowledge youve gathered to visualize a creative and appropriate
solution. This is a whole-mind process where we imagine what the solution will appear like as it
would in the future. Instead of asking why we ask why not. The question of whats the worst that
could happen becomes whats the best that could happen.

dream skills include:

generating wishes
exploring possibilities
imagining best case scenarios
visualizing time machine visits to a perfect future

design
Starting from the future, next you design the process backwards to the present to complete the
visualized solution in measurable, achievable steps.

design skills include:

having a clear idea of how to do the task

starting with the end in mind and building steps backwards
writing instructions in small increments that are easy to follow, positive, and logical

deliver
This stage is the process by which the dream becomes a reality. Its where you actually implement
the design to complete the solution to the problem in two separate steps: Produce (actually creating
the solution in its working format), and Publish (applying the product in an effort to solve the
problem).

deliver skills include:

identifying the most appropriate format for presenting information or a solution

using that format to present the information or solution to the problem

debrief
At the end of the process comes an often-overlooked stepthe Debrief. its a time to review and
analyze the product and process, an identify areas for potential improvement. Students are not often
given the chance to evaluate a learning journey, and this is and integral part of guiding them towards
taking responsibility for their own learning.

debrief skills include:

re-visiting each stage of the process and reflecting on the paths that were followed from Define
to Deliver
asking questions about the processes used and information obtained
reflecting critically on both the process and the product, acting on those reflections, and
internalizing the new learning
transferring the learning to new and different circumstances

Information Fluency
Information Fluency is the ability to unconsciously
and intuitively interpret information in all forms and
formats in order to extract the essential knowledge,
authenticate it, and perceive its meaning and
significance. The data can then be used to complete

real-world tasks
effectively.

and

solve

real-world

problems

ask
This involves compiling a list of critical questions about what knowledge or data is being sought. The
key here is to ask good questions, because thats how you get good answers.

ask skills include:

understanding the problem

identifying key words
forming exploratory questions
brainstorming, lateral thinking
understanding ethical issues
listening deeply, viewing wisely, speaking critically
filtering information white noise
sharing personal knowledge and experience

acquire
Accessing information is no longer as easy as going to a card catalog and getting a book or other
paper-based resource. This stage involves accessing and collecting informational materials from the
most appropriate digital and non-digital sources.

acquire skills include:

determining where the information is

determining what skills are needed to find the information
prioritizing search strategies
skimming, scanning, and scouring the resources for pertinent data
filtering
taking smart notes
knowing when its necessary to go back to the initial Ask stage to ask more questions

analyze
With all the raw data collected, the next step is to navigate through the information to authenticate,
organize, and arrange it all. This stage also involves ascertaining whether information is true or not,
and distinguishing the good from the bad.

analyze skills include:

organizing, triangulating, and summarizing data from digital and non-digital sources
working independently and collaboratively with peers, teachers, or other individuals to document
the authenticity and analysis of the data
checking for relevance and listing and distinguishing between useful and superficial data
sources
differentiating fact from opinion
assessing the currency of data
examining data for underlying meaning and bias
determining when the data answers the original questions
identifying incomplete information
documenting, crediting, and taking notes to determine authenticity
using probability, trends, and best guesses to seek out additional data
revisiting Ask or Access to fill in the blanks and turn data into knowledge and wisdom

apply
Once data is collected and verified, and a solution is created, the knowledge must then be practically
applied within the context of the original purpose for the information quest.

apply skills include:

turning data into personal knowledge and applying it to actually solve the problem
putting the data to use in a practical application (ex: writing an essay or report, creating a graph,
completing an argument, making a presentation, participating in a debate, completing a science
experiment, creating a video, or building a blog)
creating and utilizing products and projects that can effectively demonstrate how they solve
problem

assess

The final stage is about thoroughly and critically revisiting both the product and the process. This
involves open and lively discussions about how the problem-solving journey could have been made
more efficient, and how the solution created could be applied to challenges of a similar nature.

assess skills include:

asking questions about the processes used and the information obtained
determining what was learned, how it was learned, what worked, what didnt work, and how the
process and the product could be made better, and then acting on these reflections
internalizing new learning and transferring it to similar or different situations and circumstances

Creativity Fluency
Creativity Fluency is the process by which artistic
proficiency adds meaning through design, art, and
storytelling. It is about using innovative design to add
value to the function of a product though the form.

identify
This involves distinguishing the elements and the criteria of the desired outcome, and figuring
out what you need to create and what limitations or restrictions you face.

