Description of Terms with reference to 21st Century Education

Since the advent of the 21^st century, and the changes that have come along with it – especially in the education content – certain terms that have previously been taken for granted have had to be re-addressed. This is especially important since the mind-set of people have changed – as have those of the role-players in education. We no longer think in the same way – much less understand terms in the same context. In light of this blog, a few of the new ‘definitions’ of these terms will be addressed in order to better understand the context of this blog.

School: traditionally, the ‘school’ would be considered the place where education takes place. However, the focus has shifted from WHAT knowledge is obtained, to HOW it is obtained. More often, in the school context, facilitators of learning – or “teachers” – are concerned with how the knowledge is being transmitted to learners, since this has a direct impact on whether learners are able to internalise and understand this knowledge and information (Slabbert, De Kock & Hattingh). 

Teacher: the way teachers have been perceived has transformed in recent years. A shift has taken place from “teacher” in its conventional form to “facilitator of learning”. Having said that though, seven major roles of teachers have been highlighted, and the responsibilities have begun to transcend the school environment. These roles, according to Emilia Potenza include: learning mediator; interpreter and designer of learning programmes and materials; leader; scholar, researcher and lifelong learner; community, citizenship and pastoral role; assessor and learning area/subject specialist (2002).

Learner: the same way that the role of the teacher has transformed, so has the role of the learner. The learner no longer passively “takes in” information, but is an active participant in the learning process (Slabbert, De Kock & Hatting). This has become more important, especially since the way in which information becomes knowledge has an impact on how effectively that knowledge is stored, and later, applied.

Curriculum: According to 21^stcenturyschools.com, a curriculum in the 21^st century should have various critical characteristics (2012). A curriculum should be interdisciplinary, project-based, relevant, rigorous and in the context of the “real-world” (21stcenturyschools.com, 2012). Having said that though, we believe that, although a curriculum should hold these attributes, it should also only serve as a guideline, and still allow for creativity and innovation of the facilitator of learning.

21^st Century Schools. 2010. Curriculum for the21st century. [Online]. Available: http://www.21stcenturyschools.com/Curriculum_and_Instruction.htm.  2 March 2012.

Potenza, E. 2002. The seven roles of the teacher. [Online]. Available: http://ace.schoolnet.org.za/cd/ukzncore2a/documents/core2a.curriculum-matters.htm. [2 March 2012].

 

Slabbert, J.A, de Kock, D.M & Hattingh, A. 2009. The Brave ‘New’ World of Education: Creating a Unique Professionalism. Cape Town, SA: Juta and Company