21st Century Skills PDF

Learning for the
21st Century
A Report and MILE Guide for
21st Century Skills
The Partnership for 21st Century
Skills is a unique public-private
organization formed in 2002 to
create a successful model of learning
for this millennium that incorporates
21st century skills into our system
of education.
Members
AOLTW Foundation
Apple Computer, Inc.
Cable in the Classroom
Cisco Systems, Inc.
Dell Computer Corporation
Microsoft Corporation
National Education Association
SAP
Key partners
U.S. Department of Education
Appalachian Technology in
Education Consortium
Strategic partners
Consortium for School Networking
ISTE
SETDA
Tech Corps
About the
Partnership for
21st Century Skills
Learning for the 21st Century
1
www.21stcenturyskills.org
Table of contents
Letter to Americas Education Leaders 2
Executive Summary 3
PartI: Defining the need for change 6
Education that connects to students lives 7
Education that reflects how people learn 7
Part II: The key elements
of 21st century learning 8
Emphasize core subjects 8
Emphasize learning skills 9
Use 21st century tools to develop learning skills 10
Teach and learn in a 21st century context 12
Teach and learn 21st century content 12
Use 21st century assessments that measure 21st century skills 14
PartIII: Implementing 21st century skills:
nine steps to build momentum 20
Making a difference: How key stakeholders can support the effort 24
MILE Guide for 21st century skills center insert
Appendix A: outreach efforts 26
Appendix B: References 29
Appendix C: Endnotes 31
Appendix D: Acknowledgments 33
2
Terry Crane, Ed.D.
Vice President for Education,
AOL, Inc.
On behalf of AOLTW
Foundation
Chair, Partnership for
21st Century Skills
John Wilson
Executive Director,
Vice-Chair, Partnership for
21st Century Skills
Amelia Maurizio, Ed.D.
Director, Educational
Alliances Program
SAP
Treasurer, Partnership for
21st Century Skills
Sherri Bealkowski
General Manager,
Education Solutions Group
Karen Bruett
Director of Marketing,
Public Sector Division
John Couch
Vice President for Education
Susan Jeannero
Senior Manager, Marketing
Cisco Systems, Inc.
Peggy OBrien, Ph.D.
Executive Director
Cable in the Classroom/NCTA
Education Foundation
Letter to Americas education leaders
From the Board of the Partnership for 21st Century Skills
H
ow can we best prepare students to succeed in the 21st century?
This is a question of paramount importance to Americas
educators, employers, parents and the public. Our community
vibrancy, personal quality of life, economic viability and business
competitiveness depend on a well-prepared citizenry and workforce.
Public education provides the bedrock from which our national and
individual prosperity rise together.
The No Child Left Behind Act of 2001, which reauthorizes
the Elementary and Secondary Education Act of 1965, emphasizes
student achievement and requires assessments in core subjects,
which are the foundation for learning. This federal law is focusing
the attention of schools and educators on fundamental knowledge
and skills.
This is an excellent start. We can do even more. The nation
needs a compelling vision for education that will inspire education
leaders, teachers, parents and students alike. Clearly, we must work
together to fully prepare people for the challenges of work and life
in the 21st century.
The Partnership for 21st Century Skills, a unique public-
private organization of leaders and educators in business and educa-
tion, has come together to help schools fully address the educational
needs of the 21st century. With this, our first report, we articulate a
unified, collective vision for education and a framework for action.
We also provide a companion guide for getting started, our
Milestones for Improving Learning and Education (MILE) Guide
for 21st century skills. We developed both the report and the MILE
Guide through a comprehensive process involving hundreds of
educators, researchers and employers across the country.
We recognize that we are calling on schools to change dramati-
cally even as they face difficult economic challenges and a vigorous
discussion of student achievement and assessments. However, while
current budget constraints eventually will subside, the long-term
need for 21st century learning will not: Accelerating technological
change, rapidly accumulating knowledge, increasing global com-
petition and rising workforce capabilities around the world make
21st century skills essential.
We are committed to promoting a national dialogue about
21st century skills and to resolving issues about teaching either
basic skills or 21st century skills. Both are essential and, when done
concurrently, each reinforces the other. We urge you to join this
discussion and help us build consensus and momentum for educa-
tion that integrates knowledge and skills that are relevant to the 21st
century. To that end, we are launching a public awareness campaign
to engage people in this national dialogue. We are exhilarated by the
progress educators, employers and public leaders have made in pro-
moting 21st century skills and contributing to this vision. As you
read this report, we hope you will share the Partnerships excitement
about the educational opportunities made possible by the prospect
of communities using and adapting this vision to make real progress
for children in the 21st century.
I
n recent years, educators at the local, state and national levels
have focused on improving student achievement the peren-
nial top priority of public concern.
States and school districts have estab-
lished rigorous academic standards,
assessments and accountability meas-
ures a concerted effort that has
involved thousands of educators, employers and community mem-
bers nationwide. Schools have responded with strategies to improve
teaching and learning.
There remains, however, a profound gap between the knowl-
edge and skills most students learn in school and the knowledge and
skills they need in typical 21st century communities and work-
places. The Partnership for 21st Century Skills, a group of major
business and education organizations, formed in 2002 to work on
closing this gap. The Partnership is committed to promoting a
national dialogue about 21st century skills, integrating them into
K12 schools and encouraging the development of curriculum and
assessments that reflect 21st century realities.
This Partnerships work builds on the significant progress of
recent years. In fact, the recommendations in this report comple-
ment No Child Left Behind and provide a vision for capturing the
full range of 21st century skills in the assessments the law requires.
This initiative is a broad-based public-
private partnership in the finest sense.
The Partnership is contributing
to improving education in several
distinct ways:
Synthesizing research, insights and best practices about 21st
century knowledge and skills into a powerful vision and
sharing this information broadly.
Defining a framework and creating a common language for
understanding and promoting 21st century skills.
Providing education leaders with tools, examples and a strategy
for action, not more rhetoric.
Building consensus in the public and private sectors about the
nature and need for 21st century skills.
In our first year, we focused on creating a common framework
and language for 21st century skills. This report captures the findings
of a comprehensive effort to identify the essential skills that people
need today and tomorrow. To reach this point, the Partnership
conducted a National Forum on 21st Century Skills in 2002; held
Executive Summary
3
The bridge to 21st Century learning
Core Subjects
Assessment Learning
Skills
21st
Century
Context
21st
Century
Content
21st
Century
Tools
Todays education system faces irrelevance
unless we bridge the gap between
how students live and how they learn.
4
outreach sessions with educators, employers, parents, community
members and students; and built consensus for a common frame-
work and language in this report. (To learn more about our outreach
efforts, see Appendix A on page 26.) We also conducted extensive
research on 21st century skills, which is reflected in this report.
Defining the need for change
Economic, technological, informational, demographic and political
forces have transformed the way people work and live. These changes
and the rate of change will continue to accelerate. Schools, like
businesses, communities and families, must adapt to changing con-
ditions to thrive.
Todays education system faces irrelevance unless we bridge
the gap between how students live and how
they learn. Schools are struggling to keep
pace with the astonishing rate of change in
students lives outside of school. Students
will spend their adult lives in a multitask-
ing, multifaceted, technology-driven,
diverse, vibrant world and they must
arrive equipped to do so. We also must
commit to ensuring that all students have
equal access to this new technological
world, regardless of their economic back-
ground.
Moreover, we know more today than
ever about how students learn. Researchers
and educators in recent years have made
great strides in mapping the remarkable
territory of the human mind. We now have scientific insights that
can inform educators about the cognitive processes of learning,
effective teaching strategies for engaging students in learning and
motivating students to achieve. We must incorporate this under-
standing into classroom teaching and learning on a broad scale.
Against this backdrop, literacy in the 21st century means more
than basic reading, writing and computing skills. It means knowing
how to use knowledge and skills in the context of modern life. As
writer Alvin Toffler points out, The illiterate of the 21st century
will not be those who cannot read and write, but those who cannot
learn, unlearn and relearn.
What is the Partnerships vision for
education and 21st century skills?
Standards, assessments and accountability measures set by states,
implemented by school districts and underscored by No Child Left
Behind are the starting point for strong schools and student achieve-
ment. To complement these efforts, schools need to increase empha-
sis on the additional knowledge and skills students will need for the
21st century. This is an opportune time to align standards, assess-
ments and accountability measures with 21st century skills.
Critical elements for creating
21st century skills
There are six key elements for fostering 21st century learning:
1. Emphasize core subjects. Knowledge and skills
for the 21st century must be built on core subjects. No Child Left
Behind identifies these as English, reading or language arts, mathe-
matics, science, foreign languages, civics, government, economics,
arts, history and geography. Further, the focus on core subjects must
expand beyond basic competency to the understanding of core
academic content at much higher levels.
2. Emphasize learning skills. As
much as students need knowledge in core sub-
jects, they also need to know how to keep learn-
ing continually throughout their lives. Learning
skills comprise three broad categories of skills:
information and communication skills,
thinking and problem-solving skills, and
interpersonal and self-directional skills.
Good teachers always have fostered these
skills. The challenge now is to incorporate
learning skills into classrooms deliberately,
strategically and broadly. (For more on learning
skills, see the chart on page 9.)
3. Use 21st century tools to develop learning
skills. In a digital world, students need to learn to use the tools
that are essential to everyday life and workplace productivity.
Skilled 21st century citizens should be proficient in ICT (infor-
mation and communication technologies) literacy, defined by the
Programme for International Student Assessment (PISA) as the
interest, attitude and ability of individuals to appropriately use digital
technology and communication tools to access, manage, integrate
and evaluate information, construct new knowledge, and communi-
cate with others in order to participate effectively in society.
1
4. Teach and learn in a 21st century context.
Students need to learn academic content through real-world exam-
ples, applications and experiences both inside and outside of school.
Students understand and retain more when their learning is rele-
vant, engaging and meaningful to their lives. In the global, net-
worked environment of the 21st century, student learning also can
expand beyond the four classroom walls. Schools must reach out to
Six key elements
of 21st century
learning
Emphasize core subjects.
Emphasize learning skills.
Use 21st century tools
to develop learning skills.
Teach and learn in a
21st century context.
Teach and learn 21st
century content.
Use 21st century assess-
ments that measure 21st
century skills.
their communities, employers, community members and, of course,
parents to reduce the boundaries that divide schools from the real
world.
5. Teach and learn 21st century content.
Education and business leaders identified three significant,
emerging content areas that are
critical to success in communities
and workplaces:
global awareness;
financial, economic and
business literacy; and
civic literacy.
Much of this content is not
captured in existing curricula or
taught consistently with any depth
in schools today. An effective way to
incorporate this content is to infuse
knowledge and skills from these
areas into the curriculum.
6. Use 21st century
assessments that meas-
ure 21st century skills.
States and districts need high-
quality standardized tests that
measure students performance
of the elements of a 21st century
education.
However, standardized tests
alone can measure only a few of the
important skills and knowledge we hope our students will learn. A
balance of assessments that is, high-quality standardized testing
for accountability purposes and classroom assessments for
improved teaching and learning in the classroom offers students
a powerful way to master the content and skills central to success in
the 21st century. To be effective, sustainable and affordable, sophisti-
cated assessment at all levels must use new information technologies
to increase efficiency and timeliness.
How can school leaders move
forward with this vision?
The Partnerships work emphasizes learning not simply what
students are learning, but how they are learning as well. Our vision
is not a daunting list of add-ons to educators already full job
responsibilities. Incorporating 21st century tools more effectively
into administrative routines and school classrooms, for example,
will give educators more time to concentrate on teaching and
learning. Infusing dynamic, real-world contexts into classroom
learning will invigorate teacher and student engagement. Modern-
izing assessment methods will give educators real-time information
they can use to help their students today, instead of months after
students have moved on to another classroom or school. In short,
educators can expect positive results for
themselves and for their school systems.
