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21 Ways to 21st Century Skills: Why Students Need Them

and Ideas for Practical Implementation
a
Kristina J. Kaufman
a
School of Teaching and Learning at Illinois State University
Published online: 29 Apr 2013.

To cite this article: Kristina J. Kaufman (2013) 21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical
Implementation, Kappa Delta Pi Record, 49:2, 78-83, DOI: 10.1080/00228958.2013.786594

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 Kappa Delta Pi Record, 49: 78–83, 2013

21st Century Skills

Copyright © Kappa Delta Pi
ISSN: 0022-8958 print/2163-1611 online
DOI 10.1080/00228958.2013.786594

21 Ways to 21st Century Skills: Why

Students Need Them and Ideas
for Practical Implementation
by Kristina J. Kaufman

Count them! Here are 21 ways you can help students

acquire 21st century skills in your classroom right
away.
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What is the purpose of school? A student may on Adolescent Development, 1989) outlined
respond, “to get good grades.” A parent may say, eight principles that, too, valued the needs
“to educate.” A teacher may add, “to prepare of youth and aimed to address what is nec-
students for their futures.” The purpose is an essary for students to be successful in the
intertwined expectation of all three, with a focus coming century.
on contributions to society. In many countries A revised benchmark of seven recom-
today, people believe that improving and main- mendations was put forth a decade later in
taining a high-quality offering of education is “Turning Points 2000: Educating Adolescents
the key to unlocking the society’s economic in the 21st Century” (Jackson & Davis, 2000).
and creative potential. Yet the purpose of many The purpose for the development of TFCS
schools may get clouded in the day-to-day, and implications for curriculum reform have
which may not truly reflect the way students been explored in many ways (Futrell, 2010;
Kristina J. Kaufman is
need to be learning for their futures. Kozma, 2003; Organization for Economic Co-
a graduate student in the
doctoral program of the The push for 21st century skills (TFCS) is not operation and Development [OECD], 2004;
School of Teaching and a new concept. Setting a diversified goal of edu- Partnership for 21st Century Skills [P21],
Learning at Illinois State cation with aims of honing in on student needs 2011; Silva, 2009). The acknowledgment of
University. Her background
is in middle level education and reflecting a better, more relevant educa- the importance of a shared educational pur-
and business, and her re- tion is something that has evolved throughout pose, parent and community involvement,
search interests include 21st history. The Cardinal Principles of Secondary quality teachers, attention to student needs,
century skills, technology,
Education represented a progressive push in and career and self-interest exploration
and international education
policy and practices. 1918 toward responding to changes in society are hallmarks of a successful 21st century
and the school environment, a movement that education.
called for expanding the focus of curriculum to While some current educational reform-
include both academic and vocational study ers echo earlier movements by reasserting the
(Wraga, 2010). Similarly, in the 1980s, a series need for 21st century preparation, what is
of reports advocated for educational reform. new is the environment with which students
“A Nation Prepared: Teachers for the 21st Cen- will work and live. The argument that TFCS
tury” (Carnegie Forum on Education and the aren’t new, rather, “just newly important,”
Economy, 1986) was among the first released. reflects our society’s readiness and need for
Then “Turning Points: Preparing American individuals with these skills (Silva, 2009, p.
Youth for the 21st Century” (Carnegie Council 631). The world today reflects global influ-

