Twenty first century teaching and learning: Are teachers prepared

The purpose of this action research, mixed method study was to examine the understanding and abilities of elementary teachers in the Cedar Town school district to integrate 21st century skills into instruction for the 21st century learner. This study also sought to identify the resources needed to create 21st century learning environments to promote student acquisition of 21st century skills.;In seeking to understand the range of elements that influence 21 st century teaching and learning, the following research questions guided the study: (1) To what extent do teachers possess an understanding of 21st century higher-level thinking skills? (2) What resources are necessary to create teaching and learning opportunities to construct higher-level thinking skills for the 21st century? (3) To what extent do teachers feel confident with integrating technology to meet student's needs for higher-level thinking for the 21st century?;This study utilized qualitative and quantitative data sources. Quantitative research data was collected through an online teacher survey. Qualitative research data was collected through in-depth interviews with building principals and teacher focus group interviews. A combination of both methods was used to ensure a greater understanding of the research problem and to sufficiently inform the research questions. The principal findings of this study revealed the importance of creating 21st century learning environments. To create 21st century learning environments, the essential resources including a 21st century shared vision, 21 st century professional development, 21st century curriculum, instruction, and assessment, and 21st century technology are needed in the Cedar Town school district. The combination of these structures can cultivate learning environments that meet the diverse needs of learners.