1 IT in Education: Skills 葉賜恩 Yip Chee Yan S.T.F.A. Lee Shau Kee College 2000

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IT in Education: Skills

葉賜恩Yip Chee Yan

S.T.F.A. Lee Shau Kee College

2000

The Four Pillars of Education 2

Aims and Objectives

Learning to Know ( 學會認知 ) Learning to Do ( 學會做事 ) Learning to Live Together ( 學會共處 ) Learning to Be ( 學會做人 )

The Four Pillars of EducationUNESCO


Learning to Know學會認知

Learning to Know 4

The rich are getting richer and the poor are getting poorer– Not only in Wealth– but in Technology– and most importantly, in Knowledge.

Trend in 21st Century

Learning to Know 5

The irreversible trend towards– globalization – increased interdependence – increased communication

is pushing all communities– at varying stages– at varying speeds

towards a new and unpredictable future.

The Future Ahead

Learning to Know 6

Three Questions to Answer

What one needs to know ? (The content of learning will be different)

How one gets to know ?(The process of learning will be

different) Who does the knowing of learning ?

(The learner will be different)

Learning to Know 7

What one needs to know?

The Content of Learning

will be Different

Learning to Know 8

The Content of Learning

As knowledge and discovery go ever faster forward, it can be said that– Half of what students learn today will be

obsolete in the next five years or so, and– half of what students need to know to succeed

in the future has not been invented or developed yet.

Learning to Know 9

What one needs to know

Is not only changing rapidly but also expanding exponentially.

Learning to Know 10

Difference in Way of Learning

Before– Learners were gatherers and classifiers of

information.

Now– with multiple accessible sources of vast

information already surrounding, the learner have to be the guide and sorters of information already gathered and classified.

Learning to Know 11

The Learner in the 21st century

No longer in the desert of ignorance looking for an oasis of knowledge somewhere

Rather, he is in an ocean of information

Learning to Know 12

The Teacher in the 21st Century

He is no longer– a source of information– an oasis in the desert

but rather, he is– a fellow passenger in the same boat,– helping the student sort out and make sense of

the information around him or her.

Learning to Know 13

Education in the 21st Century

Education must, as it were, simultaneously provide maps of a complex world in constant turmoil and the compass that will enable people to find their way in it

So that the learner is not overwhelmed by the information but that the learner can keep the development of individuals and communities at its end always in view.

Learning to Know 14

Learner’s work in the past

Students has to scrounge around and seek every bit of relevant information he could found for his thesis.

Searching is a major part of learning.

Learning to Know 15

Learner’s work in 21st Century

Anybody in anywhere can– access the greatest databases and libraries in the

world– engage in chat rooms and discussion groups

with the greatest minds.

Learner’s task would not be an effort of searching, but an effort of filtering, choosing and selecting.

Learning to Know 16

Learner’s New Environment

The learner can no longer absorb most of the available knowledge on general matters.

Omni-disciplinary is a receding target, no longer reachable in an information age.

Learning to Know 17

Learner’s Limitation

If a person is too narrow a specialist, it cuts him or her off from necessary wider communication and other specific knowledge areas, at the intersection of which the best advances in knowledge and research take place

Learning to Know 18

Learner in need

Today a really well-trained mind needs– a broad background– the opportunity to study a small number of

subjects in depth

Both need to be encouraged during the whole of a person’s education.

Learning to Know 19

Foundation skills

Broad background enabling one to participate meaningfully in the community and in world society include– literacy– numeracy– basic reasoning skills

Learning to Know 20

Beyond the foundation skills

What should we teach? We tell children to go to school because it

will be useful to prepare them for the future. But what if we have a wrong idea of the

future? So, the most important thing to know is

– How to Know (Learning to Learn).

Learning to Know 21

Skills for Lifelong Learning

Basic Skills– skills to acquire knowledge– skills to acquire literacy, numeracy, analysis

Additional Skills– skills to analyse and organise the knowledge– skills to manage the knowledge and put it to

good use.

Learning to Know 22

Challenge into the 21st Century

Whether we will acquire the understanding and wisdom necessary to come to grips with the scientific revelations and progress of the 20th century will be the most important challenge of the 21st century.

