Critical review and analysis of the issue of "skills, technology and learning"

Introduction “Twenty-first century skills, technology and learning” is a term used to signal educational change in policies and practices, and has been widely and loosely defined in terms of the needs of the ‘next generation’ of learners. [...] Further contributing to the moral panic is the dramatic language of the “digital natives” argument that presents a series of dramatic dichotomies known as ‘digital divides’: between the ‘digital natives’ and the ‘digital immigrants’ (previous generations of learners), between the technically adept and those who are not, and between ‘21st century’ learners and a culturally-obsolescent education sys [...] Therefore, the role of ICT in the classrooms, in context of 21st century skills, technology and learning, is arguably about providing access and scaffolding to students, and thereby creating educationally equitable and socially just teaching and learning environments. [...] Student achievement: missing the mark The impact of 21st century skills, technology and learning on student achievement is difficult to measure as the landscape of schools and individual classrooms is so varied, and as digital technology remediates the form and function of public education.