This is the right time for states and
school districts to begin integrating 21st
century skills into education. States and
school districts already are thinking seri-
ously about improving the quality of
teaching and learning as they respond to
No Child Left Behind. Skills for the 21st
century are central to this important
endeavor. While states and school districts
now face a challenging economic environ-
ment, the need for 21st century skills is not
going away. Indeed, it will only become
more important with time. Strategic,
long-term planning now to integrate 21st
century skills into standards, curricula,
assessments and professional development
will be more effective in the long run than
adding them piecemeal later.
This report complements the work of
the CEO Forum on Education and
Technology, which developed the STaR
(School Technology and Readiness) Chart.
That work focused on building a tech-
nology infrastructure and support system
in schools. The challenge now is to emphasize other key elements of
learning and leverage existing technology to truly make a difference
in student achievement. This is an ambitious challenge, but one that
should engage and energize education leaders, teachers and parents
alike. In the Partnerships view, nothing is more important for edu-
cation today than beginning to make 21st century skills a reality.
Education leaders can start today with ideas in Implementing
21st century skills: Nine steps to build momentum, which begins on
page 20, and in Making a difference: How key stakeholders can support
the effort, which begins on page 24. Educators can also refer to the
foldout MILE Guide for 21st Century Skills, which provides practical
guidance for assessing schools now and envisioning how they can
prepare for the future.
Visit our Web site to learn more and to share your experiences
in implementing a 21st century education.
5
nine steps to
build momentum
Embrace a powerful vision of
public education that includes
21st century skills.
Align leadership, management
and resources with educational
goals.
Use this tool to assess where
schools are now.
Develop priorities for 21st
century skills.
Develop a professional develop-
ment plan for 21st century skills.
Make sure students have equi-
table access to a 21st century
education.
Begin developing assessments
to measure student progress
in 21st century skills.
Collaborate with outside
partners.
Plan collectively and strategi-
cally for the future.
6
Part I
Defining the need for change
S
uccessful businesses are looking for employees who can adapt to
changing needs, juggle multiple responsibilities and routinely
make decisions on their own.
2
Todays economy places value on
broad knowledge and skills, flexibility, cross-training, multi-tasking,
teaming, problem-solving and project-based work.
3
According to
Federal Reserve Board Chairman Alan Greenspan, there will be an
evolving demand for 21st century
skills in our economy: Workers in
many occupations are being asked
to strengthen their cognitive skills;
basic credentials, by themselves, are
not enough to ensure success in the
workplace. Workers must be
equipped not simply with technical
know-how but also with the ability
to create, analyze and transform
information and to interact effec-
tively with others. Moreover, that
learning will increasingly be a life-
long activity.
4
The world in which students
live has changed dramatically
and schools must change as well, as
they have in the past, to meet the
demands of the agricultural, industrial and Cold War eras.
The explosion of powerful technology has altered traditional
practices in workplaces and communities. Fifty years ago, factory
and office workers worked on a single machine, performing the
same task day after day. Technology has simplified and, in some
cases, eliminated such routine tasks, which means there are increas-
ingly fewer positions available to workers with minimal skills. By
contrast, there are more opportunities for highly skilled workers.
Today, factory and office workers perform multiple tasks on much
more sophisticated machines and electronic equipment in work-
places that are constantly evolving to respond to market expecta-
tions for customized products and services.
Today, it is not only business that demands a dramatically dif-
ferent set of skills. Rapidly evolving technologies have made new
skills a requirement for success in everyday life. Effectively manag-
ing personal affairs, from shopping for
household products to selecting health
care providers to making financial
decisions, often requires people to
acquire new knowledge from a variety
of media, use different types of tech-
nologies and process complex infor-
mation. Participating effectively in
communities and democracy requires
people to use more advanced knowl-
edge as well. To decide whether to
support a transportation bond issue,
for example, voters may need to
understand its scientific, environ-
mental, technological, political and
economic ramifications.
In the 21st century, Americans
need to be better educated to fill new
jobs and more flexible to respond to the changing knowledge and
skill requirements of existing jobs. Lifelong skills development
must become one of the central pillars of the new economy.
5
Further, as a recent study indicated, the narrow job skills that most
employees learn today will be obsolete within three to five years.
6
Workers need the learning capacity to become lifelong learners,
updating their knowledge and skills continually and independently.
Technology and advanced communications have transformed
the world into a global community, with business colleagues and
A simple question to ask is,
How has the world of a child changed
in the last 150 years?
And the answer is, Its hard to imagine any way in
which it hasnt changed.
Children know more about whats going on in
the world today than their teachers,
often because of the media
environment they grow up in.
Theyre immersed in a media environment
of all kinds of stuff that was unheard of
150 years ago, and yet if you look at school
today versus 100 years ago,
they are more similar than dissimilar.
Peter Senge, senior lecturer at the
Massachusetts Institute of Technology
competitors as likely to live in India as in Indianapolis. Moreover,
flattened hierarchies in competitive businesses require employees to
make business decisions, work productively in teams and communi-
cate directly with customers. In this environment, employers value
job candidates who can acquire new knowledge, learn new tech-
nologies, rapidly process information, make decisions and commu-
nicate in a global and diverse society.
Education that connects
to students lives
For many students, the impact of technology on everyday life is no
surprise. They connect with their friends via e-mail, instant messag-
ing and chat rooms online; search the Web to explore their interests;
express themselves fluently using new media; learn with educational
software; play video and computer games in virtual realities; manip-
ulate digital photos; go behind the scenes on DVDs; channel surf on
television; and chat on and take photographs with cell phones.
Through the media, they identify with their peers in the global cul-
ture through music, games, toys, fashion, animation and movies.
Likewise, todays students already are immersed in 21st century
communities and lifestyles. For example, an increasing proportion
of the student population speaks a language other than English.
In 2000, 17 percent of all public school students were Hispanic,
according to the National Center for Education Statistics; for many
of these students, English is a second language.
7
By 2025, nearly one
in four school-age children will be Hispanic.
8
Students live in
increasingly diverse communities; in many urban school districts, it
is not unusual to find more than 100 different native languages and
home cultures among student populations whose extended families
may span the globe.
Education that prepares students for learning in this complex,
digital society will be more meaningful to students and, ultimately,
more effective in preparing them for the future. A powerful vision
of public education is critical for closing the gap between how stu-
dents live and how they learn in school. Students who have access to
technology outside of school will find schools without access to and
integration of technology into their coursework to be antiquated
and irrelevant to their world. Students without this access at school
or at home may find themselves on the periphery of 21st century
society. For these reasons, 21st century skills must be a local, state
and national priority.
Education that reflects
how people learn
Another important development underscores the need to adapt
education for the 21st century: a deeper understanding of how
people learn. A 2000 report of the National Research Council,
How People Learn: Brain, Mind, Experience, and School, synthesized
this body of research into these key findings:
1. Students come to the classroom with preconceptions about how
the world works. If teachers do not use this prior knowledge to
build new understanding, students may fail to grasp the new con-
cepts and information they are taught, or they may learn them for
purposes of a test but revert to their preconceptions outside of the
classroom.
2. To develop competence in an area of inquiry, students must have
a deep foundation of knowledge, understand facts and ideas in the
context of a conceptual framework, and organize knowledge so they
can retrieve and apply it.
3. A metacognitive approach to instruction, in which students are
taught to think deliberately about how they are learning, can help
students take control of their own learning, monitor their own
progress and improve their achievement.
10
These findings have profound implications for teaching and
learning in the 21st century. It is incumbent on this generation of
leaders and educators to incorporate the insights of research into
teaching strategies for K12 classrooms. While many schools gained
from using some of these approaches to help students learn, the
challenge today is to make these approaches the norm in all U.S.
schools. The vision for education presented in the next section will
help policymakers and educators align student achievement with
21st century expectations by building on the good work they
already have started in many places.
7
21st century skills at
a technology company
In the digital economy, one U.S. technology company
9
expects current and prospective employees to bring this
set of skills to the workplace:
Set business direction
Business acumen
Customer focus
Financial acumen
Strategic agility
Align and motivate others
Build effective teams
Develop direct reports
Hire and staff
Motivate others
Deliver results
Command skills
Deal with ambiguity
Drive for results
Intellectual horsepower
Integrity and trust
8
T
he Partnership for 21st Century Skills supports federal, state
and local initiatives to give students a solid foundation in core
subjects and core content and to monitor progress with assessment
and accountability measures.
However, the Partnership feels strongly that other necessary
pieces of an effective education are needed for the 21st century as
well. Adding these key elements where they are missing and
measuring them with 21st century assessments will make the
core subjects relevant to the world in which students live and even-
tually may work. Moreover, these key elements will help improve
student achievement; more effectively
address the needs of students with special
challenges, such as English language
learners and students with disabilities;
and help schools meet the intent of No
Child Left Behind. This section outlines
the framework the Partnership recom-
mends to make this happen.
Six elements of a 21st
century education
To strengthen core subjects and move
toward a 21st century education, there are
six elements schools can incorporate:
Emphasize core subjects.
Emphasize learning skills.
Use 21st century tools to develop learning skills.
Teach and learn in a 21st century context.
Teach and learn 21st century content.
Use 21st century assessments that measure 21st century skills.
Emphasize core subjects
Core academic subjects remain the foundation of a good education.
This is as true today as it was 100 years ago. In the words of noted
educator Jerome Bruner, learning core subjects makes it possible
for students to participate in the process that makes possible the
establishment of knowledge and to take part in the process of
knowledge-getting.
11
Our understanding of core subjects and students course-taking
patterns in these subjects continue to evolve to respond to changing
times. In past decades, core subjects were defined as English lan-
guage arts, mathematics, science
and social studies. In its 1983 report
A Nation at Risk, the National
Commission on Excellence in
Education recommended that high
school students take four years of
English, three years of mathematics,
three years of science and three years
of social studies. College-bound stu-
dents were encouraged to add two
years of a foreign language. Today,
more students are taking these
courses, which the Commission
called the new basics. In 1982, less
than 14 percent of graduates took this
sequence of courses, compared to 56 percent in 1998.
12
A Nation at Risk also called for computer programming to be
included as a new basic, but since then, the world has gone
through a technology revolution. This revolution has led to the need
for all students to be technology literate. Recognizing this, No Child
Left Behind requires that students be technology literate by the end
of the eighth grade.
Part II
The key elements of 21st century learning
One key competency that employers
across-the-board value in employees is
the ability to think creatively and logically
in order to solve problems.
Such employees are most likely to be
promoted in an unforgiving global economy
that requires flexibility and an ability to
develop new skills. The ability to think, speak,
and write logically, to solve problems,
and to synthesize information are also priority
competencies cited by postsecondary
faculty members from all disciplines.
The American Diplomacy Project
Moreover, to position themselves to take the recom-
mended course sequences in high school, students must
start learning core subjects early. Several studies have
shown that instruction in the core curriculum at the earli-
est level is important, as exposure to subjects at the elemen-
tary level is related to courses students take at the second-
ary level, according to the National Center for Education
Statistics at the U.S. Department of Education. The more
content they are taught early on, the more they learn and
the better they perform on later achievement tests.
13
No Child Left Behind identifies the core subjects as
English, reading or language arts, mathematics, science,
foreign languages, civics, government, economics, arts,
history and geography.
14
This expanded list more accur-
ately reflects the demands of 21st century workplaces and
communities. For example, in a global economy, a foreign
language, economics and geography are new basics for
functioning effectively.
In a knowledge economy, core subjects continue to be
relevant and they continue to open doors to opportunity.
Recently, for example, researchers Anthony Carnevale and
Donna Desrochers of the Educational Testing Service
identified geometry as the benchmark course for students
intending to work in well-paid, blue-collar jobs and low-
skilled jobs and algebra II as the benchmark course for
students aspiring to highly paid professional jobs or well-
paid, white-collar jobs.
15
Over the past decade, states and school districts have
strengthened their focus on core subjects by developing
academic content standards. Standards are a positive devel-
opment in that they spell out clearly what students should
know and be able to do. Schools must now make sure these
standards are aligned with assessments. Measures and sys-
tems of accountability are only effective if they truly assess
what people value.