Karl Sagan

Learning to Know 23

How One Gets to Know?

The Process of Learning

Will Be Different

Learning to Know 24

New Learning Path

Before: Linear Pattern– Study, Work, Retire.

Now: Cyclical Pattern– One studies, works– then goes back to study, or do other things– then changes jobs– repeat interchanging study, work and rest

periods several times.

Learning to Know 25

New Learning Model

There is too much knowledge to learn all the time.

Children still have to go to school and get degrees first - Assembly Line Style.

Then, learn what is needed from the open shelf of learning opportunities available at any time throughout life: Supermarket Style.

Learning to Know 26

Paradigm Shift

School is no longer the only knowledge store.

Students can get information from internet easily.

Teachers change to be learning facilitators.

Learning to Know 27

Danger to the Learners

Students encountering too much knowledge results in – reducing learning to information absorption– forgetting learning social skills, ethical

considerations, judgement and mental discipline

Learning to Know 28

New Pedagogy

Concentrate less on– rote memory– discipline in classroom

Concentrate more on– interactive social skills– cultural skills

Learning to Know 29

Who Does the Knowing ?

The Learner

Will Be Different

Learning to Know 30

The Learner Will Be Different

If future generations are raised in an environment substantially different from ours

It must be assumed that they will think, act and be motivated in ways that are substantially different from us.

Learning to Know 31

Generation X

The generation of teachers facing students in the classroom today should have recognized that they have been raised in an atmosphere that is different from the atmosphere and environment which their students (Generation X) were raised.

Learning to Know 32

Understanding Generation X

Generation X is raised in an atmosphere of– McDonald– Cable TV– Satellite TV

Generation X think differently from their teachers.

Learning to Know 33

The ‘Nintendo’ Generation

The teachers of tomorrow (Generation X) will face another generation (say, the ‘Nintendo’ Generation) quite different from theirs:– instant response video games– virtual reality– fading of geographical limitations.

The ‘Nintendo’ generation thinks differently

Learning to Know 34

Environment of Tomorrow• Information overload

• instant gratification, quick response is the norm

• global competitiveness engenders a ‘me first’ mentality

• messages are packaged in 30-second sound bites or video clips

• sustained attention is replaced by successive MTV-type bombardment of images

• printed word, indeed the logical thought process is replaced by colourful images.

Learning to Know 35

Effective Teaching in Tomorrow

Unless the teachers of the future (Generation X) understand how the ‘Nintendo’ Generation thinks and learns and is motivated, they will not be effective teachers.


Learning to Do學會做事

Learning to Do 37

What is Learning to Do?

Learning to do is to acquire the ability to– convert knowledge to work– face difficulty– resolve conflict– shoulder risk

Learning to Do 38

Nature of Doing

Doing is– combining theory and reality– converting knowledge into daily life activities

Learning to Do 39

Objective of Learning to Do

Educational Objective– cater for individual needs, abilities and

potentialities

Economic Objective– cater for societal needs and employment

requirements

Learning to Do 40

Learning to do activity in school

should be in harmony with – relevant work ethics and codes of conduct

should promote traits such as– teamwork, attainment of communication skills,

creativity, critical thinking, precision, waste control, adherence to safety standards and regulations, and appreciation of environmental issues.

Learning to Do 41

Learning to Do, Doing to Learn

Doing results in experience, which becomes part of our knowledge

Experience raises the problem solving ability, and build up confidence in dealing with adverse conditions.

Solving new problems will lead to adaptation to new environment.

Learning to Do 42

The Challenge ahead

Educate the students so that they can– do what they learned.– learn to do, and do to learn by themselves

Turn them into an adaptive worker– eager to learn, eager to solve existing problems

and eager to solve new problems.– eager to raise their ability, and their academic

and professional standard throughout their life.


Learning to Live Together學會共處

Learning to Live Together 44

Learning to Live Together implies learning to know yourself and others Learning to live together implies learning to

know himself / herself, to know others, to discover others and to understand others.

To live together in a peaceful way, as nations, peoples, organisations, institutions and individuals, we have to know others’ histories, geographies, religions, cultural values and, one must first know oneself.


