I would like K-12 schools to focus more on teaching background knowledge and traditional competencies instead of spending so much time teaching so-called 21st century skills.
… But that’s not how an increasingly powerful faction within education sees the matter. They are the champions of “new literacies” — or “21st century skills” or “digital literacy” or a number of other faddish-sounding concepts. In their view, skills trump knowledge, developing “literacies” is more important than learning mere content, and all facts are now Googleable and therefore unworthy of committing to memory.
Students need a broad base of knowledge before they can become critical thinkers.
Indeed, evidence from cognitive science challenges the notion that skills can exist independent of factual knowledge. Dan Willingham, a professor of psychology at the University of Virginia, is a leading expert on how students learn. “Data from the last thirty years leads to a conclusion that is not scientifically challengeable: thinking well requires knowing facts, and that’s true not only because you need something to think about,” Willingham has written. “The very processes that teachers care about most — critical thinking processes such as reasoning and problem solving — are intimately intertwined with factual knowledge that is stored in long-term memory (not just found in the environment).”
iPads are not a prerequisite for innovation, collaboration, and evaluation.
There is no doubt that the students of today, and the workers of tomorrow, will need to innovate, collaborate and evaluate, to name three of the “21st century skills” so dear to digital literacy enthusiasts. But such skills can’t be separated from the knowledge that gives rise to them. To innovate, you have to know what came before. To collaborate, you have to contribute knowledge to the joint venture. And to evaluate, you have to compare new information against knowledge you’ve already mastered. Nor is there any reason that these skills must be learned or practiced in the context of technology. Critical thinking is crucial, but English students engage in it whenever they parse a line of poetry or analyze the motives of an unreliable narrator. Collaboration is key, but it can be effectively fostered in the glee club or on the athletic field. Whatever is specific to the technological tools we use right now — and these tools are bound to change in any case — is designed to be easy to learn and simple to use.
Using the Internet is “supereasy” compared to “deep reading, advanced math, scientific reasoning”, which are hard. Schools need to focus on providing expert instruction for the hard stuff.