Emphasize learning skills
To cope with the demands of the 21st century, people need
to know more than core subjects. They need to know how
to use their knowledge and skills by thinking critically,
applying knowledge to new situations, analyzing informa-
tion, comprehending new ideas, communicating, collaborat-
ing, solving problems, making decisions. Philosopher John
Dewey believed the aim of education is to enable individu-
als to continue their education. The object and reward of
learning is continued capacity for growth.
Of course, these higher-level thinking skills, or learn-
ing skills, are not new, but they are increasingly important
in workplaces and community life. In its 1991 report, What
Work Requires of Schools, the U.S. Secretary of Labors
9
Information and media literacy
skills Analyzing, accessing, managing,
integrating, evaluating and creating
information in a variety of forms and
media. Understanding the role of media
in society.
Communication skills
Understanding, managing and creating
effective oral, written and multimedia
communication in a variety of forms
and contexts.
Critical thinking and systems
thinking Exercising sound reasoning in
understanding and making complex
choices, understanding the interconnec-
tions among systems.
Problem identification, formu-
lation and solution Ability to
frame, analyze and solve problems.
Creativity and intellectual
curiosity Developing, implementing
and communicating new ideas to others,
staying open and responsive to new and
diverse perspectives.
Interpersonal and collaborative
skills Demonstrating teamwork and
leadership; adapting to varied roles and
responsibilities; working productively with
others; exercising empathy; respecting
diverse perspectives.
Self-direction Monitoring ones
own understanding and learning needs,
locating appropriate resources, transfer-
ring learning from one domain to another.
Accountability and adaptability
Exercising personal responsibility and
flexibility in personal, workplace and
community contexts; setting and meeting
high standards and goals for ones self
and others; tolerating ambiguity.
Social responsibility Acting
responsibly with the interests of the larger
community in mind; demonstrating ethi-
cal behavior in personal, workplace and
community contexts.
Information and
Communication
skills
Thinking and
problem-solving
skills
Interpersonal and
self-directional
skills
Learning Skills
Adapted from the work of the American Library Association,
16
Association of College and
Research Libraries,
17
The Big6,
18
Center for Media Literacy,
19
Educational Testing Service,
20
National Skill Standards Board,
21
North Central Regional Educational Laboratorys
enGauge,
22
and the Secretarys Commission on Achieving Necessary Skills (SCANS).
23
Commission on Achieving Necessary Skills (SCANS) identified
these kinds of skills, as well as the personal qualities of responsi-
bility, self-esteem, sociability, self-management and integrity/hon-
esty.
24
Many states and school districts already incorporate learning
skills into their standards and assessments for core subjects, but the
Partnership and many employers and educators believe schools
should emphasize them strategically and comprehensively.
Learning skills are cognitive skills
that the Partnership defines in three broad
categories:
information and communication;
thinking and problem solving; and
interpersonal and self-directional
skills.
Learning skills enable people to
acquire new knowledge and skills, connect
new information to existing knowledge,
analyze, develop habits of learning and
work with others to use information,
among other skills. (For more details on
learning skills, see the chart on page 9.)
These knowing how to learn skills
provide both flexibility and security in an
era characterized by constant change. People who can learn new
information, new software programs or new ways of doing things,
for example, have much better prospects in the world than people
who cannot. Business leaders want employees who can continually
update their skills, communicate effectively and work independently
to get things done. In its publication, Why Business Cares About
Education, the Business Coalition for Education Reform noted:
Todays economy is vastly different from fifty years ago, fueled now
by brains rather than brawn. In order to survive, businesses need
individuals who possess a wide range of high-level skills and
abilities, such as critical thinking, problem solving, teamwork,
and decision-making skills.
26
Studies show the proportion of the
labor force employed in occupations that
make extensive use of interactive and
analytic cognitive skills has increased
substantially.
27
One recent study conducted
over a 40-year period found that more and
more jobs demand workers who do more
than routine work.
28
Learning skills are equally valuable
outside the workplace. Making intelligent
consumer choices, raising children, partici-
pating in civic affairs, evaluating media
perspectives all of these endeavors
require people to access and assess informa-
tion to solve problems, act constructively
and make decisions. The world in which we
live is increasingly sophisticated, multifaceted and nuanced. People
need high-level learning skills to act, respond, learn and adjust to
ever-changing circumstances. As the world grows increasingly com-
plex, success and prosperity will be linked to peoples ability to
think, act, adapt and communicate creatively.
Use 21st century tools
to develop learning skills
As this report makes clear, technology is and will continue to be a
driving force in workplaces, communities and personal lives in the
21st century. Technology helps prepare students for the workforce
when they learn to use and apply applications used in the world of
work. Workforce skills are mastered with technology use. When
content and strategies meet accepted education standards, research
shows that technology increases mastery of vocational and work-
force skills and helps prepare students for work when emphasized
as a problem-solving tool (Cradler, 1994).
29
In this environment, the need for technologically literate
citizens and workers increases every year. Skilled people in the
21st century need to understand how to use technology tools.
The Partnership defines these as information and communication
technologies (ICT) tools. Current 21st century tools include comput-
ers, networking and other technologies, plus audio, video, and other
10
During the past decade, our nation
came to the widespread realization that
technology was the driving force in
the economy, and increasingly important
to most of our human endeavors.
All around us we see the
information technology revolution in
progress in communications, business
and commerce, how we educate
and train our people, and how we
manage our personal lives.
25
U.S. Under Secretary of Commerce
for Technology Phillip J. Bond
21st century tools
Current 21st century tools include:
Information and communication technologies, such
as computers, networking and other technologies
Audio, video, and other media and multimedia tools
This list is a snapshot of current 21st century tools. The
mix of tools will change and evolve rapidly in the future.
Todays technology may be obsolete tomorrow. It is impos-
sible to predict the tools that will be essential for learning
and working in the years to come. This is why it is impor-
tant for people to acquire the learning skills that will enable
them to learn to use next-generation technology and
why businesspeople and educators need to continue collab-
orating so schools will stay abreast of new technology.
media and multimedia tools. These tools enable people to perform
effectively at work and in their daily lives, by using such tools as
spreadsheets for calculation, budgeting
and building scenarios; graphic and multi-
media programs for presentations; data-
bases for research; and networks for com-
municating with others.
Students need to learn how to use
21st century tools beginning in elementary school to take full advan-
tage of the vast array of research and multimedia resources, digital
content and communications options available to them.
The importance of
integrating ICT literacy
Together, learning skills and 21st century tools knowing how to
use these tools to perform learning skills represent ICT literacy.
Many learning skills may have nothing to do with technology, such
as communicating effectively in face-to-face social or workplace situ-
ations or juggling personal responsibilities. ICT literacy, on the other
hand, means harnessing technology to perform learning skills, such
as communicating effectively with presentation software or juggling
personal responsibilities with a personal digital assistant. In these sit-
uations, technology enables people to perform.
Developing ICT literacy requires good leadership, a strong tech-
nology infrastructure, adequate and equitable access to technology
and the Internet in schools, integration of
technology with classroom learning, and
adequate methods for assessing ICT literacy.
ICT literacy is an effective way of
teaching core subjects. Indeed, educators
and employers believe that integrating ICT
literacy into core subjects is the best way to teach. After all, this is
how students use these key elements in the world outside of school,
not as separate, stand-alone strands.
Effective teachers always have incorporated learning skills into
their repertoire of instructional strategies; many now incorporate
21st century tools as well. Today, educators have the opportunity to
integrate learning skills, 21st century tools and core subjects to create
a vibrant education for their students. For a glimpse of how states
already are integrating ICT literacy into their standards, see page 18.
The table below outlines our framework for ICT literacy. It is
important to keep in mind that learning skills may have nothing to
do with 21st century tools. People can communicate or collaborate,
for example, without using technology. However, 21st century tools
increasingly are critical enablers of learning skills. ICT literacy is the
mastery of learning skills by using 21st century tools, according to
the Educational Testing Service.
30
11
Dream how technology can not only
improve education but also
transform what we think of as education.
U.S. Secretary of Education Rod Paige
ICT literacy Framework of the Partnership for 21st Century Skills
Learning Skills +
Thinking and
problem-solving skills
Information and
communication skills
Interpersonal and
self-direction skills
21st Century tools =
Problem-solving tools (such as spread-
sheets, decision support, design tools)
Communication, information processing
and research tools (such as word process-
ing, e-mail, groupware, presentation, Web
development, Internet search tools)
Personal development and productivity
tools (such as e-learning, time manage-
ment/calendar, collaboration tools)
ICT Literacy
Using ICT to manage complexity, solve problems
and think critically, creatively and systematically
Using ICT to access, manage, integrate,
evaluate, create and communicate information
Using ICT to enhance productivity and
personal development
SOURCES: American Library Association,
31
Association of College and Research Libraries,
32
The Big6,
33
Center for Media Literacy,
34
Educational Testing Service,
35
International
Society of Technology Educators,
36
International Technology Education Association,
37
38
North Central Regional Educational Laboratorys
enGauge,
39
the Secretarys Commission on Achieving Necessary Skills (SCANS),
40
and the State Educational Technology Directors Association.
41
Information literacy in Illinois
The Maine Township, Illinois High School District 207 has formally
adopted information literacy goals and systematically integrated them
into core academics in the high school. The school district developed
curriculum and assessment rubrics based on the American Librarians
Associations Toolkit to assist teachers and students in infusing
benchmarks for managing information in all core subject classes.
By their senior year, students are expected to know how to formulate
questions efficiently to meet the requirement of a problem, identify
appropriate resources, analyze and organize identified resources,
build arguments and problem solve based on the resources.
For more information, contact Jim Flanagan at
[email protected].
Learning skills contribute to
student achievement
The scores of students at Wayne Central High School near
Rochester, N.Y., taking the New York regents exam in history
increased dramatically in one year after the school reworked
the history curriculum to follow the Big6 information literacy
principles: task identification, information seeking strategies,
location and access, use of information, synthesis and evaluation.
Before these learning skills were integrated, 58 percent of students
passed the exam. A year later, after these skills were integrated,
91 percent passed.
For more information, visit www.big6.com.
12
Teach and learn in a
21st century context
Good teachers have always helped students discover the value and
relevance of new skills and knowledge. Because children now live in
a world of almost unlimited streams of trivial and profound infor-
mation, of enormous opportunity and difficult choices, helping
students make vital practical, emotional and social connections to
skill and content is more important
than ever. To help students make these
meaningful connections, teachers can
create a 21st century context for
learning by:
Making content relevant to
students lives;
Bringing the world into the
classroom;
Taking students out into the world;
Creating opportunities for stu-
dents to interact with each other,
with teachers and with other
knowledgeable adults in authentic
learning experiences.
Teachers can use examples, applications
and settings from students lives, communities and modern work-
places to frame academic content. They can expand the classroom
experience by bringing in outside experts from the community. They
can use the community as a learning laboratory. Today, technology
makes it possible to bring the world into the classroom and to get
students out into the world with virtual outreach and excursions
into the physical world. Technology also makes it possible to change
the dynamic between students and teachers, allowing students to
pursue topics in depth and, at times, become experts in charge of
their own learning.
In these ways, students can see the connections between their
schoolwork and their lives outside the classroom, now and in the
future. These connections are critical to developing students
engagement, motivation and attitudes about learning. Moreover,
research shows that this kind of contextual learning in rigorous
school-to-career programs in Boston, New
York, Philadelphia and other communities
leads to positive results for students as well,
including higher academic achievement,
lower dropout rates, better attendance and
better college preparation.
42
By teaching in a 21st century context,
educators can create a balanced education
that reflects both national concerns and
local needs.
Teach and learn
21st century content
Every generation of Americans, beginning
with the Founders, has turned to our public
schools to prepare young people for their
world. The Founders believed that a free society needed well-
educated people who would be active and informed citizens and,
thus, sustain the newly established government. In 1789 Benjamin
Rush, a signer of the Declaration of Independence, recommended
that future citizens of the new republic learn foreign languages, arts,
sciences, history, government and logic. He also believed that educa-
tion should reflect global influences on the republic.
