What Knowledge Is of Most Worth

Teacher Knowledge for 21st Century Learning

Kristen Kereluik, Punyashloke Mishra, Chris Fahnoe, Laura Terry

Research output: Contribution to journalArticle

65 Citations (Scopus)

Abstract

This article offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors accomplish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. Although 21st century frameworks are thought to advocate new types of knowledge, little has actually changed in the new century with respect to the overall goals of education. Despite this sense of continuity, significant changes related to how technologies change all three types of knowledge need to be conveyed. The article ends with specific conclusions and recommendations for teacher education.

Original languageEnglish (US)
Pages (from-to)127-140
Number of pages14
JournalJournal of Digital Learning in Teacher Education
Volume29
Issue number4
DOIs
StatePublished - Jun 1 2013
Externally publishedYes

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Education
teacher
goal of education
learning
knowledge
continuity
educator
education
literature

Keywords

  • Common Core
  • Keywords: 21 century skills
  • teacher eduction
  • TPACK

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

What Knowledge Is of Most Worth : Teacher Knowledge for 21st Century Learning. / Kereluik, Kristen; Mishra, Punyashloke; Fahnoe, Chris; Terry, Laura.

In: Journal of Digital Learning in Teacher Education, Vol. 29, No. 4, 01.06.2013, p. 127-140.

Research output: Contribution to journalArticle

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