identify skills include:

understanding the problem to be solved

identifying key words and forming questions around them
brainstorming
thinking laterally
understanding ethical issues
listening deeply, viewing wisely, and speaking critically
filtering information white noise
sharing personal knowledge and experience

inspire

In this next stage, the adventure begins by stimulating your creativity with rich sensory input. This
can include thinking about your memories, flipping through a magazine, going to a museum,
watching a play, looking at photo books or web sites, taking a walk, meditating, brainstorming over
coffee, checking out a bookstore, or listening to music similar to what the outcome might look like.

inspire skills include:

moving beyond what is already known

using familiar and unfamiliar sources of motivation and inspiration
seeing new possibilities
playing with ideas
experimenting and exploring
imagining and visualizing

interpolate
Interpolate means to find a structured pattern within known information. This is all about connecting
the dots in the search for clear patterns and higher level abstractions within the sensory input.

interpolate skills include:

analyzing the sensory inputs arriving from your right brains playground of inspiration
searching for patterns, alternate meanings, and high-level abstractions
being able to identify connections or relationships
combining concepts or elements from different sources that would not normally go together
thinking laterally about existing knowledge

imagine
This is the ultimate synthesis between the previous stages of Inspire and Interpolate. The unification
of these stages results in the birth of your ideayour Aha! moment.

imagine skills include:

forming mental images, sensations, and concepts not perceived through sight, hearing, or other
senses
discarding extraneous information
giving meaning to experience
making sense of the world through stories, art, music, poetry, video, and other creative mediums

inspect
With our new creative idea now a reality, we must measure it against the original criteria and
determine its feasibility. The questions we ask ourselves centre around the effectiveness and
feasibility of the new idea, and if it can be accomplished within an existing timeframe and budget.

inspect skills include:

examining the processes undertaken and the product created

thoughtfully reflecting on the process undertaken
visualizing the idea as if completed, comparing and contrasting it with the original purpose
using reflections to internalize new ideas and revise the existing idea
applying the idea to similar challenges in the future

Media Fluency
There are two components of Media Fluency. First, it
involves the ability to look analytically at any
communication to interpret the real message, and
evaluate the efficacy of the chosen medium. Second, its
about creating original communications that align the
message with its intended audience using the most
appropriate and effective medium.

listen
From this Listening stage, media fluency branches off into the careful consideration of both the
medium and the message, as follows:

message
All the distractions of the medium are removed, such as the images, sound effects, etc., and the
viewer considers the message that is specifically being communicated.
verbalize: You must first be able clarify that message in clear and concise terms, and think
analytically and critically about what the message is trying to tell you.
verify: Next, the message is verified using skills that help the viewer analyze and authenticate
information contained in the message, and by separating fact from opinion, and detecting any bias
that may be present.

medium
Now that the message is understood, the mediumthe method of delivery of the messageis then
considered. There are three aspects to evaluating the medium.
form: The form takes into account the design elements such as fonts used, colour schemes, lighting,
consistency, unity, and so on.
flow: This aspect considers how the message plays out. Is there a logical progression to the story,
guiding your attention in the right direction in order to convey the message effectively, or is there a
disjointedness and confusion in the delivery?
alignment: This is about seeing the connection between medium, message, and audience, and
whether or not that connection is effective.

leverage
In the Leverage stage, we select and apply the most appropriate media for the message considering
content, purpose, audience, individual abilities, and any predetermined criteria.
Here again we consider the medium and the message separately, but using different criteria. We are
now looking at these two elements as the creator, as opposed to being the viewer:

message
When deciding on what message you want to convey, there are two things you must be clear on.
content: What exactly is it that you want to say to your audience, and what does that message
content include?
outcome: What is your intention with the content? What we say is often less important than how it is
said, so the outcome must be carefully considered.

medium
Once you have clarified what you want to say, the medium for delivering the message must be
chosen next. In choosing the correct medium for your message, you consider three different things.
audience: Your message may be intended for a specific group or age level or culture or gender, and
it may also be intended for a wider demographic that encompasses all these things and more.
abilities: This means what media youre familiar with and are capable of using properly, and what
skills you are willing and able to learn if choosing a medium youre not too familiar with.
criteria: Pinpoint specific developmental considerations. For example, is there a deadline for
delivery which may place time constraints on you? Or are there specific componentssuch as in
creating a keynote or slideshowthat you must adhere to? Do you have a limited or unlimited
budget to work with? These are some examples of criteria you would consider.

