Plastered to the walls of many school offices across America is the espoused belief, etched into a mission statement, professing the value in fostering “life-long learning”. Equipping students with skills and abilities that transcend beyond the classroom is the key tenant of many school houses, today. As stated in the 2008 precursor to the Common Core Standards, <i>Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education</i>, “We are living in a world without borders. To meet the realities of the 21st century global economy and maintain America’s competitive edge into the future, we need students who are prepared to compete not only with their American peers, but with students from all across the globe for the jobs of tomorrow.” This quest for creating the learners of tomorrow is not just a focus of the students sitting in classrooms, however. Becoming a learner, willing to embrace change and emerging thoughts, concepts, and innovative practices, is also seen by many as an essential element for the adults charged with educating today’s students for the world of tomorrow. Adult learners, however, often require different learning needs than the students they support.<br>As more adults were forced into home offices and virtual work environments sparked by the global pandemic initiated by the Corona-19 Virus, learning, especially adult learning has begun to take shape in a more digital and virtual modality than ever before, but are these learning events transforming practice?
|Journal||Teacher Learning and Professional Development|
|State||Submitted - 1800|