43
The framers
of the U.S. Constitution made education a priority, hoping to
Here in New Jersey, we are making
a coordinated effort by working
together with educators, the business community,
and leaders from around the state
to build a better New Jersey,
where students are trained for success,
and where our companies have the tools
and the workforce they need
to lead the way in research, development,
innovation and new technologies.
Gov. James E. McGreevey, NJ
signing 2003 legislation integrating
technology with the states core curriculum
Houston County High School, a Blue Ribbon school in Warner
Robins, Ga., features an innovative Ninth Grade Academy to help
ease the transition to high school. Ninth graders enroll in a semes-
ter-long elective, High School 101 is a course that emphasizes 21st
century skills, such as time management, decision making, and
diversity and social tolerance. Students develop computer and
Internet research skills as they use online resources to hone their
study and test-taking techniques. They also focus on building an
electronic portfolio of their work that will support them, just as
these skills do, throughout their high school careers.
Houston County has made a major commitment to providing 21st
century tools for its learning community, including wireless mobile
computer labs that move from classroom to classroom to provide
technology resources where needed. For example, in ninth-grade
geometry classes, teachers use math visualization tools to help
students make the essential connection between graphical represen-
tations and numerical equations. Teachers use results from elec-
tronic testing equipment to establish math tutorials and identify
weaknesses.
For more information, visit www.hcbe.net/
presentation.htm
13
develop civic-minded citizens who were committed to the funda-
mental values and principles of American society.
This generation of Americans is no different. We want our
schools to prepare students for the
world. We expect the next generation to
preserve and strengthen our democracy.
Today, though, business and education
leaders agree that some content is miss-
ing from state and local standards and
requirements for most students. This
new content represents essential knowledge for the 21st century
global community, workplaces and lifestyles.
Schools need to increase their emphasis in three content areas.
1. Global awareness. Americans live in increasingly
diverse communities and many work for businesses involved in glob-
al commerce. Technology is obliterating geographic boundaries and
time zones; collaboration and communication across these bound-
aries is now commonplace. In this environment, people need a deep-
er understanding of the thinking, motivations and actions of differ-
ent cultures, countries and regions. Global awareness promotes
understanding, tolerance and acceptance of ethnic, cultural, religious
and personal differences as they play out in communities and work-
places. It also helps people work through the complexities of differ-
ent points of view that spring from different parts of the world.
2. Financial, economic and business literacy.
Both personally and professionally, people are responsible for
making sophisticated economic and business choices that will
affect their futures profoundly: Will a college degree improve my
earnings? Where should I invest my money? Is it smarter to buy
or lease a car? Should I consolidate my debt with a home equity
loan? Why save for retirement now? These everyday choices can
result in personal prosperity or in poor financial decisions, debt
or even bankruptcy. Yet most people
receive no schooling in these topics. As a
result, the cumulative effect of millions
of financially illiterate Americans, unable
to meet financial goals for themselves and
their families, has large-scale national
implications,
44
according to the National
Endowment for Financial Education.
Similarly, most people enter workplaces after high school or
college without even a rudimentary understanding of the business
processes, entrepreneurial spirit or economic forces that shape their
lives. How does my performance affect my companys success?
How can I support and contribute to my organizations goals?
What value do I add to the enterprise?Can I evaluate a proposal
Now more than ever, we need a generation
of Americans that understands
the obligations of citizenship and
the responsibilities that come with democracy.
U.S. Under Secretary of Education Eugene W. Hickok
ICT literacy
In 2004, the Partnership will release a report and leadership
tools on ICT literacy. Knowing how to use 21st century tools
to perform learning skills comprises ICT literacy. Learning
skills are not a novel concept in education but using
modern tools to teach and assess them is a new approach.
Recognizing the importance of technology literacy, No Child
Left Behind requires that students be proficient in it by the
eighth grade.
Boosting ninth-grade results with 21st century skills
14
and determine if it is a good business opportunity?Will this person
be a good fit on my team? Again, understanding these business issues
can help people move ahead or fall behind in their careers. Financial,
economic and business literacy will help
people better manage their personal
finances and contribute more produc-
tively in workplaces.
3. Civic literacy. The United
States needs informed, responsible citi-
zens to participate in the political
process. Today, fewer and fewer
Americans are exercising their civic
rights and responsibilities; just 51 per-
cent of the voting age population
turned out to vote in the 2000 presi-
dential election, according to the
Federal Election Commission. Civic literacy can help students
understand, analyze and participate in government and in the com-
munity, both globally and locally. Citizens should make decisions
that reflect an understanding of historic implications, the role of
leaders and a broader sense of political awareness.
Schools do not necessarily have to create new courses to incor-
porate this 21st century content into their classrooms. Rather, they
can infuse this content into core subjects or use it in contextual learn-
ing experiences.
Other new content may be relevant
in states and communities
State and local education leaders may work with business and com-
munity leaders to develop their own new content areas to reflect
community, industry or regional economic development needs.
Some communities are making this move already, convening educa-
tors, employers and public officials to engage in dialogues about
community challenges and opportuni-
ties. Content areas such as the humani-
ties, character education, and the visual
and performing arts are among those
that many communities believe are
essential to a quality education.
From these collaborations, commu-
nity leaders are working together to focus
education programs and teacher profes-
sional development on local business and
industry needs.
For example, some school districts
offer school-to-career experiences in
high school academies or programs in
health care and medicine; math, science and engineering; manufac-
turing; robotics; biotechnology; and communications and the arts.
Students learn core subjects through the lens of business contexts,
settings and applications. In the best of these programs, students
and their teachers have opportunities to learn about workplaces
through visits, work experiences and collaboration with
businesspeople.
Use 21st century assessments
that measure 21st century skills
Improving student achievement has resulted in a national focus on
assessment. Standardized tests are here to stay. As countless
observers have noted, What gets measured gets taught. In light of
this reality, the Partnership has three overarching points to make
Launched in 2000 by an industry-education coalition, the Gary and
Jerri-Ann Jacobs High Tech Middle and High Charter Schools in
Napa, Calif., incorporate three design principles: personalization,
adult world connection and a common intellectual mission. The
schools feature performance-based assessments, daily shared
planning time for staff, state-of-the-art technical facilities for
project-based learning, internships for all students and close links
to high-tech workplaces.
High school students do much of their best learning outside of
school. Through community internships and projects, they collabo-
rate with adults on work that has meaning well beyond a graded
course. They routinely confront unpredictable problems and situa-
tions. They develop intellectual perspectives that cut across subject
areas, mingling chemistry with civics or mathematics with the arts.
And they form working relationships with adults, who model real-
world problem solving and standards for excellence. This 21st
century learning pays off on standardized assessments as well.
For both 200001 and 200102, High Tech High ranked 10 on
a scale of 1 to 10 in California on the Stanford 9 assessment.
For more information visit www.hightechhigh.org
As IT has become ubiquitous throughout
organizations and central to mission-critical
operations, employers have placed an
increasing emphasis on
IT workers business skills
and soft skills, such as the ability to
communicate effectively and to work
in a collaborative environment.
45
U.S. Department of Commerce
21st century assessments yield results
15
Global awareness
Financial, economic and business literacy
Civic literacy
Using 21st century skills to understand and address global issues
Learning from and working collaboratively with individuals
representing diverse cultures, religions and lifestyles in a spirit
of mutual respect and open dialogue in personal, work and
community contexts
Promoting the study of non-English language as a tool for
understanding other nations and cultures
Knowing how to make appropriate personal economic choices
Understanding the role of the economy and the role of business
in the economy
Applying appropriate 21st century skills to function as a
productive contributor within an organizational setting
Integrating oneself within and adapting continually to our nations
evolving economic and business environment
Being an informed citizen to participate effectively in government
Exercising the rights and obligations of citizenship at local,
state, national and global levels
Understanding the local and global implications of civic decisions
Applying 21st century skills to make intelligent choices as a citizen
21st Century Content
CIVITAS is a curriculum framework designed to revitalize civic
education in schools nationwide and foster a renaissance in civic
thinking, learning and action. It sets forth national goals for a
civic education curriculum, primarily for K12 public and private
schools but with extended applications in communities and in
higher education, specifying the knowledge and skills citizens need
to perform their roles in democracy.
As part of its social studies program, the Allentown (Pa.) School
District has implemented and continues to develop a curriculum
package based on the Center for Civic Educations School Violence
Prevention Demonstration Program. The curriculum package is
benchmarked with state standards in civics, literature, math,
reading and writing for elementary students. Plans are to create a
K12 program as well. This interdisciplinary strategy to integrate
civics literacy into the core curriculum also supports students'
critical thinking skills, information literacy and problem-solving
skills as they work through simulations of real-world problems in
a project-based environment. The Center for Civic Education
designed the original framework for this program in 1999 to
promote ways in which civic education can be used as a strategy
to prevent violence in school settings.
For more information, visit
www.civiced.org/civitasexec.html.
www.civiced.org/yoder_strategies.pdf.
SOURCES: American Forum for Global Education,
46
International Education and Resource Network (iEARN),
47
The Business Roundtable,
48
National Council on Economic
Education,
49
50
U.S. Department of Commerce,
51
U.S. Department of Labor,
52
Center for Civic Education,
53
CivNet
54
and American Political
Science Association.
55
Civic literacy to strengthen communities
16
about assessments and accountability:
Standardized tests must measure both core subjects and 21st
century skills. We must measure what
we value or it wont be taught.
Standardized tests must be balanced
appropriately with classroom assess-
ments to measure the full range of the
students skills in a timely way.
Classroom assessments must be
strengthened and integrated with the
instructional process to reinforce learn-
ing, provide immediate feedback and
help students learn core subjects and
As pervasive as assessment seems to be today, it remains an emerg-
ing and challenging field that demands further study and innova-
tion. For example, as important as they are, standardized tests can
measure only a few of the critical skills and knowledge that we hope
our students will learn. Standardized tests alone do not provide the
immediate diagnostic information that teachers, parents and stu-
dents need to make decisions in the classroom or improve learning
in real time.
Similarly, while education research literature documents the
success of classroom assessment in improving student achievement,
these assessments typically are not valid or reliable
for broad comparisons across classrooms or
schools. Effective classroom assessments integrate
classroom teaching and learning, going beyond
tests at the end of a lesson and providing immedi-
ate feedback to teachers and students on perform-
ance. Project-based assessments, for example, fea-
ture such characteristics as real-life contexts,
everyday problems, the application of content to
solve problems and the use of appropriate tech-
nologies. Teachers can specify the criteria for suc-
cess through rubric development and make them
known to students before the assessment.
Further, while employers and educators alike value learning
skills, schools are not measuring them either on standardized tests
or in classroom assessments.
Clearly, we must tackle these assessment issues now or we
risk the same kind of gap between how students learn and how they
are tested as we have already between how students live and how
they learn. For example, there is increasing evidence that tests that
require students to produce written responses on paper underesti-
Accountability doesnt cause
failure; it identifies failure.
And only by acknowledging poor
performance can we ever
help schools to achieve.
You cant solve a problem unless
you first diagnose the problem.
President George W. Bush
Global awareness in a
21st century context
As a lead teacher for the International Education and Resource
Network (iEARN), Kristi Rennebohm Franz created the Schools
Outfitting Schools (SOS) curriculum as a first step to developing an
ongoing learning community connecting at her school, Sunnyside
Elementary School in eastern Washington, and an Afghan elemen-
tary school. To raise money for school supplies for their Afghani
counterparts, Kristis first and second graders honed their math,
language arts and technology skills by giving presentations, creating
promotional materials and tracking donations. Whats more, they
developed greater global and cultural awareness by relating their
efforts to current events and corresponding with students at their
sister school.
The White House and the U.S. Department of Education
highlighted SOS as an exemplary program in the Friendship
through Education Consortium.
www.iearn.org/afghan/iEARNAfghanistan.html
Examples of new industry,
local content
The American Film Institute (AFI) worked with educators in
Montgomery County (Md.) Public Schools to develop an educa-
tional guide to screen literacy, which is defined as the ability to read
and write for the screens of computer, television, cinema and the
Internet. Then AFI piloted a Screen Education Initiative, using an
experiential pedagogy that combines state standards, academic
curriculum and real-life professional evaluation and feedback, in
six Los Angeles public schools.
