Running Head: SKILLS FOR 21st CENTURY LEARNERS

Skills for 21st Century Learners

Amy I. Keithley
Western Oregon University

SKILLS FOR 21st CENTURY LEARNERS

INTRODUCTION
The future is uncertain. Past trends can be analyzed and compared to current trends, however no
one holds the answer to what the future will look like for students. One thing that is obvious,
however, is how ubiquitous technology is in our students lives. From texting their parents to
following friends on social media or creating collaborative online projects with peers, students
are utilizing various forms of technology in their everyday activities. As the landscape of
students lives change, the landscape of education will have to change as well. Teachers of today
need to prepare students for the future of tomorrow, and to do so, they must acknowledge a shift
in what students must be taught. Students will need to learn and capitalize on newer soft skills,
such as innovation, collaboration, critical thinking, and digital citizenship. These types of skills,
aided by technology, will help them to achieve their educational and occupational goals.

CREATIVITY SKILLS
Creativity is a vital skill for teachers to foster within their students. Saxena (2013) stated that:
Neuroscience research has proved the fact that all children are born with innate creative
powers and as they grow up some of them keep their creativity active while others
unconsciously keep it dormant. Hence, all of us from being a child have the potential
for great, revolutionary creativity and all we need is to realize this potential. (para. 3)
This revolutionary view of creativity could lead to significant innovation if students are allowed
to expand their ideas and try new things. Unfortunately, support for creative projects is
sometimes hindered by the current educational system. Reynolds (2008) argued that with the
onslaught of testing and testing preparation, we have robbed educators and students of the time,
flexibility and freedom to tackle open-ended projects that might require more than 20-minute

SKILLS FOR 21st CENTURY LEARNERS

blocks of time (para. 4). The creative arts, including art, music, and theatre, are being cut from
schools in an effort to focus on the necessary language arts, math, and science standards that
students are tested on. Fortunately, creativity is not limited to its own content area; it can be
integrated throughout interdisciplinary curriculum with the aid of technological tools.

At the surface level, is seems as if there are technological tools for everything. The most
important key is finding the tools that are most appropriate for the task and content provided.
Students now can work on expanding their creative and innovative skills by producing digital
stories and blogs. Tools such as Animoto, Slidestory, Storybird, Cartoonist, and Edublogs
provide students with a safe space to express their ideas, tell and illustrate their own stories, and
share their thoughts with others. Within STEM, competitions have been held to further grow
creativity in the classrooms, including Exploravision, Siemens We Can Change the World
Challenge, Thinkquest, NASA Engineer Design Challenges, PBS Design Squad, and more
(Haines, n.d.). Each of these organizations has been created to bridge the gap between students
need for an innovative outlet and the need for future employees in those fields.

For adding creativity into more specific daily skills, such as note-taking, open source software
(e.g., FreeMind or Coggle) and applications (e.g., Educreations or Penultimate) allow students to
move away from simply copying text off a board into a notebook; they can now create easily
customizable notes for class. These notes allow for rich multimedia, including text, images, and
videos for students to refer back to. In this way, students can gain skills they will need for later
academic and occupational endeavors while still processing and presenting their data in a
personalized manner.

SKILLS FOR 21st CENTURY LEARNERS

COLLABORATION SKILLS
In addition to creativity, students need collaboration skills to help their learning by being
introduced to new ideas, views, and processes of their peers. Students today are participating in
collaboration at an astounding rate. The University of New Hampshire published a report
showing that by college-age, almost 96% of students use Facebook at least once a day with over
63% being described as heavy users of social media (n.d., p. 1). This connected world is where
students are living, and teachers need to understand the potential pull of interconnectedness in
the classroom realm.

Some forms of social media, such as Twitter or Instagram, can be modified to fit curriculum and
student needs (e.g., using Twitter for working on succinct writing skills). Fortunately, integrating
social media isnt the only way to engage students in collaboration with peers. One excellent
tool for collaboration is a wiki. Wikis allow for information to be produced and extensively
added to or modified for everyone, by everyone. In the classroom, students groups could be
assigned different topics (e.g., types of poetry, events in history, musical genres) to research.
From their research, students can post their summarized findings, including citations, to an
online wiki page; any members of the wiki space can edit these findings.

Another great tool to use to promote collaboration is a podcast or vodcast. Podcasts are audio
broadcasts of people, whereas vodcasts include video (i.e., video podcasts). Students can work
together in pairs or small teams to conduct research on an interesting topic of their choice and
then record the conversation about the topic and amongst themselves. Schaffner (2010) argued
that a fundamental requirement for collaboration is communication (para. 8). Students doing

SKILLS FOR 21st CENTURY LEARNERS

these types of projects are afforded the opportunity to learn how to take on leadership roles,
delegate roles to peers, and communicate successfully with each other.

