Conclusions

This study aimed to appraise the SBV framework, to understand teachers’ practices and perceptions, teachers’ use of an application based on the SBV framework, and teachers’ changed practices and perceptions after the use of this application, directed by the main research question: ‘How can a framework based on 21st _{Century Skills, Bloom's taxonomy and visions of learning help teachers}

implement 21st _{Century Skills?’. From the findings of the study, it was concluded that the framework}

was appraised mostly positively. However, the use of an application based on the SBV framework did not seem to help teachers implement more 21st _{Century Skills in their daily practices.}

5.2.1 Question 1: Appraisal of the SBV framework

This phase aimed to answer the following sub research question: (1) ‘What are characteristics of a framework that integrates 21st _{Century Skills, Bloom's taxonomy and visions of learning?’}

The first characteristic resulting from the interviews, was that a framework that integrated 21st Century Skills, Bloom's taxonomy and visions of learning should include clear definitions of the models. Secondly, explanations in the cells should be written from the same point of view. Thirdly, creativity should be included in the 21st _{Century Skills and the framework should include enough} academic literature about 21st _{Century Skills, Bloom’s taxonomy and visions of learning. Fourthly, the} starting point of a framework should be decided based on the purpose of the framework. Fifthly, a SBV framework should include practical examples, which clarifies the framework for end users. Sixthly, the framework should not be handled as a new framework, but as a framework that connects current models with new thoughts and models about 21st _{Century Skills. The integration of the old} with the new models tends the framework is not just a new framework, but a tool to integrate new ideas into the current way of teaching.

5.2.2 Question 2: Current practices and perceptions

This phase aimed to answer the following sub research question: (2) ‘What are current practices and perceptions of teachers with regard to 21st _{Century Skills?’}

Current teachers’ practices included elements of 21st _{Century Skills. However, teachers’ use of} these elements was quite thin. Only elements of knowledge construction and self-regulation scored quite high, but from the findings there was concluded that elements of collaboration, real-world problem-solving and innovation, the use of ICT for learning, and skilled communication were hard to find in current practices.

Nevertheless, teachers thought it was important to implement 21st _{Century Skills for children’s} future. Teachers’ current perceptions with regard to 21st _{Century Skills were mostly positive, since} they described the 21st _{Century Skills as important for their students’ future. Besides, teachers} argued that all teachers should have a well-considered vision of the way learning should be organized, but most of them did not have an explicit vision.

5.2.3 Question 3: Characteristics of an application based on the SBV framework

This phase aimed to answer the following sub research question: (3) ‘What are the characteristics of an application that helps teachers implement 21st _{Century Skills?’}

First, such an application had to include practical examples. These examples needed to be clear and preference was given to activities where teachers could learn from. Practical examples should be adaptable, so teachers could adapt the activities to their own daily practice. Second, the use of Bloom’s taxonomy had to be clear. The application should help teachers to make a choice which element of Bloom’s taxonomy they wanted to implement. Third, an application based on the SBV framework should illustrate on which spot a teachers was in the application, to prevent teachers would become lost in the application. Fourth, all text had to be in Dutch, to be sure all teachers understood all text. When an application based on the SBV framework included these characteristics, it could be expected the application helped teachers implementing 21st _{Century Skills.}

5.2.4 Question 4: Changed practices and perceptions

This phase aimed to answer the following sub research question: (4) ‘What are changed practices and perceptions of teachers with regard to 21st _{Century Skills after using the application 'WegWijzer'?’}

From the findings of this phase, there was concluded that the use of the application the WegWijzer, which was based on the SBV framework, had little to no effect at teachers’ practices with regard to elements of 21st _{Century Skills. From the findings of questionnaire}

2 comparing with the findings of questionnaire1, there was concluded teachers’ practices with regard to 21st Century Skills had mainly decreased, since six of nine significant items scored negative on an effect calculation (Cohen’s d). However, teachers talked in interview2 about new implementations of activities with regard to 21st _{Century Skills, which implicated that implementation of 21}st _{Century Skills did happen.}

Though, the implemented activities were executed to experiment with the 21st _{Century Skills. There} were no indications that these activities were implemented structurally.

Besides, teachers’ perceptions with regard to 21st _{Century Skills were hardly changed. The} execution of implementation was sometimes hard for teachers, but all teachers who executed activities, were above all positive about these experiences. Furthermore, there can be concluded teachers wanted to change using traditional teaching methods (Rulloda, 2011), since they especially implemented activities within the visions independent and self-directed learning.