‘21^st Century Skills’ and ‘Digital Citizenship’ – Education’s over-used or under-appreciated terms?

by Gary Lew for EDUC 5303G

Introduction

                                       Figure 1 - Video from https://www.youtube.com/watch?v=qwJIhZcAd0I

     If you are in the field of education, you have, no doubt, probably heard the terms ‘21^st century skills’ and ‘digital citizenship’ on many occasions.  Rose (2009) indicates that in one article he reviewed, the phrase 21^st century skills was repeated 25 times in less than 2 pages.  The author goes on to state that, since the concept of 21^st century skills has been touted as the “new educational reform”, it implies that these skills were never around in the 20^th century, and have never been taught before.  Now, here we are, well in to the 21^st century and poised to completing our 2^nd decade of this century, and the philosophy of 21^st century skills is still focused on developing students to become efficient workers in the real-world environment.  So, is 21^st century skills and digital citizenship terms to define those skills and competencies with which we would expect individuals to possess to be able to be productive and adaptable in this ever-growing, face-paced technological society?

     This blog will define the terms ‘21^st century skills’ and ‘digital citizenship’ and what they mean, as well as, how they are relevant to the context of education and beyond.  I will then summarize my final thoughts and opinions to this discussion topic in answering the question of whether ‘21^st century skills’ and ‘digital citizenship’ are over-used or under-appreciated expressions applied to the educational reform?

What are 21^st Century Skills and Digital Citizenship?

Figure 2 - from www/aeseducation.com

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     With the accelerated growth and advancement of industry and technology, according to education, business and governmental leaders, globally, 21^st century skills refers to the skills, competencies, and mindset that individuals need to master in preparation for success in the workplace to meet a rapidly-changing, technologically-advanced society.  While there are slight variations as to which proficiencies are the essential 21^st century skills, the Ontario Ministry of Education (2015, p.11-13) agrees that the most prominent 21^st century competencies found in international frameworks, that have been proven to offer measurable success in multiple facets of life, are associated with the 4 C’s (Critical-thinking, Communication, Collaboration and Creativity & Innovation).  Each 21^st century skill is divided into three categories: Learning Skills - the 4 C’s; Literacy Skills - Information, Media, Technology. and Life Skills - Flexibility, Leadership, Initiative, Social (Applied Educational Systems, 2019).

     Similarly, Ribble (2017) defines digital citizenship as, “a concept, which helps teachers, technology leaders, and parents to understand what students/children/technology users should know to use technology appropriately.”  According to Ribble (2017), the updated definition of digital citizenship is, ‘the continuously developing norms of appropriate, responsible, and empowered technology use’.  The Nine Elements refer to the 9 themes of digital citizenship which include: Digital Access, Digital Commerce, Digital Communication and Collaboration, Digital Etiquette, Digital Fluency, Digital Health and Welfare, Digital Law, Digital Rights and Responsibility, and Digital Security and Privacy.

Relevancy to Education and 21^st Century Learning

Figure 3 - from www.fractuslearning.com

     When we review how these two terms are related, 21^st century skills refers to a more broader range of competencies that are required for students to succeed in school, work and life.  Digital citizenship refers to a set of established norms that we follow to act appropriately when using technology.  21^st century skills are not necessarily specific to the use of digital technology, but rather, more about the learning, literacy and life skills (see Figure 2), whereas, digital citizenship is embedded as a part of the 21^st century skills, i.e., digital literacy (Ester van Laar, et. al., 2017).  When we refer to the relevancy of both terms in the field of education, we should also focus on the impact to 21^st century learning.  That is, the skills that students need to succeed in education and the workplace are the same ones they need to be productive 21^st century citizens.  Our understanding of readiness for the 21^st century must include 21^st century skills and digital citizenship because each one is equally important to ensuring and shaping a future where our society remains strong, vibrant and our quality of life is improved by technological innovations, as students in today’s world will continue to be increasingly digital, interconnected and interdependent (Warrick, 2014).

Summary

     Groff (2013) indicates that, while education continues to seek improvement in student achievement through pedagogical change and instructional transformation, this does not necessarily mean that one has to leverage technology to do so.  However, with 21^st century skills and digital citizenship as key drivers, this serves as central reasons why educators and education stakeholders should consider the growing relevance and implications of these components for system change in an ever-challenging and innovative society.

     As Fullan (2013) states, “Pedagogy is the driver.  Technology is the accelerator.”  21^st century skills and technology can open up new opportunities that improve teaching and learning, as well as, develop the life-long skills an adult needs to thrive in an innovative society, including digital literacy.  Technology is an integral part to accessing 21^st century skills, which is necessary to be a productive citizen in today’s society.  Rather than seeing ‘21^st century skills’ and ‘digital citizenship’ as two separate entities, we should see them as a whole process embedded to the evolution of innovative learners as being ‘21^st century learners’.

References

Boss, S. (2019). It’s 2019. So Why Do 21st-Century Skills Still Matter? – EdSurge

     News. Retrieved from https://www.edsurge.com/news/2019-01-22-its-2019-

     so-why-do-21st-century-skills-still-matter

Applied Educational Systems, I. (2019). What Are 21st Century Skills?. Retrieved

     from https://www.aeseducation.com/career-readiness/what-are-21st-century-

     skills

Ester van Laar, et. al. (2017). The relation between 21st century skills and digital

     skills. Computers in Human Behavior, 72, 577-588.

Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change

     knowledge – Chapter 2 –  Technology: Power and peril. Don Mills, ON: Pearson.

Groff, J. (2013). Technology-Rich Innovative Learning Environments.  Retrieved

     from

     http://www.oecd.org/education/ceri/Technology-

     Rich%20Innovative%20Learning%20Environments%20by%20Jennifer%20Groff.pdf

Ontario Ministry of Education. (2015).  21^st Century Competencies: A Foundation

    Document for Discussion.  Queen’s Printer for Ontario, Winter 2016 Edition.

Ribble, M. (2017). Nine Elements. Retrieved from

     http://www.digitalcitizenship.net/nine-elements.html

Rose, M. (2009). 21st Century Skills: Education’s New Cliché. Retrieved from

     https://www.truthdig.com/articles/21st-century-skills-educations-new-cliche

    

Warrick, T. (2014). 21st Century Education and 21st Century Citizenship | LFA:

     Join The Conversation - Public School Insights. Retrieved from

     https://learningfirst.org/blog/21st-century-education-and-21st-century-

     citizenship