The Implementation and Assessment of a Shared 21st Century Learning Vision: A District-Based Approach

By: T. M. Gunn and M. Hollingsworth

           This report unpacked the purpose, procedure, journey, and outcome of a single school district that participated in the overall integration of 21^st Century Learning within the classroom—in a way that provided for the least amount of resistance amongst faculty and staff members.  Prior to the explanation and analysis, however, there were certain factual aspects that were considered in order to reach the highest amount of success possible.  For example, it was noted that despite that increase of computers being put into schools over the last ten years, there were still some teachers that did not incorporate the use of them whatsoever, and those that did utilize this technological tool, did so differently among each classroom.  Furthermore, it is significant to note the substantial impact technology has on student learning and achievement, as it can, “reduce learning barriers, improve academic success, increase student chances for learning success, lead to higher high school completion statistics, create a sense of adaptive communication and school communities, and provide flexibility in learning [for various types of learners, with various interests]” (201). 

            Because technology should be used as an instructional and engagement approach, having big changes (in changing from “old school methods” to “21^st Century Learning methods”), can increase anxiety amongst faculty and staff as well as cause some resistance as well.  Because the conductors of the study are hoping for success, best practice was put into action.  This consisted of easing teachers into professional development by transitioning them over a three-year period of time.  There were eight full professional development days per year over the course of these three years; with this, an advisory committee was formed, goals were set at various levels and in various categories, surveys were created to promote reflection and produce useful feedback, and data was recorded (205).   Over the course of this period, much success and gains were made.  In time, more constructive and frequently positive responses were recorded amongst teachers.  In addition, teachers began to feel more confident in their technological progress and level of effectiveness, despite the fact that the older the teacher—the less confidence he or she felt with technology in his or her classroom (206).  Consequently, obtaining support for the teacher and student personal was crucial, though obtaining approval and support at the state, national, and administrative level was as well, in addition to the community leaders and parents within the district (203).  Thus, in order for districts to accomplish such goals, it must be a joined effort at every level—with feelings, and other considerations taken into account.  Technology can be intimidating, but with continuous practice, training, and usage, it can be an amazing tool that can increase ample amounts of student achievement when it comes to learning educational material.

             Gunn, T. M., & Hollingsworth, M. (2013). The Implementation and Assessment of a Shared 21st Century Learning Vision: A District-Based Approach. Journal Of Research On Technology In Education, 45(3), 201-228.