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Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. CA: Corwin.

Edutopia. (2012).  David Thornburg on the evolving classroom (Big Thinkers Series) [Video file]. http://www.edutopia.org/david-thornburg-future-classroom-video

Morais, D. G. (2018). Doing History in the Undergraduate Classroom: Project-Based Learning and Student Benefits. History Teacher, 52(1), 49–76.

Richardson, W. (2015). From master teacher to master learner. Solution Tree Press.

Tanan, DG. (2013, July 9).  Ian Jukes understanding the digital generation [Video file]. https://www.youtube.com/watch?v=5kDt55RTTHo

Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403–413.

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Students can now create new artifacts and share instead of only reproducing information they retained (Voogt et al., 2013).  Teachers can ask questions that matter and promote critical thinking instead of teaching them facts and dates that students could look up quickly (Edutopia, 2012).  Students will learn to use technology tools to support their learning through teacher guidance (Edutopia, 2012).  Students will learn 21st-Century skills, like creativity, that cannot be replaced by technology (Crockett et al., 2011).  Using student-centered strategies like PBL offers students to practice critical thinking skills and problem-solving skills (Morais, 2018).  Teachers who apply PBL to their curriculum can also see increased student achievement and improved student self-efficacy compared to traditional classroom structures (Morais, 2018).  Students can also improve their collaboration, critical thinking, and communication skills (Morais, 2018).  PBL strategies have also been linked to enhanced intrinsic motivation and attitudes toward learning (Morais, 2018).

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Teachers must start to abandon the traditional structures and systems that we have learned and taught within and begin to find ways to update our curriculum, structures, and systems to meet the needs of modern learners (Richardson, 2015).  Teachers need to unlearn how to organize everything and focus on the student doing the work and becoming more of a facilitator of learning for the students (Richardson, 2015).  A pedagogical shift to constructivist learning is needed to support 21st-Century learners.   Two examples are project-based learning (PBL) and cooperative learning, which can be used to learn and practice the skills they will need to succeed (Voogt et al., 2013).  Teachers need to use technology to do different things, not just do the same things in a different way (Edutopia, 2012).  I think this is vital for teachers to realize that when they create the curriculum, they must reflect on whether they are just transferring paper/pencil to a computer or transforming the curriculum.  Teachers need to become facilitators of learning and let the students take ownership and initiative (Crockett et al., 2011).

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It is important to understand that no one is born with a fixed level of intelligence (Tanan, 2013).  Human brains have a unique characteristic of neuroplasticity, meaning that the brain is constantly creating new thinking patterns and connections, and able to re-create connections (Tanan, 2013).  Teachers, especially, must know and understand that they are able to change the way they teach and create curriculum to improve student learning, and become current with the new digital age.