Essay: Differences in 20th and 21st Century Teaching and Learning

This essay provides a comprehensive comparison of teaching and learning styles in the 20th and 21st centuries. It highlights the shift from a teacher-centric, time-based approach to a student-centric, outcome-based model with project-based learning. The essay examines the evolution of curriculum, assessment, and student engagement, emphasizing the impact of globalization and social change on educational practices. It discusses how technological advancements and societal shifts have influenced the educational landscape, promoting active learning and research-driven studies. The essay concludes by summarizing the key differences and the positive and negative influences of globalization and social change on education, emphasizing the need for adaptability in modern teaching methodologies.

Running head: TEACHING AND LEARNING IN THE 21ST CENTURY
Teaching and Learning in the 21st century
Name of the Student:
Name of the University:
Author’s Note:

1TEACHING AND LEARNING IN THE 21ST CENTURY
This essay introduces the major difference between the 20th and 21st century teaching
style. It has been seen that the 20th century teaching style was more teacher-centric, assessment
focused along with fragmented curriculum and the students were forced to memorize facts.
However, on the contrary, the 21st century teaching style is more students centric with project-
based learning that is real-life, relevant and collaborative. Additionally, 20th century learning is
time-based whereas 21st century learning is outcome based. Additionally, the topic also
introduces globalization and social change and their impact on changing the educational style
along with relevant examples.
There has been a drastic change in the 20th century and 21st century teaching process as the
globalized thinking regarding education gave rise to a new paradigm. The new paradigm was due
to the ongoing and massive technological, social and economic changes. As commented by
Derricott (2014), 21st century learning and teaching style are based on outcome rather than time.
Additionally, the nature of the 21st century learning style has the more discovering approach
towards learning that is highly research driven. The 21st century learning style provides an
opportunity to ignite the fire and urge of knowledge and learning within the students by allowing
them to participate in the learning style (Savickas, 2012). The students are provided with more
opportunity to share their thoughts and opinions thereby, inculcating them within the teaching
and learning style. Moreover, the 21st century includes an active learning style that facilitates the
use of the instructional method in order to engage the students in the learning process. This
provides an opportunity for the students to conduct meaningful learning activities while learning.
As commented by Kuhlthau, Maniotes and Caspari (2015), the involvement of all the five
senses while learning is what differentiates 21st century learning style from the 20th century
learning style. The 20th century learning style differs from the 21st century learning style

2TEACHING AND LEARNING IN THE 21ST CENTURY
primarily based on the approach and type of learning. The 20th century learning style is basically
time-based with passive learning. Therefore, the quality of 20th century education is defined by
the maximum time spent in the classroom. The lessons of the 20th century emphasized more
knowledge, comprehension, and application. The students in the 20th century learning style had
little freedom as the classes were conducted in confined classrooms and were majorly textbook
driven. However, as argued by Kuhlthau, Maniotes and Caspari (2015), in the 21st century
learning, the students are provided certain level of freedom, the studies are research driven and
classes are conducted in open environment thereby, allowing the students to connect with the
surrounding environment (Tompkins et al., 2014).
As commented by Kereluik et al., (2013), globalization is defined as the increased
interaction among people in the society thereby, promoting the growth of the society.
Globalization is considered as one of the most powerful forces that have helped in transforming
the basis of business competition by promoting education. Both globalization and education are
closely linked as both plays a significant role in shaping the society. As mentioned by Saavedra
and Opfer (2012), education is the key to the cultural, economic and social well-being of the
nation that contributes by facilitating the intellectual development of the student along with
preparing them for work thereby, leading to globalization by adding to the world's store of
knowledge.
Globalization has positively and negatively affected the educational system of the
country. As commented by Voogt et al., (2013), globalization has promoted the use of
technology in daily life that has enhance the lifestyle of the society. One of the major benefits of
globalization on education is that it has facilitated the use of technological approaches for
learning and teaching. The teachers can use latest technologies such as computers and internets

3TEACHING AND LEARNING IN THE 21ST CENTURY
for the teaching and learning process. The use of internet due to globalization has allowed the
teachers to teach the students from various reliable sources other than textbooks. This has helped
in creating an urge of learning new things within the students. Moreover, globalization has led to
a research based approach to studies thereby, allowing the students to take interest in learning
new things along with developing their knowledge. However, as argued by Hanna and Latchem
(2013), the major drawback of globalization on education is that the students are often confused
with the vast range of information that is available on the internet. The text-books has limited
information regarding a topic that the students learn as their coursework but with the wide range
of information on the internet, the students are often flustered regarding which one to consider
for learning. Therefore, to a certain extent, globalization has influenced education as well as
negatively affected the students learning capacity and urge.
As commented by Beetham and Sharpe (2013), social change is defined as the significant
alteration over a certain period in the cultural values, behavioural pattern and norms of the
society and the individuals. The significant alteration in terms of social change suggests changes
that yield profound social consequences. Education is considered as a powerful instrument for
social change as it helps in changing the thought patterns and behaviours of the younger
generation. The social change has influenced education by providing an opportunity for making
the educational system more secular. The modern-day educational system is independent of
educational institutions and emphasizes on imparting knowledge. However, on the other hand,
social change has negatively affected education with respect to the uncertainty provided to the
student's life. This is because there are still teachers that prefer the 20th century teaching style that
eventually limits the growth of the students and the knowledge inculcated by them.

4TEACHING AND LEARNING IN THE 21ST CENTURY
In this essay, it can be concluded that the 20th century and 21st century teaching learning
and teaching style differed largely. The 20th century learning and teaching style limited the urge,
enthusiasm, and ability to gain knowledge for the students. On the other hand, the 21st century
learning and teaching style encouraged active learning along with providing a certain level of
independence to the students thereby, facilitating research-driven approach for education.
Globalization and social change has influenced education as well as negatively affected it.

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References
Beetham, H., & Sharpe, R. (Eds.). (2013). Rethinking pedagogy for a digital age: Designing for
21st century learning. routledge.
Derricott, R. (2014). Citizenship for the 21st century: An international perspective on education.
Routledge.
Hanna, D., & Latchem, C. (2013). Leadership for 21st Century Learning: Global Perspectives
from International Experts. Routledge.
Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth:
Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher
Education, 29(4), 127-140.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided Inquiry: Learning in the 21st
Century: Learning in the 21st Century. ABC-CLIO.
Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century
teaching. Phi Delta Kappan, 94(2), 8-13.
Savickas, M. L. (2012). Life design: A paradigm for career intervention in the 21st century.
Journal of Counseling & Development, 90(1), 13-19.
Tompkins, G., Campbell, R., Green, D., & Smith, C. (2014). Literacy for the 21st century.
Pearson Australia.

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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.