Abstract
This chapter captures some of the many common features of an education reform discourse, especially in relation to the notion of ‘twenty-first century learning’. This notion is fed by a narrative of an unknowable future, greatly propelled by ubiquitous digitisation and web saturation. This chapter refers to the penetration of digital devices into schools, and emergent innovative building designs. These manifestations encourage, enable and demand non-traditional approaches to teaching and learning, which, in turn, it is suggested in this chapter, challenge teachers to become reflective practitioners, and school leaders to be agents of change leadership.
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Notes
- 1.
Associate Professor in Learning Environments at the University of Melbourne and consultant to the OECD. See https://msd.unimelb.edu.au/people/kenn-fisher.
- 2.
Notwithstanding the desirability of buildings that are innovative in design and that incorporate technical advances (in regard to acoustics and lighting, for example), a question that should be at the heart of any investigation of educational facility design is the link between conceptualisation, the physical setting and the practices occurring in and around the setting. From the perspective of Fisher and Nair, appropriate design will powerfully influence practice. This question will continue to be raised, suffice for now to indicate caution in relation to the possible linearity implied in what Fisher, and particularly Nair, have indicated.
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Benade, L. (2017). The Future Is Now: What ‘21st-Century Learning’ Means for Teaching. In: Being A Teacher in the 21st Century. Springer, Singapore. https://doi.org/10.1007/978-981-10-3782-5_3
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