The Pittsburgh Technology Council, a trade group with 1,500 mem-
bers, offers several programs to help local schools prepare students
for the future. For example, a partnership with a local high school
exposes students and teachers to robotic technologies, digital
logic, computer applications, technical writing and drawing, all
integrated into core subjects.
17
mate the performance of students who are accustomed to writing
with computers, says researcher Mike Russell of Boston College.
56
Technology holds the promise of
helping to solve some of the chal-
lenges of assessments today. Already,
12 states and the District of Columbia
are administering computer-based
assessments in the 200203 school
year. Six of these tests are pilots. Of
the states with computer-based tests,
five report that they designed the exams partially to meet require-
ments of No Child Left Behind, which requires annual testing of stu-
dents in English and math in grades three through eight and once in
high school. Florida and Oklahoma are planning computer-based
testing pilots for the 200304 school year.
57
Digital scoring systems
may dramatically increase the speed with which results are available
and reduce the costs and time required for human scorers. Test-
taking and test results may be nearly simultaneous.
Technology may give schools the ability to create broader and
smarter assessments that can provide accurate, timely measurements
of student proficiency. When aligned
with standards and curriculum such
assessments can be a powerful tool to
improve teaching and learning. The
CEO Forum on Education and Tech-
nology encouraged alignment of stan-
dards, assessments and accountability
with technology and data analysis.
58
To be sure, developing technology-driven assessments for a
21st century world demands research, flexibility and financial
commitments from the public and private sectors, including higher
education, schools of education, K12 education, test developers
and business. But decreasing costs for hardware, networks and
delivery make this linchpin of a 21st century education more
possible every day.
Clearly, we must tackle these assessment issues
now or we risk the same kind of gap
between how students learn and
how they are tested as we have already
between how students live and how they learn.
The program aims to increase the number of teachers who can
integrate information technology basic skills into their K12
curriculum; improve the quality of teacher preparation for informa-
tional technology courses through professional development; and
create mechanisms through which curriculum can be changed to
meet the needs of industry.
At the Bergen Academy for Advancement of Science and Technology
(AAST) in New Jersey, one of seven industry sector-focused acade-
mies within the Bergen County Technical Schools system, computer
studies form an integral part of the science department, which also
includes mathematics, physics, biology and chemistry. As a high-
technology magnet school, AAST requires four years of math, three
years each of chemistry, biology and physics, and one year of tech-
nology as part of the core curriculum for graduation. Electives
within the technology strand include such diverse offerings as com-
puter-aided design, optoelectronics, telecommunications, robotics
and instrumental analysis. Other Bergen County academies special-
ize in business and computer technology, engineering and design,
medical science, visual arts and graphic communication, power and
transportation, and culinary arts.
For more information, visit:
www.afi.edu.
www.pghtech.org.
www.bergen.org/AAST/about/index.shtml
18
S
tate education leaders are beginning
to understand the importance of ICT
literacy to their educational agendas.
However, policy approaches to integrating
these skills into classroom learning vary.
Some states incorporate ICT literacy into
their core academic standards, others
include it in curriculum guidelines. Few,
if any states, however, are assessing these
skills in their accountability measures.
The examples here illustrate how some states
are moving in the right direction to integrate
21st century skills into the curriculum. This
is not a comprehensive or exemplary list;
rather, it is a sampling of possibilities for
education leaders to consider.
Alabama
www.t4alabama.org
T4 Alabama, a project for sixth- to 12th-
grade students, addresses staff development
and technology infusion. A semester-long
T4 class trains students with the technical
and collaborative skills necessary to partner
with one of their teachers to improve their
learning. Each student/teacher partnership
creates a technology-infused lesson plan
aligned to district or state curriculum
standards. Student graduates of this course
provide the ongoing technology support
lacking in many schools. T4 Alabama
involves more than 50 schools in the state.
Illinois
www.ccsd15.net/AboutDistrict15
/SuperintendentsMessage/HTML/
StudentsAcquire21stCentury
Skills.html
In Illinois, each section of academic stan-
dards includes an Application of Learning
section, which details the applied learning
skills needed for mastery of academic
standards and benchmarks. As noted on the
state department of educations Web site,
Through Applications of Learning, stu-
dents demonstrate and deepen their under-
standing of basic knowledge and skills.
These applied learning skills cross academic
disciplines and reinforce the important
learning of the disciplines. The ability to
use these skills will greatly influence stu-
dents success in school, in the workplace
and in the community. The categories for
the Applications of Learning are as follows:
Solving problems
Recognize and investigate problems;
formulate and propose solutions
supported by reason and evidence.
Communicating
Express and interpret information
and ideas.
Using technology
Use appropriate instruments, electron-
ic equipment, computers and net-
works to access information, process
ideas and communicate results.
Working on teams
Learn and contribute productively as
individuals and as members of groups.
Making connections
Recognize and apply connections
of important information and ideas
within and among learning areas.
North Dakota
www.dpi.state.nd.us/standard/
content/tech.pdf
A team of library and technology special-
ists, assisted by representatives from the
department of public instruction, recently
developed the library/technology literacy
standards for North Dakota. The standards
were based on reviewing the standards
work of these organizations:
American Association of School
Librarians (AASL)
Association for Educational
Communications and Technology
(AECT)
International Society for Technology
in Education (ISTE)
The team also reviewed relevant content
standards from all of the states as well as
various research process models, such as
The Big6 by Eisenberg and Berkowitz.
The standards reflect the Partnerships view
that students must develop the ability to
access, evaluate and use a range of informa-
tion sources in combination with adequate
technology knowledge and skills to become
critical thinkers and lifelong users of infor-
mation. The standards define the knowl-
edge and skills students need to be infor-
mation literate, with the ultimate goal of
students learning with information and
technology, not learning about information
and technology. Further supporting the
Partnerships belief in integrating these
skills with core subjects, the board advo-
cates that library and technology specialists
collaborate with other educators to inte-
grate the standards into the curricula of
academic content areas.
These five library/technology standards are
developed through benchmarks, examples
of specific knowledge and examples of
activities for three grade ranges K4,
58 and 912.
Oklahoma
www.sde.state.ok.us/home/
defaultie.html
In 2002, the state board of education
adopted Priority Academic Student Skills
(PASS), a set of four cross-disciplinary skills
standards, including those for information
literacy and instructional technology.
How states are integrating ICT literacy into schools
Based on the information literacy guidelines
of the American Association of School
Librarians, the PASS standards for infor-
mation literacy reflect the view that the abil-
ity to find and use information is basic to
student learning and that these standards
are to be taught as an integral part of the
curriculum in science, social studies,
language arts, reading and so forth. The
board of education recommends that
classroom teachers and media specialists
provide opportunities for students to use
information literacy skills in completing
class assignments.
PASS standards in instructional technology
were created using the International Society
for Technology in Education (ISTE)
National Educational Technology Standards
(NETS). The Partnership supports the
position taken by the board of education in
integrating these skills within the context of
core subjects. As the boards Web site notes,
These standards should not be viewed as
stand-alone standards for technology, but as
technology that facilitates teaching and
learning across the entire curriculum.
Pennsylvania
www.pde.state.pa.us/k12/lib/
k12/RWSLStan.doc
Pennsylvanias reading, writing, speaking
and listening standards reflect the unique
aspects of the processes that students use to
learn and make sense of their world. As stat-
ed in the introduction to the standards,
Students do not read reading; they read
about history, science, mathematics and
other content areas as well as about topics
for their interest and entertainment.
Similarly, students do not write writing;
they use written words to express their
knowledge and ideas and to inform or
entertain others.
Because of their cross-disciplinary nature,
reading, writing, speaking and listening
standards are used by all teachers in
Pennsylvania, regardless of subject or grade.
Not surprisingly, these standards reflect
many of the learning skills identified by
the Partnership. Here is an excerpt from
the standards for Grade 5:
Use media for learning
purposes
Compare information received on
television with that received on radio
or in newspapers.
Access information on the Internet.
Discuss the reliability of information
received on Internet sources.
Explain how film can represent either
accurate versions or fictional versions
of the same event.
Explain the role of advertisers in
the media.
Use a variety of images and sounds
to create an effective presentation
on a topic.
Texas
www.tea.state.tx.us/
technology/ta.
In Texas, ICT literacy is comparable to
Technology Applications literacy. Tech-
nology Applications is a required enrich-
ment curriculum specified in law that focus-
es on the teaching, learning and integration
of digital technology skills across the cur-
riculum at all grade levels. The Technology
Applications curriculum was built on the
premise that students acquire Technology
Applications knowledge and skills in a con-
tinuum beginning at the elementary level
and continuing through the secondary level.
Technology Applications standards were
developed and adopted for grades K12.
The Technology Applications Texas Essential
Knowledge and Skills (TEKS) describe what
students should know and be able to do
using technology.
Utah
www.usoe.k12.ut.us/curr/
EdTech/newcore.htm
www.usoe.k12.ut.us/curr/
lifeskills/default.htm
The board of education has developed
core curriculum standards in educational
technology to equip students with tech-
nology knowledge and skills necessary to
successfully live, learn, and work in the 21st
century. The objectives are intended not
only to teach marketable technology skills
but also to apply technology across the cur-
riculum. Consequently, the board advocates
that this core be integrated with the core
curriculum, not isolated from it.
Furthermore, to help curriculum and assess-
ment developers as well as classroom teach-
ers seeking guidance for teaching subject
matter, the board of education also devel-
oped guidelines for life skills as part of its
state curriculum guidelines, as follows:
Lifelong learning
Complex thinking
Effective communication
Collaboration
Responsible citizenship
Employability
Character development/ethics
General Adoption
of Technology
Standards
This link shows the states that have adopted,
adapted or referenced the ISTE NETS
standards for educational technology:
http://cnets.iste.org/pdf/States_
using_NETS_10_09_02.pdf
19
20
P
reparing students for the 21st century calls for collective action
on many fronts. This report is about getting started. Leaders in
education, business and the public sector have been discussing the
need for a 21st century education model for at least a decade
but we still have much to accomplish. Now is the time to begin.
Here is a strategy for building momentum:
Embrace a powerful vision of public education
that includes 21st century skills.
Align leadership, management and resources
with educational goals.
Use this tool to assess where schools are now.
Develop priorities for 21st century skills.
Develop a professional development plan for
Make sure students have equitable access to
a 21st century education.
Begin developing assessments to measure
student progress in 21st century skills.
Collaborate with outside partners.
Plan collectively and strategically for the future.
1. Embrace a powerful vision of public educa-
tion that includes 21st century skills. National,
state and local leaders can articulate the growing urgency for a
vision of education that prepares students for work and life in a
knowledge society. The combined wisdom of research, best practices
and insights from educators, employers and policymakers points to
a vision of education that honors core subjects and integrates
Part III
Implementing 21st century skills:
nine steps to build momentum
Sharing resources for
professional development
The Technology Applications Teacher Network , a collaborative project
among the 20 Texas Education Service Centers and the Texas Education
Agency provides Texas educators with professional development and
resources to integrate technology into the classroom. The project
includes professional development academies and online support.
Professional development modules focus on integration in grades K8
and development of advanced technology skills taught in the context of
core curriculum content in grades 912. The first academies are planned
for fall 2003. An objective of this effort is to share resources that are
available through education, business and the community that can
support educators in gaining the adopted State Board for Educator
Certification (SBEC) Technology Applications educator standards.
For more information, visit www.tea.state.tx.us/
technology/ta
Reshaping professional
development for the
21st century
The Metropolitan School District of Lawrence Township (Ind.)
recognized the need to develop a human resource infrastructure
to promote inclusion of 21st century skills in its schools. To sup-
port this process, the district hired a full-time director of profes-
sional development and an internal initiative coordinator and
trained 40 master teachers to serve as digital age literacy leaders
and coaches. In addition, the district created the framework for
an online learning environment, a professional development
council and a new teacher orientation program.