Learning to live together implies respecting others on the basis of equity

Equal rights should be assured regardless of sex, race, ethnicity, age, economic status, religious beliefs, and physical disabilities.

‘Do not impose on others what you yourself do not want to be imposed on.’ Confucius.


Learning to live together implies tolerance of differences and resolution of conflicts through dialogues

‘Seeking commonalties while retaining differences.’ Chinese philosophy.


Learning to live together implies learning to effectively express oneself and to effectively communicate with others.

Communication means expressing and conveying one’s thought to others and doing things together with others.


‘Living together’ is also ‘Learning together’

Living experience in a different cultural setting is also a cross-cultural learning experience.


Learning to live together refers to

Not only social relationships but also to relationship between man and

nature between human being and his/her

environment. Mankind is not to ‘combat’ and ‘conquer’

nature but has to learn to live with nature.


Learning to live together means Learning to care and to share

– caring not only for oneself, but for the family, friends, and peers; for other people.

– Caring for socioeconomic and ecological welfare of the society

– care for other living species– care for the livability of our common planet– care for the pursuit of truth, good and beauty– care for learning throughout life


Learning to live together implies learning to cooperate with others A common concept of people learn

occupational skill for higher productivity to earn a better living is ‘Increasing competitiveness in the market’

However, in the climate of market-driven economy, characterised by competition, or even relentless competition, there is really a need to encourage a spirit of cooperation.


How to facilitate and implement Learning to live together We have to reconcile the value of :

– Competition - to provide incentives and assure efficiency.

– Cooperation - to give strength.– Solidarity - to unite forces.


Broader view of Education

Education could no longer be interpreted as a transmission of factual knowledge, specific skills, or capacity development for economic potential

Education should be interpreted as a total experience, encompassing affective, aesthetic and cultural aspects.


Use of IT tool in learning to live together Full and creative use of the Internet and

intranet as powerful tools of learning and communication

Discussion groups, ICQ, chat rooms, email can be encouraged for students to live with others in a ‘Global Village’ and becoming ‘World citizens’.


Learning to Be學會做人

Learning to Be 56

Learning to Be the last but far from the least

Learning to Be implies everyone will need to exercise independence and judgement combined with a stronger sense of personal responsibility for the attainment of common goals.

Learning to Be 57

From Learning to Knowledge

Learning is said to take place when the learner acquires something of value which would enable him or her to function outside his/her personal limits.

Culmination of learning involve the acquisition of knowledge.

Learning to Be 58

From Knowledge to Wisdom

Through a lifelong process of acquiring knowledge and skills of different levels, a person acquires Wisdom, the highest level of knowing, implying the proper and beneficial use of knowledge including the ability to conserve and diligently use resources.

Learning to Be 59

Teaching Learning to Be

Our education should be preparing people to have strong cultural identities, who know who they are, what they need to do and do it well.

Teachers should be educated to ensure that they will become good role models for learners and not just facilitators of learning.

Learning to Be 60

Learning and Being

– Education teaches everybody To Be the specific identity: know who he/she is, what he/she need to do and do it well.

– A student being a good student, a teacher being a good teacher, a parent being a good parent ...

– Everybody repeatedly upgrade his/her Being identity through continuous learning, finally become holders of Wisdom, a treasure of the family, the society and mankind.


The Four Pillars of Education

– If we are to build an edifice of both material and spiritual civilizations, the Four Learning are indispensably the foundation.

• Learning to Know to acquire tools of understanding others;

• Learning to Do to act responsibly with others in caring ways; and

• Learning to Be a truly human being in

• Living Together in harmony with oneself, with others, with nature, and with the outside world.


References

• Learning: The Treasure Within - A guided tour

• Learning to Know in the Twenty-First Century

• Learning to Do:- Concepts, Issues and Solutions

• Learning to Live Together: An Imperative for Human Development and World Peace in the Twenty-first Century

• Learning to Be: A Perspective from the Pacific Islands

• The Journey Concludes


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1 IT in Education: Skills 葉賜恩 Yip Chee Yan S.T.F.A. Lee Shau Kee College 2000