Online, or technologically saturated, collaborative environments can also provide a space for
more students to openly voice their opinions. Finholt and Teasley argued that participation in
computer-mediated groups tends to be more equally distributed, whereas face-to-face groups are
more easily dominated by a single or few individuals (as cited in Deal, 2009, p. 5). This means
that students who tend to be on the fringe of class discussions or group projects may find their
voice and place within a group through technology. This allows for more in-depth discussion
with a further reach and gathering of opinions.

The combined use of technological tools and collaboration can also increase students overall
global awareness and connectedness; even citizens of third world countries will begin to have
access to mobile technology devices in the upcoming years (Saylor, 2012). People of all ages,
genders, ethnicities, and origins can begin to communicate with each other, creating a more
global culture.

Students in schools are no longer confined to their physical locations; through videoconferencing
software, such as Skype or FaceTime, students can engage visually and verbally with other
people around the world. Collaborative wikis can connect classroom projects across the globe,
while ePals can help students ask personalized questions and receive more impactful information
about the culture, geography, and languages of other countries. Other organizations, such as
Taking it Global, are focused heavily on having students on a global scale tackle and solve real

SKILLS FOR 21st CENTURY LEARNERS

life problems on a global scale. This interwoven fabric of globalization will help create a better
future for all.
CRITICAL THINKING SKILLS
Critical thinking, and therefore problem solving, skills are also required for students to be
adequately prepared for the future. With technology on the rise, students are now being exposed
to learning in new, deeper ways. One way learning is changing is through the use of interactive
touch displays, such as interactive whiteboards or surface tables. SMART Technologies,
Numonics, Promethean, Mimio, and Polyvision are just a few companies that have innovatively
crafted interactive, engaging learning experiences to replace older, passive learning models.
Instead of watching the teacher lecture, students can directly interact with the materials provided
to create more innovative solutions for problems provided to them. Interactive learning also
allow students to work collaboratively more often with peers, increase their technology skill sets,
and encourage growth in digital etiquette and citizenship.

This change is also occurring with educational textbooks. Smith (2014), a social media
technology journalist, reports that the president of McGraw-Hill Higher Education declared
traditional textbooks dead [and] 80 percent of publishers believe a subscription model for
the textbook industry is inevitable (para. 2). More and more educational publishers and
affiliated companies are making the move towards eTextbooks as a way to make learning more
relatable and engaging for students. One prominent example is National Geographic, which
recently released their Next Generation Science Standards curriculum to include eBook
components for desktop and mobile access (Next Generation Science Standards Technology,

SKILLS FOR 21st CENTURY LEARNERS

n.d.). These added components allow students to watch related high quality videos, manipulate
diagrams, and take interactive quizzes, all with materials that can be regularly updated.

Lastly, the educational community has quickly been moving in a trajectory away from traditional
desktops and bulkier laptops in favor of smaller, lightweight tablets or laptops (e.g.,
Chromebooks) for on-the-go use. This allows students to conduct more independent projects,
research, and learning through online tools and data repositories inside and outside of the
classroom. Some schools are even allowing a bring-your-own-device, or BYOD, culture to
infiltrate their classrooms. In 2014 alone, 85% of educational institutes [allowed] students,
teachers, and faculty to use personal devices in schools with an impressive 44% of K-12 schools
allowing students to bring their own devices (Wainwright, n.d., para. 5). Having students bring
their already purchased devices means students can utilize tools they use in schools at home as
well.

DIGITAL CITIZENSHIP AND ETIQUETTE SKILLS

Two of the most complicated, and more needed, soft skills for students include digital citizenship
and etiquette. Both are vital skill sets for students beginning to heavily traverse in online
environments. Digital citizenship encompasses understanding how to appropriately use, adapt,
or modify technology and content from others. It is more than just a teaching tool; it is a way to
prepare students/technology users for a society full of technology (Digital Citizenship, n.d.,
para. 1). One major component of digital citizenship is understanding copyright. Unfortunately
some people lack efficacy and feel uncomfortable with the topic of copyright. The key to
changing this culture of fear and doubt is knowledge. Knowledge opens the door to action,

SKILLS FOR 21st CENTURY LEARNERS

which lets you join the culture of creativity (Aufderheide & Jaszi, 2011, p. 5). This means that
educators must teach their students about copyright through the topic of digital citizenship.
Students need to understand that innumerable pieces of literature, music, videos, and other
innovative works have been, and will be, created and that copyright laws were implemented to
protect owners of such work from theft. This includes works that students create.

Within the 1978 Copyright Act copyright is a powerful set of guidelines called fair use. Fair use
was created to allow anyone to use certain segments of already created works in a new or
transformative way. Aufderheide and Jaszi (2011) outlined the four main components of fair use
as: character (what you are doing with the material), nature of the original use (facts vs.
imaginative), amount (how much used, relation to the central part of work), and market value (p.
24). While fair use is examined case-by-case, each situation seeks to answer if the new works
benefit to society is greater than the loss of private rights. An example of teaching fair use in the
classroom would be having students create a video compilation on a topic using sources from
online (e.g., videos, images) utilizing the principles of fair use. This allows students a hands-on
exercise in understanding which materials they can use safely and how for later academic
endeavors.

