 One or more of the unifying themes among chapters 2, 7 and 11, as well as the Afterword by Hargreaves, and how these themes affect education policy and practice.

“We are in the midst of another revolution that at least rivals the Industrial Revolution…this revolution…is significantly changing our society and thus the value of knowledge. What should schools teach in order to prepare our children for the global and digital economy?” (Zhao, 2009, p. 145)

                Educators in the 21^st Century search for answers to the longstanding question: How to prepare students for the future? A Century ago, England’s Herbert Spencer asked the same well-known question, ‘“what knowledge is of most worth’” (Zhao, 2009, p. 145). Today, the debate continues, as educational experts, business leaders and other influential groups attempt to define the most import Skills for the 21^st Century.

                Some of the many unifying themes among the discussions on the necessary skills to prepare students for the future are: What should be the new policies for the demands of the 21^st century? What framework to use and how to implement it? How can schools integrate and innovate using the technology available? (

                Although, research in cognitive psychology and neuroscience, over the past twenty years, have significantly expanded our understanding of how people learn, educational practice has not always kept pace with this new knowledge. The creation of a set of beliefs about learning, based on this new research, helps schools and districts guide the development of the curriculum/assessment system and inform instructional practice and the selection of learning resources. As a means of better aligning theory and practice, schools and districts should develop or adopt a set of learning beliefs based on research and best practices. Once in place, these beliefs provide a conceptual foundation for all school reform initiatives.

                Jay McTighe and Elliott Seif (2010), suggest one possible framework to be adopted in a 21^st century world, and eventually lead to significant changes in curriculum, assessment and instructional practices needed to accommodate 21^st century outcomes. Using ten statements about learning, they open the discussion to a better and more purposeful educational practice.

               

                In conclusion, we all know that something has to be done. We are still unclear on how, what, for what direction, when, and who should be in charge of these changes. “Learning is purposeful and contextual.” Therefore, students should be helped to see the purpose in what they are asked to learn.  One thing we know for sure, “How we teach must reflect how our students learn. It must also reflect the world our students will move into. This is a world which is rapidly changing, connected, adapting and evolving” (Susan Bainbridge, 2011).