| 19th-20th Century Learning |
21st Century Learning |
|
Limited access to knowledge and information
(i.e.‘content’) primarily through print
|
Infinite access to knowledge and information
(‘content’) increasingly through the Internet
|
|
Emphasis on learning content knowledge that
may or may not be used in life
|
Emphasis on process skills for lifelong
learning
|
|
Goal is to master content knowledge (literature,
history, science, etc)
|
Goal is to learn skills (access, analyze,
evaluate, create) to solve problems
|
|
Facts and information are “spoon-fed” by
teachers to students
|
Teachers use discovery, inquiry-based
approach
|
|
Print-based information analysis
|
Multi-media information analysis
|
|
Pencil / pen and paper or word processing for
expression
|
Powerful multi-media technology tools for
expression
|
| Classroom-limited learning and dissemination |
World-wide learning and dissemination
|
| Textbook learning from one source, primarily |
Real-world, real-time learning from multiple
sources, mostly visual and electronic
|
| Conceptual learning on individual basis
|
Project-based learning on team basis
|
|
“Lock-step” age-based exposure to content
knowledge
|
Flexible individualized exposure to content
knowledge
|
| Mastery demonstrated through papers and tests |
Mastery demonstrated through multi-media
|
| Teacher selecting and lecturing |
Teacher framing and guiding
|
|
| Teacher evaluates and assesses work and
assigns grade
|
Students learn to set criteria and to evaluate
own work
|
| Teaching with state-adopted textbooks for
subject area with little accountability for
teaching
|
Teaching to state education standards with
testing for accountability.
|
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