78 KAPPA DELTA PI RECORD u APRIL–JUNE 2013

 WWW.KDP.ORG

ence and increased competitiveness in every ability to actualize and use TFCS represents an
way. Teaching TFCS is a movement that may even greater value.
clash with traditional teaching methods Creativity and innovation skills are espe-
guided by isolated standards, but seeks to cially important in today’s economy and will
exercise students’ necessary skill sets. undoubtedly have an influence on society and
Thinking in the mind-set of TFCS el- its economic future. The former Prime Minister
evates the purpose of schooling and an of Singapore, Goh Chok Tong, noted in Innova-
education. School is not simply about tests tion Nation (Kao, 2007) that “innovation and
and “checking boxes” of topics and assign- imagination give an economy . . . that extra
ments. Rather, schools today should have edge. Today, wealth is generated by new ideas”
a mission of developing students as indi- (p. 53). Allowing for activities that foster cre-
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viduals and igniting their inner creativity. ative thought, imagination, and innovation at
While substantive educational reform will school exercises students’ minds in these areas,
be required to embrace TFCS learning, most engaging students in practicing a critical and
educators would not dispute the fact that much needed skill set.
the skills identified as TFCS are sought after TFCS also encompass information and
and essential areas of development. “It is communication technology (ICT), a literacy
a world in which comfort with ideas and that teachers and students should use and
abstractions is the passport to a good job, leverage for their own learning (P21, 2011).
in which creativity and innovation are the A category of enduring life and career skills is
key to the good life, in which high levels of based on developing skills of leadership, ethics,
education—a very different kind of educa- accountability, adaptability, personal productiv-
tion than most of us have had—are going to ity, personal responsibility, people skills, self-
be the only security there is” (Silva, 2008, p. direction, and social responsibility (P21, 2011).
2). As the world changes over time, so too Media and ICT skills are proving to be
must education evolve. daily necessities. “Technology creates another
While the aim of TFCS has implications important pressure for change. It is chang-
for career development, it is also about gener- ing both what we need to know, and how we
ating opportunity for individual success and come to know it” (Laurillard, 2008, p. 524). Of
potential. This article, therefore, addresses great importance is for students to be able to
what TFCS are, why specifically schools “research, organize, evaluate and communicate
should be structured around fostering them, information” with technology (Larson & Miller,
and ideas for classroom implementation. 2011, p. 122). Additionally, Larson, Miller, and
Ribble (2010) noted the imperative of recogniz-
What Are 21st Century Skills? ing technology not as playing with gadgets, but
TFCS include competencies such as critical as engaging in inquiry. Technology helps at
thinking and problem-solving skills, commu- building TFCS through strategies that include
nicative skills, information and media literacy collaboration, creativity, personal responsibility,
skills, contextual learning skills, and an ever and adaptability.
important collaboration skill set (P21, 2011).
Development of these skills is purposefully in- Why Do Students Need Them?
tegrated within core content areas in ways that The biggest argument in favor of student acquisi-
help students find relevancy in their work—a tion of TFCS is the responsibility of educators to
characteristic central to motivation and learn- prepare students for the society in which they
ing. Acquisition is important, but the students’ will work and live (Elrod, 2010). “To successfully

KAPPA DELTA PI RECORD u APRIL–JUNE 2013 79

 21st Century Skills

face rigorous higher education coursework, career when students are in their primary education,
challenges and a globally competitive workforce, before they have chosen a career or academic path
U.S. schools must align classroom environments (Futrell, 2010).
with real world environments” (P21, 2011). It will
take creativity, innovation, leadership skills, social 21 Ways to 21st Century Skills
responsibility, as well as other TFCS to be able to To prepare students in research-grounded ways
ultimately generate a growing and prosperous of learning while equipping them with TFCS,
economy, take care of the planet in doing so, and today’s classroom should be described by the
solve complex societal problems. following attributes: authentic, engaging, tech-
To deliver students a 21st century education, nically opportunistic, meaningful, creative,
support structures are necessary. Ideas such as col- and student-minded. Teachers play a vital
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laboration between the Department of Education role in the modeling of these practices. Some
and the National Science Foundation would help educators may feel they do not know how to
to impact students’ budding development and teach creativity or collaboration in the same
career paths; this collaboration could recognize ways they know how to teach long division
young students who demonstrate talent in areas (Clark, 2009). This presents an opportunity
of science and technology and provide them with for training and collaboration among faculty.
mentoring, internships, and apprentice programs There will certainly need to be flexibility
(Kao, 2007). With purposeful investment of time and reform within administrations to adapt
and resources toward education, students’ lives practices that truly prepare students for TFCS
will be profoundly impacted in their discovery school-wide. But teachers can be empowered
of talents and interests; an array of options for in their own classrooms despite curriculum
their future unfolds. constraints. “With the increased pressures of
Aligning students for exploration of potential No Child Left Behind and an emphasis on
career fields helps to develop their interests and common core standards, it is particularly im-
knowledge of the world. According to the U.S. portant teachers do not view 21st century skills
Department of Labor’s Bureau of Labor Statistics as an additional ‘subject,’ but rather as skills
(2012), developing occupational areas that will to be integrated across all curricula” (Larson &
experience the most growth over the next five Miller, 2011, p. 123). When a TFCS approach
years and that will need postsecondary education drives instruction, the practices that students
will be in the vocations of biomedical engineer- need to exercise become embedded daily. To
ing; health care; and education and administra- create a new culture of learning, this mentality
tive support, including accountants and sales likely will need to be embraced school-wide.
representatives. To provide a framework for developing
To fulfill growing industries of the economy, TFCS instruction, Table 1 identifies specific
students will need specific skill sets, training, and classroom and school-wide exercises that
experience—much of it drawn from concepts in promote 21st century skill-building in an inte-
their classrooms—because occupations requiring grated context. Opportunities to demonstrate
at least some college education are expected to art and design, concepts that are universal
increase more than those with on-the-job train- and applicable to any subject area and many
ing (Bureau of Labor Statistics, 2012). Essentially, careers, are threaded throughout; students
growing sectors of our nation will increasingly are thereby given opportunities they may not
require students equipped with TFCS, especially have during their school day to experiment
if we expect students to enter sought-after, with these concepts. Selected resources are
forward-thinking fields. The work should begin suggested to complement TFCS exercises.