For more information, visit www.msdlt.k12.in.us
learning skills and 21st century tools, context, content and
assessments. This education model is comprehensive, strategic
and foresighted, and it will help the nation fulfill the promise of
No Child Left Behind.
2. Align leadership, management and resources
with educational goals. Leaders and managers set the
tone for action. Policymakers, superintendents and school adminis-
trators can promote 21st century educa-
tion by committing to incorporating 21st
century skills in standards and assess-
ments, investing in professional develop-
ment and technology, and allocating ade-
quate resources to ensure equitable access
to 21st century tools. They also can devel-
op their own proficiency in 21st century
tools.
3. Use this tool to assess
where schools are now.
Education leaders can use the MILE
Guide for 21st Century Skills in this
report to gauge their schools current
capacity for preparing students to succeed.
Many schools will discover that they
already have begun the journey by focus-
ing on core subjects, incorporating learning skills and technology
into classroom expectations, providing teachers and administrators
with relevant professional development, or collaborating in mean-
ingful ways with employers and other partners, for example. These
existing approaches give schools leverage to move forward more
aggressively and develop benchmarks to measure progress.
4. Develop priorities for 21st century skills.
The MILE Guide will help education leaders pinpoint their
strengths and weaknesses. From this self-assessment, schools can
focus on the gaps between current realities and their vision for the
future: Which 21st century skills do schools need to focus on?
What are the short- and long-term priorities?
5. Develop a professional
development plan for 21st
century skills. To promote 21st cen-
tury learning, teachers need to be competent
in 21st century skills. They need to use
instructional strategies that reflect current
research, modern contexts to engage students
in learning and classroom assessments that
effectively measure what students are learn-
ing and how they are learning it. Professional
development is critical if teachers are to
model lifelong learning. States and school
districts also must commit the resources and
analysis necessary to guarantee that a teach-
ing degree and license actually represent the
skills necessary to teach in this century.
6. Make sure students have equitable access
to a 21st century education. The power of core sub-
jects and 21st century skills to make a difference in student learning
21
Laptops help bridge
the digital divide
When it was time for the Henrico County School District in
Richmond, Va., to upgrade its hardware, Superintendent Mark
Edwards decided to leap into the 21st century by brokering a land-
mark deal to lease more than 24,000 laptop computers, one for
every student and teacher in both middle and high schools. In a dis-
trict that covers urban and rural areas, and one in which one-third
of students have no access to technology at home, the district's ini-
tiative bridges some of the divide. The district also developed soft-
ware that allows students to use technology for classroom activities
and assignments and stay in contact with their teachers through the
campus-wide wireless network. Students can work collaboratively
with up-to-the-minute information constantly at their disposal.
A major element of the initiative has been a commitment to profes-
sional development and technical support. Teachers participate in
curriculum writing workshops, peer mentoring opportunities and
summer institutes and can access training online and through CDs
and videotapes. Every school has full-time trainers and technical
support personnel who give both students and teachers 24/7 sup-
port. The district has been able to pay for this $21.7 million initia-
tive from its operating budget, with some support from federal
technology grants.
For more information, visit www.henrico.k12.va.us/
Quality education for all children
is our top priority. Education needs to be
a continuum of learning opportunities,
from preparing children to start school
ready to learn to excellent schools
in every community, all in light of the fact
that 21st century jobs require
An educated workforce is so
intimately connected to economic
prosperity that we cant afford
to retreat from educational excellence
in difficult economic times or
we will hinder our recovery.
Gov. Kathleen Sebelius, Kansas
22
is tempered by the fact that many students do not yet have access
to them. All students need highly qualified, effective teachers and
regular, reliable access to modern technol-
ogy. Education leaders and outside part-
ners must be especially vigilant about pro-
viding underserved students with equi-
table access to these learning essentials.
7. Begin developing assess-
ments to measure student
progress in 21st century
skills. Assessments drive instruction,
so assessments must measure 21st cen-
tury skills. States and school districts can work with testing com-
panies to develop standardized assessments that incorporate and
measure acquisition of 21st century skills. School districts, schools
and educators can develop effective classroom assessments for 21st
century skills as well.
8. Collaborate with outside partners. Parents,
community organizations, higher education, schools of education in
colleges and universities, employers and content providers all have
important contributions to make to schools. Education leaders need
to reach out to these partners and work
with them to improve education.
Parents can be full partners with
educators in helping their children learn
and their schools improve. Community
organizations, such as youth-serving
groups, libraries and public service agen-
cies, can promote education in extended
learning opportunities outside of school.
Colleges and universities can develop for-
mal relationships with K12 schools to
build a seamless transition for students into higher education. They
also can enrich the research base in hot topics such as effective
instructional practices and methodologies. Schools of education can
prepare future teachers with a solid foundation in core subjects, a
repertoire of effective instructional strategies and competence in
21st century skills. Employers can work with education leaders and
classroom teachers to identify workforce needs and provide learning
opportunities for students and educators alike. They can support
Overcoming limits for
students with disabilities
NO LIMIT! (New Outcomes: Learning Improvement in
Mathematics Integrating Technology) is an Enhancing Education
Through Technology grant administered by the Office of the
Superintendent of Public Instruction in Washington. The project is
beginning its third year of implementation.
The NO LIMIT! project contains an element for addressing the
needs of learning disabled students. Under the directorship of Ann
Black of the Washington State Special Education Technology Center,
the program is designed to:
Improve reading and writing skills, mathematics and
problem solving and higher-order thinking skills among
learning-disabled students
Supplement math curricula and develop classroom learning
scaffolds that help learning disabled students become more
successful in mathematics, reading, writing and numerous 21st
century skills
Promote development of learning disabled students as technol-
ogy mentors who are able to collaborate effectively with their
peers and with adults.
www.cwu.edu/~setc/ldmath/proj_desc.html
Community access
In a small, rural community, the Mercedes Independent School
District in Texas is maximizing the use of its facilities as both formal
schools and community centers with two opportunities for commu-
nity members to access both technology and training.
With leadership from Superintendent Jesus Gandara, Mercedes ISD
designed and built a Community Tech Dome. The 3,600-square-
foot facility houses more than 300 computers and a wireless lab for
distance learning in a bright, fun and open architectural design.
During the day, the multi-use space is used by the junior high
school as classrooms and computer labs. After school and on
Saturdays, community members take advantage of Internet access,
workforce development classes and enrichment activities.
During the summer, Mercedes ISD keeps five of its eight campuses
open. Although school funding is sufficient to operate one school
for those students required to attend summer school, Mercedes
received a competitive grant (21st Century Community Learning
Center support from the U.S. Department of Education) to operate
year-round out-of-school programming on school grounds.
Mercedes will use its partnership with NetDay AmeriCorps to staff
many of the summer programs. The services are free to all Mercedes
community residents.
http://www.mercedes.k12.tx.us/
If assessment is to be a positive force
in education, it must be implemented properly.
It cannot be used to merely sort students
or to criticize education.
Its goals must be to improve education.
Rather than teach to the test,
we must test what we teach.
59
Robert E. Lockwood and James E. McLean,
Alabama educators
23
Technology literacy
for administrators
The International Society for Technology in Education (ISTE)
has formulated and adopted technology standards for school
administrators in six areas:
Leadership and vision
Learning and teaching
Productivity and professional practice
Support, management and operations
Assessment and evaluation
Social, legal and ethical issues
For more information, visit www.iste.org.
Experiential learning through
community partnerships
In close partnership with school activities and learning standards,
Boston-based Citizen Schools aims to meet 21st century demands
on students by bolstering after-school learning focused on writing,
data analysis and oral communication through apprenticeships,
explorations, homework time and team-building activities. The
vision of the program is to use schools after hours, on weekends
and in the summer for experiential learning opportunities that link
children and schools to a larger network.
The Citizen School curriculum stands on four pedagogical pillars
aiming to strengthen academic skills, develop personal leadership
skills, facilitate access to resources and build community connec-
tions. The schools are based in cities across the United States,
working with roughly 1,000 students annually.
For more information, visit www.citizenschools.org
Built-in assessments spur
students to learn
At Charlestown High School in Boston (Mass.), veteran math
teacher Leo Carey has been successful in teaching a rigorous cur-
riculum on technology skills in a self-paced format using real-world
context. Assessments built in to the curriculum require students to
master concepts before moving on to the next lesson. Many students
are non-native English speakers, so the visuals in the curriculum
help them learn concepts more quickly. They can review materials
in other languages as well, making it more accessible to bilingual
students. According to Carey, A higher percentage of students stay
engaged for a longer period of time.
http://boston.k12.ma.us/teach/technology/
adequate funding for schools to support 21st century skills. Content
providers, such as textbook companies and test developers, can
embed 21st century skills into their products.
9. Plan collectively and strategically for the
future. Education, business and community leaders can use the
MILE Guide for 21st Century Skills to understand where they are
and where they need to go to transition to 21st century schools and
classrooms. Key stakeholders can work collaboratively to articulate a
vision that reflects current realities and unique state and local work-
force and community needs.
The Partnership makes these recommendations with a deep
respect for the challenges facing many states and schools today.
Budgets are tight. Demands are intense. Student needs are profound.
The challenge of ensuring equitable access to teaching and learning
tools for all students remains formidable. At the same time, there is
widespread public support for education and an abiding belief in the
tradition that Americans must prepare young people to succeed.
We believe that schools can use the provisions of No Child Left
Behind to remedy some of these challenges. That said, there is much
that other stakeholders can do and already are doing to bridge
the achievement gap and the digital divide.
The Partnership for 21st Century Skills looks forward to con-
tributing to this effort. We intend to continue to engage in conversa-
tions with students, educators, employers, community members and
policymakers about education in the 21st century. We will continue
to develop reports and tools to help education leaders jumpstart
teaching and learning in their schools. As you get started, we
encourage you visit our Web site to share your stories and best
practices. Collectively, we can learn and take action for generations
to come.
This is a dynamic, exciting time for everyone involved in
education today. There is a tremendous opportunity to consolidate
standards, assessments and accountability; core subjects and 21st
century skills; technology and professional development invest-
ments; and teaching and learning into a unified vision of a 21st
century education. With all of these pieces aligned and integrated
into a coherent whole, the nations 20-year effort to improve student
achievement will come together like a vibrant mosaic. This is a
holistic vision of education that is worth our collective efforts.
Making a difference: How key stakeholders can support the effort
24
I
mproving education for the 21st century
is a communitywide endeavor. Education
leaders who are ready to get started will
want to coordinate their efforts and work
strategically with outside partners. Specific
steps that people at many levels can take as
part of a comprehensive effort are listed
below.
In the public sector
Next steps for federal
policymakers
Encourage states and school districts
to develop a vision for learning in the
21st century.
Use No Child Left Behind to encourage
states and school districts to incorpo-
rate ICT literacy into education.
Increase the use of research and
development on the integration
of 21st century education.
Align the vision and focus of 21st
century skills in K12 schools with
after-school, military, workforce, and
research and development programs.
Provide incentives to encourage
schools to incorporate 21st century
skills.
Next steps for state
policymakers
Make sure standards incorporate 21st
century skills.
Develop assessments that align with
21st century standards.
Make sure all students have equal
access to 21st century tools and
instruction.
Support professional development in
21st century skills for teachers and
administrators.
Make the development of 21st century
skills a priority and allocate resources
accordingly.
Next steps for local
policymakers
Convene education leaders and
employers to begin or continue to talk
about preparing workers and citizens
for the 21st century.
Continue to work with schools and
businesses to promote excellence in
teaching and learning. Emphasize core
subjects and 21st century skills.
Align standards and assessments to
Support professional development in
21st century skills for teachers and
administrators.
Support funding for schools to enable
them to foster 21st century learning.
In the private sector
Next steps for business
Reinforce the need for high-skilled,
productive workers.
Work with K12 schools and higher
education to articulate clearly the list
of skills and attributes needed for the
21st century workforce.