Collaboration Fluency
Collaboration Fluency is team-working proficiency at its
highest level. It is the ability to work cooperatively with
virtual and real partners in both digital and non-digital
environments to solve problems and create original
products.
With marketplaces operating on a global level and virtual communication bridging the geographical
distances between us, this is an increasingly important skill for our students to develop. This is a
parallel process to Solution Fluency. In fact, its easiest to think of it as Solution Fluency in a team
environment. The major difference is the focus in the first phase, where much of the framework for
the collective is established.

establish
This stage begins by selecting and organizing the collective group, establishing the norms and
determining the role each team member would be best suited for, and developing a group contract.

establish skills include:

gathering and assembling the collective group

defining individual and group roles and responsibilities
setting communication guidelines (how, how often, when, etc.)
discussing norms (why has the group been established, what will the outcome for the groups
collective purpose be, how will the outcome be evaluated)
defining the scope of the project
specifying what information is available and important to the issue the group faces
choosing a leader and defining the scope of their responsibility
drawing up a group contract and establishing performance expectations

envision
As a group, its time to now examine the issue/challenge/goal together, and conceive the intended
outcome. Together the group visualizes, defines, and examines the issue they are challenged with,
as well as what the intended outcome is.

envision skills include:

determining the problem

understanding and defining what the current situation is
visualizing a desired future
specifying any information needs
identifying the information that is available and what information is still missing
educating the rest of the collective
developing a written plan of action (what, how, when, where, and who)

engineer
This stage involves assembling the nuts and bolts of the plan into something workable and
applicable to the problem or challenge the group was brought together for. Its crucial that everyone
works together to synthesize a workable method for achieving the desired goal.

engineer skills include:

creating a workable plan to get the group from where they are to where they want to be
delegating responsibilities effectively and fairly

creating a plan to guide the team (this plan must be able to be checked, re-evaluated, and
discussed as the work progresses)
allowing for each team members levels of strength, insight, and creativity to contribute to the
plan

execute
In this stage, the group puts the plan into action and manages the process, with each team member
remaining personally accountable for their contribution (this also means devising a method for
ensuring other members are held accountable).

execute skills include:

putting the plan into action, with a focus on a tangible and viable solution to the problem
pressure-testing the designed product or solution
utilizing the unique individual strengths of each team member
monitoring and recording group progress
holding team members accountable for their assigned roles and contributions to the work

examine
At this final and crucial stage the group studies and reviews both their process and the end result.
The idea is to determine if the challenge was successfully met, and also to gain insights for areas of
constructive improvement.

examine skills include:

discussing if and how the goal was achieved

pinpointing areas for improvement
recognizing team members contributions
providing constructive feedback and criticism

Global Digital Citizenship

All the 21st Century Fluencies are learned within the
context of the Global Digital Citizen, using the guiding
principles of leadership, ethics, altruistic service,
environmental stewardship, global citizenship, digital
citizenship, and personal responsibility. The global digital
citizen practices a sense of respect and responsibility
for themselves, others, and propertyboth physical and
intellectual.

personal responsibility
Personal responsibility is about shifting the responsibility for learning away from the teacher and
more to the student. The aim of this approach is to develop a sense of accountabilty for lifelong
learning within the student. Fostering personal responsibility includes demonstrating how one
governs oneself in matters of finance, ethical and moral boundaries, personal health and fitness, and
relationships of every definition.

global citizenship
Global Citizenship involves recognizing and respecting how 21st-century technology and digital
media have eliminated boundaries between citizens of the world by enabling communication,
collaboration, dialogue, and debate across all levels of society. It encourages the people of this
generation to realize that we are no longer isolatedthat we are all global citizens. This leads us to
become more aware of the issues, traditions, religions, and core values and cultures of our fellow
citizens. Global citizenship also promotes tolerance and understanding, linked intimately with
acceptance, sensitivity, and humility.

digital citizenship

Digital citizenship means engaging in appropriate and exemplary behavior in an online environment.
While carefully-crafted acceptable use policies can be an appropriate solution, this tenet is meant to
develop a change in mindset about what it means to be safe in a transparent digital world. The
essence of Digital Citizenship is about a shifting of accountability for appropriate behavior to our
students, which fosters independence and personal responsibility.

altruistic service
Altruistic Service focuses on a healthy concern for the well-being of the people with whom we share
our world. The ideals behind altruism apply not only to the people we know but also to those we
dont. It includes embracing the opportunity to exercise charity and goodwill for the benefit of others.
Altruistic Service provides an excellent opportunity to create relevance and meaningful connections
to the real world for our students.

environmental stewardship
Environmental Stewardship is a demonstration not only of common-sense values, but also of an
appreciation for the beauty and majesty that surrounds us every day. This facet of Global Digital
Citizenship encourages exploring how we can manage our use of Earths resourcestaking
responsibility and action on personal, local, regional, national, and international levels.