According to one report, the learning environment of schooling in American education has grown from the 19th century concept of a single, ungraded classroom and the “little red schoolhouse” to a complex, differentiated building that serves the physical, aesthetic, affective, behavioral, social, cultural, as well as intellectual needs of youth. Along with architectural changes have been pedagogical developments such as constructivist-based teaching methods, career education, and service-learning. This report states that when the paradigm shift of the late 20th century introduced information and technology to schooling, the technological teaching tools were initially additive, rather than transformative. Smartboards, e-book readers, Web 2.0, social networking, and mobile devices, not to mention the Scratch and Flash software enable young learners to become interactive consumers of information as well as content providers. An attendant shift in pedagogy, however, has not happened on a large scale. With an emphasis on technology, rather than information, this report states that education is missing the mark. While technology is important to 21st century learning, information is the raw material for constructing knowledge.
Todd, R. J., Gordon, C. A., & Lu, Y. (2011). One common goal: student learning - Report of findings and recommendations of the New Jersey school library survey phase 2.
New Brunswick, NJ: Center for International Scholarship in School Libraries (CISSL). http://www.njasl.info/wp-content/NJ_study/2011_Phase2Report.pdf