WHAT IS THE DIFFERENCE BETWEEN TRADITIONAL CLASSROOM TEACHING AND 21 ST CENTURY DIGITAL LEARNING?

NO TRADITIONAL CLASSROOM
21ST CENTURY DIGITAL EDUCATION

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Teacher centric

Restricted to school physical libraries for

learning experiences.
Limited to classroom teaching in groups.

Based on school calendar and operates schools

year planner.

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Time bound.
Follows specified set formats for assessment.

Limits the learning to four walls.

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Teacher alone is a mentor

Recognition is just limited to the classroom

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Lacks even the basic facilities

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Strictly follows upward movement, step by step

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Limits the students learning to school hours

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Year levels, grades or class designation is based on

age.

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Time-based
Focuses on memorization of discrete facts

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Lessons focus on the lower level of Blooms

Taxonomy knowledge, comprehension and
application.
Textbook-driven
Passive learning
Learners work in isolation classroom within 4 walls

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Limited to work on projects in actual teams.

Teacher-centered: teacher is center of attention and

provider of information
Little to no student freedom

Learner centric
Discards the obsolete school calendar and operates
schools year round with alternate time and learning
experiences.
Creates digital libraries of learning experiences.
Establishes individual learning plans for all
students.
Provides 24/7 access to digital learning resources.
Creates authentic project based assessment systems.
Expects students to work on projects in actual and
virtual teams.
Brings the community, that is, the home, business,
and governments, into the learning process.
Establishes community mentors for learners.
Provides recognition and rewards for outstanding
work.
Provides all the technical and human resources to
make the new school workable.
Considers schools free and available from preschool
to graduate school.
Allows students to remain in the schools as long as
they are progressing satisfactorily.
Allows students, at any age, to return to school.
Outcome-based
Focuses on what students know, can do and are like
after all the details are forgotten.
Learning is designed on upper levels of Blooms
synthesis, analysis and evaluation (and include lower
levels as curriculum is designed down from the top.)
Research-driven
Active Learning
Learners work collaboratively with classmates and others
around the world the Global Classroom
Student-centered: teacher is facilitator/coach
Great deal of student freedom

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Discipline problems educators do not trust students

and vice versa. No student motivation.

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Fragmented curriculum
Grades averaged
Low expectations

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Teacher is judge. No one else sees student work.

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Curriculum/School is irrelevant and meaningless to

the students.
Print is the primary vehicle of learning and
assessment.
Diversity in students is ignored.
Literacy is the 3 Rs reading, writing and math

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Factory model, based upon the needs of employers

for the Industrial Age of the 19th century. Scientific
management.
Driven by the NCLB and standardized testing mania.

No discipline problems students and teachers have

mutually respectful relationship as co-learners; students
are highly motivated.
Integrated and Interdisciplinary curriculum
Grades based on what was learned
High expectations If it isnt good it isnt done. We
expect, and ensure, that all students succeed in learning
at high levels. Some may go higher we get out of their
way to let them do that
Self, Peer and Other assessments. Public audience,
authentic assessments.
Curriculum is connected to students interests,
experiences, talents and the real world.
Performances, projects and multiple forms of media are
used for learning and assessment
Curriculum and instruction address student diversity
Multiple literacies of the 21st century aligned to living
and working in a globalized new millennium - aural &
visual literacy, financial literacy, eco-literacy, media
literacy, information literacy, cyber-literacy, emotional
literacy, physical fitness/health, and global
competencies.
21st century model

Driven by exploration, creativity and 21st century skills