80 KAPPA DELTA PI RECORD u APRIL–JUNE 2013

 Table 1. Exercises to Foster 21st Century Skills.

21st Century Skill Exercise Resources

1. Global • Students conduct cross-state/country projects communicating with

peers outside of their classroom using Skype and ePals.
Google Earth
earth.google.com
awareness
• Students give “guided tours” via the Internet to locations worldwide or
participate in an activity-station-filled classroom field trip. ePals (to connect globally)
www.epals.com

Schoolswaps.net

2. Creativity • Students draw, paint, collage, perform, or edit a self-made product (e.g.,
video).
National Gallery of Art
www.nga.gov
• Students engage in sociodrama and role-play scenarios to express ideas
and concepts. Pixton (comic strip maker)
www.pixton.com
• Students explore topics of interest, hobbies, and hands-on experiences
in after-school groups headed by volunteers and faculty (e.g., philosophy Out of Our Minds: Learning to Be Creative
slam, robot creation, art for the community). by Ken Robinson
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3. Environmental • Students create a documentary slideshow/video about an environmental

or civic issue of interest in their community and provide potential
Worldometers (real-time stats)
www.worldometers.info
and civic literacy solutions.

4. Health • Students design healthy eating and lifestyle plans indicating knowledge
of nutritional information, exercise, rest, and food choices based on
U.S. Department of Agriculture
www.choosemyplate.gov
and wellness individual needs.
awareness Centers for Disease Control and Prevention
www.cdc.gov/physicalactivity

5. Leadership • Peer-to-peer mentoring is developed among students in grades or

between grades to provide academic and social supports.
Scholastic (younger students)
www.scholastic.com/teachers/article/
skills classroom-jobs-all-your-student-helpers
• Students have rotating classroom responsibilities including
communication about assignment deadlines, teaching content to the
class, or organizing and maintaining a portion of the room. ProTeacher blog (all grades)
www.proteacher.org/c/55_classroom_jobs.
html

6. Social • Students create a school-wide energy conservation program exploring

how their school could be more energy efficient and how the ideal
Energyville (simulation)
www.energyville.com/energyville
responsibility building is structured, and then design and recommend a plan of action.
BBC podcasts for schools
www.bbc.co.uk/podcasts/series/wnc

7. Critical
• Students engage in virtual environments, such as River City, where
they are presented with a problem, develop a hypothesis to test,
River City Project
muve.gse.harvard.edu/rivercityproject
thinking analyze and describe findings, and make recommendations (Silva,
2008).
• Students become teachers for part of the day like those in a 21st
Century Scholars Program (Clark, 2009) to demonstrate, e.g., DNA
extraction, dance, podcasting, digital music composition, and
photography.

8. Financial • Students analyze primary sources to study components to various

countries’ financial systems.
Practical Money Skills (financial literacy and
football)
and economic www.practicalmoneyskills.com
• Students make standards of living comparisons across countries,
literacy and
interpreting exchange rates, labor costs, major occupations, and
awareness educational opportunities. Kids.gov (grades K–8)
www.kids.gov

9. Contextual
• Students analyze a product or an issue from multiple perspectives.
For example, students investigate a good, such as corn, for its
Interdisciplinary Curriculum
www.casenex.com/casenet/pages/virtualLi-
learning skills economic and biological impacts. Students learn from farmers brary/Readings/interdisc.htm
about the product life cycle from seed to harvest of corn, from the
Environmental Protection Agency about the impacts of corn growth ASCD (integrating cross-connection
on the environment (e.g., pesticides, transportation), and from curriculum)
manufacturing plants that use corn to make ethanol. www.ascd.org/publications/books/103011/
chapters/What-Is-Integrated-
Curriculum%C2%A2.aspx
(continued)
KAPPA DELTA PI RECORD u APRIL–JUNE 2013 81
 Table 1. Exercises to Foster 21st Century Skills. (continued)

10. Ethics
• Students lead debates through research and discussion of ethical
issues related to, e.g., the environment, politics, science, citing
National Resources Defense Council
www.nrdc.org/about
sources in research or topics in specific course content.
• Students examine readings about people who have acted both
ethically and unethically in history to explore perspectives on ethical
behavior.
• Students create a class-wide code of ethics.

