I think that it is critical and non-negotiable that educators prepare students for academic and career success by providing them with the lifelong skills that make them employable and productive. I feel that it is imperative that we, not only teach content, but also the 21st century skills that will equip them for a lifetime of success. We need to help our learners develop collaborative skills, critical, higher order thinking skills, and problem-solving skills. These skills can be developed through authentic learning experiences which allow the learner to be actively involved with content and to connect with the content at a deeper level. These skills can be developed by engaging learners in authentic learning situations and Project-Based and/or Problem-Based Learning in a face-to-face or virtual environment. The online environment also allows learners to develop a social presence in the online community by connecting with cohorts, instructors, and various experts while developing effective communication and collaborative skills.
These 21st century skills can be authenticated in a learner-centered environment which allows the learner to be the focus of the classroom process and actively participate in creating knowledge. Under constructivist learning theory, the learner has the opportunity to navigate and construct meaning, and therefore to have some autonomy over the learning while the teacher acts as a facilitator, coach, and guide. Constructivist theory allows the educator to achieve a variety of instructional goals: understanding, retention, reasoning, critical thinking, and self-regulation (Driscoll, 2005). Constructivist theory also supports the integration of technology to engage the learner and support these instructional goals. The educator can use a variety of tools and supports in the classroom to fascinate and immerse students in the learning. Driscoll (2005) maintained that, “Because learning is such a complex matter, it is perhaps impossible to conceive of a single theory broad enough to encompass all important aspects of learning and yet still specific enough to be useful for instruction” (p. 411). Constructivist learning theory, however, supports a variety of learning conditions for a variety of learners- complex and relevant learning environments, socially interactive and collaborative environments, multiple perspectives and modes of learning, autonomy in learning, and reflexivity (Driscoll, 2005). In my opinion, constructivist learning theory comes very close to a comprehensive theory of learning.
References
Driscoll, M. P.
(2005). Psychology of learning for
instruction. Boston, MA: Pearson
Education.