Encourage employees to work with
and support schools as advisors, men-
tors or tutors in their communities.
Partner with educators and commu-
nity members and work with business
coalitions to build support for 21st
century schools.
Share business resources, including
talented people and technology,
with schools.
Support a public awareness campaign
to build understanding of the signifi-
cant need for a 21st century education
for all children.
Support funding and investment in
schools to enable them to foster
21st century learning.
Next steps for parents
and families
Increase your familys use and under-
standing of technology tools and
learning skills.
Use your personal or professional
skills and contacts to help schools,
businesses and community groups
work together to improve student
achievement.
Urge schools to integrate ICT literacy
into core subjects and develop new
21st century context, content and
assessments.
Partner with teachers to support your
childrens development of 21st century
skills.
Support funding for schools to enable
them to foster 21st century learning.
Assess your educational
partnerships
Go to http://www.nelc.org/resources/
focusonresults.pdf for guidelines for a self-
assessment of how well your organization is doing in
its educational partnerships.
Assess your parent involvement
The Parent Teacher Association has developed a self-assessment
tool for schools to evaluate the quantity/quality of parent
involvement, that could serve as a model for developing a 21st
century skills assessment for teachers, schools and districts.
For more information, visit www.pta.org
25
In education
Next steps for K12
education leaders
Examine local learning goals, curricu-
lum, teaching tools, instructional
practices and student assessments
to make sure they are aligned in
support of 21st century skills.
Provide teachers and administrators
with professional development that
prepares them to teach 21st century
skills.
Increase your own ICT literacy.
Provide staff access to 21st century
tools.
Improve assessments to measure
Increase teacher knowledge and use of
classroom assessment methodologies.
Seek funding to support 21st century
skills.
Next steps for higher
education
Encourage K12 schools to integrate
21st century skills into their college
preparatory programs.
Develop mentoring relationships with
K12 schools and community leaders.
Develop ICT literacy among college
and university students.
Support schools of education finan-
cially and technologically at the same
level as other college and university
programs.
Next steps for schools
of education
Foster a vision of a 21st century
education.
Develop programs that comprehen-
sively prepare graduates to teach in
the 21st century.
Develop new pedagogical strategies
that are based on research evidence
and support 21st century skills.
Teach prospective educators to use
data to drive decisions.
Next steps for researchers
Study the impact on student achieve-
ment of integrating 21st century
skills into K12 schools.
Develop teaching strategies to
effectively teach 21st century skills.
Create and test assessments that
are aligned with 21st century skills.
Study the best ways to educate,
train and evaluate teachers in 21st
century skills.
Next steps for youth-serving
organizations
Increase communication and collabo-
ration with K12 schools and parents
to support teaching and learning for
the 21st century.
Integrate 21st century skills into
technology programs supported by
local, state or federal funding.
Explore opportunities to use the
MILE Guide to support student
learning in after-school settings.
Next steps for content
providers
Work collaboratively with educators
to modernize content and assessments
to reflect 21st century skills and
technology.
Integrate 21st century skills into
core content and assessments.
Develop content that incorporates
the use of 21st century tools.
Next steps for professional
educational organizations
Encourage your members or
constituents to develop competence
in 21st century skills.
Offer professional development
opportunities to your members
or constituents.
Aligning standards,
curriculum and assessments
The North Central Regional Educational Laboratory has
developed a resource for educators working to align standards,
curriculum and assessments at local, state and national levels.
For more information, visit http://www.ncrel.org
/sdrs/areas/issues/content/currclum/cu300.htm
26
O
ne of the most important aspects of the work of the Partnership
for 21st Century Skills has been to build consensus among the
education, business and policymaking communities on the impor-
tance of 21st century skills and to develop a common language for
describing these skills. In pursuing these goals, the Partnership con-
ducted an extensive outreach effort to a broad range of individuals
and groups within the education community, including education
experts, teachers, administrators, students, businesses, community
groups, university faculty and researchers, underserved community
representatives, after-school program representatives, and policy-
makers. Below is a description of our efforts in the first year.
Outreach at conferences
and meetings
The Partnership presented its plan of work to solicit suggestions and
feedback at a number of national conferences and meetings.
National School Boards Association
Conference, Dallas, Texas Nov. 15, 2002
The Partnership held a briefing at the NSBA T+L convention.
More than 600 invitations went out to leaders in the education
community and others attending the NSBA conference.
Approximately 50 people participated.
State Education Technology Directors
Association Meeting, Washington, D.C.
Dec. 810, 2002
The Partnership participated in this event with state education-
al technology directors from all 50 states to discuss technology liter-
acy and 21st century skills.
ICT Literacy Conference, Washington, D.C.
Jan. 24, 2003
The Partnership participated in panel discussions on ICT literacy.
Florida Education Technology Conference,
Orlando, Fla. Feb. 46, 2003
The Partnership made a presentation to state education tech-
nology leaders at this conference.
National Coalition for Technology in Education
and Training Conference, Washington, D.C.
Feb. 25, 2003
The Partnership participated in this education conference and
gathered input from education experts on 21st century skills and
technology literacy.
Conference, Arlington, Va. Feb. 27, 2003
The Partnership staff and two school district practitioners led a
panel discussion on Defining and Promoting 21st Century Skills
from Theory to Practice. Approximately 100 people attended this
session.
National Forum on 21st Century Skills,
Tucson, Ariz. March 1011, 2003
In addition to presenting our work plan and preliminary find-
ings at conferences and meetings, the Partnership convened educa-
tion leaders to review our draft report and MILE Guide for 21st
Century Skills at a two-day forum.
This forum was the Partnerships major event of the year to
gather education community feedback on its work. The Partnership
organized a national forum on 21st century skills and brought edu-
cation experts together to discuss the definition, teaching and
assessment of these skills. The group reviewed the draft MILE Guide
and provided feedback on the MILE Guide and our draft report.
Participants
AEL, Inc. John Ross
ATEC/CNAC Art Sheekey
Center for Media Literacy Tessa Jolls
Community Technology Development, Inc. Holly M. Carter
Consortium for School Networking Bob Moore, Ferdi Serim
Corporation for Public Broadcasting Cheryl Williams
Digital Media Resource Center,
University of Arizona Christopher Johnson
DRA Software Training, ITCAP Charlene Peters
Education Development Center, Inc. Tony Streit
Education Development Corporation Margaret Honey
Harvard Graduate School of Education Alyson Knox
Idaho State Department of Education Rich Mincer
ISTE Don Knezek
Just Think Foundation Elana Rosen
League for Innovation in the
Community College Mark Milliron
Learning Technology Center Paul Resta
Learning.com Mark Tullis
Media Literacy Project Renee Hobbs
Metiri Group Cheryl Lemke
Mindplay Judith Bliss
National Business Education Association Janet Treichel
National Geographic Society Chris Shearer
NCREL Gil Valdez
NetDay Julie Evans
North Central RTEC Kristin Ciesemier
Northwest Educational
Technology Laboratory Seymour Hanfling
Office of U.S. Rep. Jim Kolbe Hassan Hijazi
Ohio SchoolNet Commission Larry Fruth
Online Learning.net Alan Arkatov
Pima County School District Linda Arzoumanian
SETDA Mary Ann Wolf
Software Information Industry Association Karen Billings
Appendix A
outreach efforts
27
Tech Corps Karen Smith
Technology and Workforce Development Robert Pearlman
Texas Education Agency Anita Givens, Karan Kahan
Tucson Unified School District Lorrane McPherson
WestEd RTEC Bernie Trilling
The Western Governors University Bob Mendenhall
Wyoming Department of Education Linda Carter
Tomas Rivera Institute Elsa Macias
University of Connecticut Donald J. Leu
University of Kansas Jayne W. James
U.S. Congress U.S. Rep. Jim Kolbe (R-Ariz.)
Digital Education Leadership Conversation
Conference, Coral Gables, Fla. March 28, 2003
The Partnership presented its draft messages to state depart-
ments of education and school district chief information officers,
chief technology officers and senior industry executives attending
this conference.
Open meeting with national education groups,
Washington, D.C. May 21, 2003
The Partnership hosted a discussion with John Bailey, U.S.
Department of Education, to discuss the Partnerships materials.
Participating education groups included American Association of
Colleges for Teacher Education, Consortium for School Networking,
National Skill Standards Board, Marco Polo Education Foundation,
NetDay, The Cato Institute, CNA Corporation, National PTA, Tech
Corps, Federation of American Scientists and Digital Promise.
Outreach to organizations
The Partnerships research and development effort has collected a
great deal of information, resources and online tools via our
Request for Information (RFI), posted on our Web site at
www.21stcenturyskills.org.
Organizations submitting information
ABOTICS
Association of College & Research Libraries
Alabama Supercomputer Authority
Alliance for a Media Literate America
American Association of Colleges for Teacher Education
American Association of School Librarians,
a division of the American Library Association
American Foundation for the Blind
Belhaven School, Linwood, N.J.
Benton Foundation, Center for Children and Technology
Bridges.com Inc.
Bristol Local School District, Bristolville, Ohio
California Learning Resource Network
California State University Long Beach
Camanche High School, Camanche, Iowa
Caribou High School, Caribou, Maine
CNA Corporation
The Cato Institute
Center for Media Literacy
CIRCLE (with funding from Pew Charitable Trust)
Cognitive Concepts, Inc.
Colorado Power Libraries
CompTIA
Computer Literacy Project Survey
Computers for Education
Council of Chief State School Officers
Diagramix
Digital Promise
District of Columbia Public Schools
Durham Elementary School, Durham, Maine
Education Development Center, Inc.
Educational Testing Service
EduCatalyst
Etta J. Wilson Elementary School, Newark, Del.
Evans Newton Incorporated, Scottsdale, Ariz.
Federation of American Scientists
Florida Center for Instructional Technology
Fort Totten Public School District #30, Ft. Totten, N.D.
Generation Yes
Global SchoolNet
Hotmath, Inc.
iEARN-USA
Information Technology Association of America
Institute of Electrical and Electronics Engineers, Inc.
International Center for Leadership in Education
International Tech Ed Association
ISTE
League for Innovation in the Community College
Lees Summit North High School, Lees Summit, Mo.
Marco Polo Education Foundation
Media Literacy Project
MILE: Media and Information Literacy Exchange
Morino Institute
Morristown High School Library, Morristown, N.J.
Mt. Olive Public Schools, Budd Lake, N.J.
National Academy Foundation
National Assistive Technology Research Institute (NATRI)
National Business Education Association (NBEA)
National Center for Education Statistics (NCES)
National Geographic
National PTA
National Skill Standards Board
National Workforce Center for Emerging Technologies
North Central Regional Educational Laboratory (NCREL)
NetDay
New Technology Foundation
Ohio Educational Library Media Association
Oliver Wendell Holmes Library at Phillips Academy, Andover, Mass.
Orchard Hill Elementary School, Cedar Falls, Iowa
Pennsylvania State University
SAFARI Technologies, Inc.
School Library Media Programs
28
SchoolNet, Inc.
Scott County Partnership, Scottsburg, Ind.
Seaford Middle School, Seaford, Del.
Shenandoah Elementary Middle School, Shenandoah, Iowa
Stargazer Foundation
State Educational Technology Directors Association
State of Wisconsin, Department of Public Instruction
Teachers@work Free Resources
Tech Corps
University of Denver Research Institute
WestED
Wilson County Schools, Wilson, N.C.
YouthLearn at Education Development Center
Outreach to individuals and groups
with expertise in 21st century skills
In addition to seeking input through the RFI, the Partnership
conducted extensive outreach to education experts and organizations
to solicit their expertise on 21st century skills.
Alliance for a Media Literate America
American Film Institute
American Forum for Global Education
American Association of School Librarians,
a division of the American Library Association
Aspen Institute
Educational Testing Services International
ICT Literacy Panel
Center for Media Literacy
Metiri Group
Cognitive Concepts, Inc.