11. Adaptability • Students work in alternating places within the room; bulletin boards are
updated frequently; classroom instruction, assessment, and tools are
Pedagogy journal
www.yale.edu/eglab/pdf/RandiReprint.pdf
varied.

12. Business and • Schools create teacher task forces to explore how local companies
can contribute to class through guest speakers, field trips, and
Google Sketch Up
sketchup.google.com
entrepreneurial donated or lent resources for classroom use. Participants share
literacy experiences and lessons about their fields of work and volunteer to Software: Microsoft Movie Maker, iMovie,
share expertise in after-school programs that match students’ hobbies Excel
and interests.
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• In pairs, students work to “create a business.” Students write a

business plan and mission statement, design business cards and
letterhead, create a 30-second commercial, complete spreadsheets of
income and expenses, and design a company website. Students use
presentation software to share with the class. The business or product
may relate to specific time periods, locations, or content areas.

13. Problem- • Students analyze contemporary issues facing the United States and
abroad to research and discuss potential solutions and barriers to
Teaching for Tomorrow: Teaching Content and
Problem-Solving Skills by Ted McCain
solving skills success (e.g., global warming, national debt).
Centre for Teaching Excellence
• Students are given scenarios to analyze. For example, based on roles cte.uwaterloo.ca/teaching_resources/tips/
of the American Revolution, students evaluate events from the time teaching_problem_solving_skills.html
period and generate possible alternative plans of action or deduce
reasoning for history.

14. Communica- • Students research, write, film, and perform roles as members of a
newscast on selected content topics.
Skype
www.skype.com
tive skills
• Classes Skype authors, scientists, and others to discuss student
Twiducate (social networking)
questions and interests related to a unit of study. www.twiducate.com

15. Media • Students identify, research, and present a new technology or software
to the class.
Strategies for integrating digital technologies
www.techlearning.com
literacy skills
• Students capture, edit, and compose their own video and audio
Jing
projects reflecting course content. www.techsmith.com/jing

16. Collaboration • Students identify ebooks of interest, discuss their reading, produce
reflections on wikis or the classroom website, and write critical
Free ebooks
www.gutenberg.org
skills and responses to their readings and discussion with peers.
people skills Webspiration
• Students use Web 2.0 tools to collaborate on projects for feedback, www.mywebspiration.com
discussions, and displaying work.

17. Information • Students consult an online textbook platform to view content

information, essential questions, maps, visuals, graphic organizers,
Curriculum Loft
curriculumloft.com
and communication relevant articles, videos, presentations, educational games, course
technology skills assignments, and external links. Teachers adopt an online storage
system such as Curriculum Loft to tailor curriculum to teacher wants
and student needs.

18. Accountability • Students create, design, update, and organize an individual portfolio
of work for various audiences.
MyEport (eportfolio)
www.myeport.com

19. Personal • Students chart their progress and reflect often on their work through
numerical representation, graphs, written and verbal reflections.
Software: Excel

productivity

(continued)

82 KAPPA DELTA PI RECORD u APRIL–JUNE 2013

 WWW.KDP.ORG

Table 1. Exercises to Foster 21st Century Skills. (continued)

20. Personal • Students monitor their own learning through portfolios of work and
assessment.
Metycoon (decision making and career-
minded thinking)
responsibility and metycoon.org
• A class website is used any time of day to receive course information,
self-direction
submit assignments, or communicate with the teacher and classmates.

21. Innovative • Engage students in skills of building innovative mind-sets (Dyer,

Gregersen, & Christensen, 2011):
Prezi
prezi.com
capability o Associating—Students make connections across disciplines and
concepts. VoiceThread
o Questioning—Teachers embark on continual questioning; students voicethread.com
generate questions and explore their inquiries.
Creating Innovators: The Making of Young
o Observing—Students watch peers, the teacher, guest speakers, and
People Who Will Change the World
others in practice and observe examples of work and concepts (e.g.,
by Tony Wagner
videos, artifacts).
o Networking—Students are encouraged to seek information,
especially from experts and leaders in fields, work with other
students, and collaborate with those outside of their class.
o Experimenting—Students experiment with ideas, try things out, take
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apart, and rebuild.

• Students build games through which they will teach concepts to the class.

The educators who teach in 21st century encouraging students to embrace their futures.
classrooms must possess a flexible skill set to Ultimately, if students leave with these experi-
foster 21st century initiatives. If stakehold- ences, school has done its job.
ers deem TFCS essential, a concerted effort is
needed to study how to teach these skills and
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