On the flip side, digital etiquette is a set of explicit and implicit rules to use in order to create a
safe, respectful, and productive environment for everyone. It is important when students are
working with their peers, or others globally, that they are displaying good digital etiquette. Some
rules of digital etiquette include using good writing skills, not plagiarizing, avoiding crude or
hurtful language, and not illegally downloading content, among others. Teachers in the classroom

SKILLS FOR 21st CENTURY LEARNERS

must set and enforce firm etiquette rules when their students are creating online products.
This could include wikis, blogs, podcasts, vodcasts, discussion forums and more. If students
practice their digital etiquette regularly, there is hope that this behavior will continue in their out
of school interactions.
POSSIBLE FUTURE OCCUPATIONS
Teaching the aforementioned soft skills now is vital because many of the careers students will be
preparing for in the future have not yet been invented. Wagner (2010) broke down possible
future careers into three distinct categories: 1) retrofitting - new skills in existing jobs, 2)
blending combining skills from different jobs and industries, or 3) problem solving solving
future issues (p. 30). Within these three categories, students in the future may begin to earn a
living in space exploration, medical advances, artificial intelligences, and renewable energies, to
name a few occupations. In the medical field, doctors will be working with interactive patient
digital records and be able to perform surgeries via robotics (Saylor, 2012). Artificial
intelligence will be a fast-growing field with robotics on the cusp of emulating human existence
(i.e., conversations, emotions, intelligence). Renewable energies may become a focus, as homes
become Smart and the automobile industry leans toward development of alternative fueldependency.

Each of these careers will be built upon the educational foundation and skill sets that teachers
provide. If students work in a retrofitting job, they will need to use their creativity to rethink and
reimagine solutions to the current needs and wants of society. If students work in a blended job,
they will need to be able to collaborate with colleagues from various fields and maintain
professional relationships globally through the use of positive digital citizenship and etiquette. If

SKILLS FOR 21st CENTURY LEARNERS

10

students work in a problem-solving job, they will need to critically think about the next steps and
what is needed to provide new innovative solutions. Although we do not know the future, one
thing is for certain. Our students need these soft skills today because they will be the ones
solving tomorrows problems.

SKILLS FOR 21st CENTURY LEARNERS

11

References
Aufderheide, P., & Jaszi, P. (2011). Reclaiming fair use: How to put balance back in
copyright (1st ed.). Chicago, IL: University Of Chicago Press.
Deal, A. (2009, January 23). Collaboration tools. Teaching with Technology, 1-10. Retrieved
May 2015, from https://www.cmu.edu/teaching/technology/whitepapers/Collaboration
Tools_Jan09.pdf
Haines, R. (n.d.). Fostering creativity and innovation in the science classroom. Retrieved May
2015, from University of North Carolina website: http://www.learnnc.org/lp/pages/7028
Martin, C. (n.d.). Social networking usage and grades among college students[report]. Retrieved
May 2015, from University of New Hampshire website:
http://www.unh.edu/news/docs/UNHsocialmedia.pdf
Next Generation Science Standards Technology. (n.d.). Retrieved May 2015, from National
Geographic website: http://ngl.cengage.com/assets/html/next_gen_sci/index.html
Poh, M. (n.d.). 8 technologies that will shape future classrooms. Retrieved May 2015, from
Honkiat website: http://www.hongkiat.com/blog/future-classroom-technologies/
Saxena, S. (2013, November). How Can Technology Enhance Student Creativity? Retrieved
May 2105, from EdTechReview website: http://edtechreview.in/trendsinsights/insights/750-how-can-technology-enhance-student-creativity
Saylor, M. (2012). The mobile wave. Boston, MA: Da Capo Press.
Schaffner, M. (2010, January 20). How technology enhances collaboration. Retrieved May 2015,
from Forbes website: http://www.forbes.com/2010/01/19/collaboration-cisco-softwaretechnology-cio-network-schaffner.html
Smith, D. F. (2014, November 7). Are e-textbooks the publishing world's future? Retrieved May

SKILLS FOR 21st CENTURY LEARNERS

12

2015, from EdTech website: http://www.edtechmagazine.com/higher/article/2014/11/aree-textbooks-publishing-worlds-future

Reynolds, P. H. (2008, June). Six Essentials to Foster Creativity and Innovation in the
Classroom. Retrieved May 2015, from District Administration website:
http://www.districtadministration.com/article/six-essentials-foster-creativity-andinnovation-classroom
Ribble, M. (n.d.). Digital citizenship: Using technology appropriately. Retrieved May 2015,
from http://www.digitalcitizenship.net/
Wagner, C. G. (2011, January). 70 jobs for 2030. The Futurist, 30-33. Retrieved May 2015, from
http://www.thefutureofwork.net/assets/70_Jobs_for_2030.pdf
Wainwright, A. (n.d.). 6 Biggest Classroom Technology Trends in 2014. Retrieved May 2015,
from SecurEdge Networks website: http://www.securedgenetworks.com/strategy-blog/6Biggest-Classroom-Technology-Trends-in-2014