Computers for Education
Dr. Susan Curzon, Dean, University Library
at CSU Northbridge
EduCatalyst
Education Development Center
Educational Testing Service
The Big6
Faculty at the Harvard Graduate School of Education
The Futures Channel
George Lucas Foundation
iEARN (International Education and Resource Network)
Information Technology Association of America
International Society for Technology in Education
International Technology Education Association
Lawrence Township Schools, Indianapolis, Ind.
Mid-Atlantic Regional Educational Laboratory
Mouse (Making Opportunities for Upgrading Schools and Education)
National Skill Standards Board
North Central Regional Educational Laboratory
NetDay
National Forum on Information Literacy
SchoolNet Inc.
Scott County Partnership, Scottsburg, Ind.
Software and Information Industry Association
State Educational Technology Directors Association
Tech Corps
The League for Innovation in the Community College
Focus groups research on this
report and the MILE Guide
The Partnership organized focus groups in April and May 2003 to
gather feedback on the draft MILE Guide from teachers, students,
administrators, state educational technology directors, after-school
program directors and others in the education community:
Lawrence Township, Ind. This group comprised primarily
digital literacy coaches in the Lawrence Township Digital Age
Literacy Program.
Underserved community groups.
In this group, participant affiliations included classroom teachers,
after-school programs, corporations and government agencies in
the Washington. D.C. area.
Classroom teachers. This focus group convened K12 public
school teachers from around the United States who work with
Cable in the Classroom to discuss both the report and MILE
Guide.
State Educational Technology Directors
Association/American Association of School
Librarians, a division of the American Library Association. Members
of the State Educational Technology Directors Association and the
American Library Association from Florida, Ohio, Texas and
Virginia participated.
National Education Association (NEA). The Partnership
met with nine NEA board members, all of whom are classroom
teachers, representing Alaska, Indiana, Iowa, Louisiana,
Massachusetts, Nebraska, Oregon, Pennsylvania, and West
Virginia.
Software and Information Industry Association. The
Partnership met with a group of 25 software and information
industry executives from the education technology field in
California for a focus group on the Partnerships materials.
Students. The Partnership met with a diverse group of high
school students at Cienega High School, Vail, Arizona, to discuss
21st century learning.
NetDay. The Partnership convened with a group of nine
AmeriCorps members from Oakland and Santa Ana in California
and the Rio Grande Valley in Texas and three AmeriCorps project
directors to discuss implementation of 21st century skills in
schools.
29
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Appendix C
Endnotes
32
11
Bruner, Jerome. Toward a Theory of Instruction.
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Education Week, April 23, 2003.
13
National Center for Education Statistics, U.S.
Department of Education. Time Spent
Teaching Core Academic Subjects in
Elementary Schools: Statistical Analysis
Report, February 1997. Available at
www.nces.ed.gov/pubs/97293.pdf.
14
No Child Left Behind, Title IX General
Provisions, Part A Definitions.
15
Carnevale, Anthony P. and Desrochers, Donna
M. Connecting Education Standards and
Employment: Course-Taking Patterns of Young
Workers. American Diploma Project:
Workplace Study, 2002, p. 2.
16
American Library Association. The Nine
Information Literacy Standards for
Student Learning, 1998. Available at
http://www.ala.org/aaslTemplate.cfm?Section
=Information_Power&Template=/Content
Management/ContentDisplay.cfm&Content
ID=19937.
17
Association of College and Research Libraries.
Objectives for Information Literacy Instruction:
A Model Statement for Academic Librarians,
2001. Available at http://www.ala.org/
Content/NavigationMenu/ACRL/Standards
_and_Guidelines/Objectives_for_Information
_Literacy_Instruction__A_Model_Statement_
for_Academic_Librarians.htm
18
The Big6. Information Literacy for the Informa-
tion Age. Available at http://www.big6.com.
19
Center for Media Literacy. CLM MediaLit Kit.
Available at http://www.medialit.org
/bp_mlk.html.
20
Literacy, A report of the International
ICT Literacy Panel, 2002. Available at http://
www.ets.org/research/ictliteracy/index.html.
21
National Skill Standards Board. Skills
Standards and Initiatives. Available at
http://www.nssb.org.
22
and Cheryl Lemke, Metiri Group. enGauges
21st Century Skills, 2003. Available at
http://www.ncrel.org/engauge/skills/skills.htm.
23
Secretarys Commission on Achieving Necessary
Skills (SCANS). What Work Requires of
Schools, 1991. Available at http://wdr.doleta.
gov/SCANS/whatwork/whatwork.html
24
Ibid.
25
Bond, Phillip J. Address delivered at the U.S.
Chamber of Commerce conference, Before
Technology in Education and Training
(NCTET), Washington, D.C., January 25,
2002.
26
Why Business Cares About Education. The
Business Coalition for Education Reform,
2001.
27
Autor, David H., Levy, Frank and Murane
Richard J. The Skill Content of Recent
Technological Change: An Empirical
Exploration. National Bureau of Economic
Research, 2000, p. 21.
28
Ibid.
29
Available at http://caret.iste.org/index.cfm?fuse-
action=evidence&answerID=13; Cradler, J.
Summary of Research and Evaluation
Findings Relating to Technology in Education.
Educational Support Systems, 1994. Available
at http://www.wested.org/
techpolicy/refind.html.
30
Literacy, A report of the International ICT
Literacy Panel, 2002. Available at http://www.
ets.org/research/ictliteracy/index.html.
31
The Nine Information Literacy Standards for
Student Learning, 1998. Available at
http://www.ala.org/aaslTemplate.cfm?Section
=Information_Power&Template=/ContentM
anagement/ContentDisplay.cfm&ContentID
=19937.
32
Association of College and Research Libraries.
Objectives for Information Literacy Instruction:
A Model Statement for Academic Librarians,
2001. Available at http://www.ala.org/Content
/NavigationMenu/ACRL/Standards_and_
Guidelines/Objectives_for_Information_
Literacy_Instruction__A_Model_Statement_
for_Academic_Librarians.htm.
33
The Big6. Information Literacy for the
Information Age. Available at
http://www.big6.com.
34
Center for Media Literacy. CLM MediaLit Kit.
Available at http://www.medialit.org/
bp_mlk.html.
35
Literacy, A report of the International ICT
Literacy Panel, 2002.
36
International Society for Technology in
Education (ISTE). National Educational
Technology Standards for Students:
Connecting Curriculum and Technology, 2000.
Available at http://cnets.iste.org/.
37
International Technology Education
Associations Technology for All Americans
Project. Standards for Technological Literacy:
Content for the Study of Technology, 2000.
Available at http://www.iteawww.org/
TAA/TAA.html.
38
National Skill Standards Board. Skills Standards
and Initiatives. Available at
http://www.nssb.org.
39
and Cheryl Lemke, 2003.
40
Secretarys Commission on Achieving Necessary
Skills (SCANS) report, 1991.
41
Association (SETDA). National Leadership
Institute Toolkit, 2003. Available at http://
www.setda.org/nli2002/CD/index.htm.
42
Intuitions Confirmed: The Bottom-Line Return on
School-to-Work Investment for Students and
Employers. The National Employer
Leadership Council, 1999, p. 2.
43
Rush, Benjamin. Of the Mode of Education
Proper in a Republic, 1789.
44
Financial Literacy in America: Individual
Choices, National Consequences. A white
paper from National Endowment for
Financial Education symposium, October
2002.
45
p. 54.
46
American Forum for Global Education,
http://www.globaled.org/.
47
International Education and Research Network
(iEARN), http://www.iearn.org.
48
The Business Roundtable,
http://www.brtable.org/index.cfm.
49
The National Council on Economic Education,
http://www.ncee.net/.
50
National Skill Standards Board, Skills Standards
and Initiatives, http://www.nssb.org.
51
p. 54.
52
U.S. Department of Labor. The Secretarys 21st
Century Workforce Initiative. Available at
http://www.labor.gov/21cw/.
53
Center for Civic Education,
http://www.civiced.org/.
54
CivNet, http://www.civnet.org.
55
American Political Science Association, Civic
Education Network,
http://www.apsanet.org/CENnet/.
56
Russell, M., Goldberg, A. and OConnor, K.
Computer-Based Testing and Validity: A
Look Back and Into the Future. Assessment
in Education (in press).
57
Technology Counts 2003. Education Week, May
8, 2003. Available at
http://www.edweek.org/sreports/tc03/tables/
35impact-t1.cfm.
58
Key Building Blocks for Student Achievement in
the 21st Century. CEO Forum on Education
and Technology, 2001.
59
Lockwood, Robert E., and McLean, James E.
Assessment and Instruction: United They
Stand, Divided They Fail: The Elements of an
Effective Educational Assessment Program.
Available at http://www.emtech.net/
source/vol3no3/J_McLean.htm.
33
Founding
Members
Terry Crane, Ed.D.
AOL, Inc.
On behalf of AOLTW Foundation
Chair, Partnership for
21st Century Skills
John Wilson
Executive Director
Vice Chair, Partnership for
21st Century Skills
Amelia Maurizio, Ed.D.
Director
SAP Educational Alliances Program
Treasurer, Partnership for
21st Century Skills
Sherri Bealkowski
General Manager, Education
Solutions Group
Karen Bruett
Director of Marketing,
Public Sector Division
John Couch
Susan Jeannero
Senior Manager, Marketing
Cisco Systems, Inc.
Peggy OBrien, Ph.D.
Executive Director
U.S. Department
of Education
Representatives
John Bailey
Director, Office of Educational
Technology
Doug Simon
Special Assistant, Office of
Educational Technology
Key Partner
Education Consortium
Art Sheekey
Director
Strategic
Partners
ISTE
SETDA
Tech Corps
Participating
Organizations
Apex Learning
CPB
GCI
Learning.com
Southern Regional Education Board
Education
Advisors
We would like to thank members of
our Education Advisory Committee
who provided invaluable guidance and
assistance.
Holly M. Carter
President
Community Technology
Development, Inc.
Chris Dede
Chair
Learning and Teaching
Technology in Education
Harvard University
Melinda George
Executive Director
State Educational Technology
Directors Association
Anita Givens
Director, Education Technology
Texas Education Agency
Renee Hobbs
Associate Professor of Communication
and Director
Media Literacy Project
Babson College
Margaret Honey
President and Director
Education Development Corporation
Center for Children and
Technology
Joe Kitchens
Superintendent
Western Heights School District,
Oklahoma
Don Knezek
Executive Director
International Society for
Technology in Education
Donald J. Leu
Professor
Neag School of Education
University of Connecticut
Elsa Macias
Director of Information
Technology Research
Tomas Rivera Institute
Bob Mendenhall
President
Western Governors University
Paul Resta
Director of Technology
University of Texas at Austin
David Rosen
Director
Adult Literacy Resource Institute
Art Sheekey
Director
Education Consortium/CNA
Corporation
Julie Walker
Executive Director of AASL/YALSA
American Library Association
Rick White
President and CEO
TechNet
Board Member
Staff
Donelle Blubaugh
Director of Education
Greg Butler
Marketing Manager
David Byer
Senior Manager, Education
Strategic Relations
Apple
Julie Kaminkow
Education Market Analyst,
Corporate Marketing
Cisco Systems, Inc.
Caroline McDowell
Manager, Education Outreach K12
SAP
Michele Sacconaghi
Executive Director
AOLTW Foundation
Barbara Stein
Senior Policy Analyst
NEA
Joan Wallin
Senior Manager, Education Leadership
Partnership Staff
Ken Kay
President
Kristan Van Hook
Executive Director
Diny Golder-Dardis
Director of Research and Develop-
ment, and Education Liason
Bruce Fulton
Director of Technology and
Information
We would also like to thank the teams
at Infotech Strategies and JES & Co for
their diligence and support. Addition-
ally, many special thanks to:
Gil and Lynne Leigh, Modern Media
Susan Saltrick, Proteus Consulting
Martha Vockley, VockleyLang
Appendix D
Acknowledgments
T
he Partnership for 21st Century Skills would like to thank all
of the people who have helped to make this report possible.
Specifically, we would like to express special thanks to the following:
1341 G Street, NW
Suite 1100
Washington, DC 20005
202.393.2260

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