A lit review of issues of 21st century skills, technology and learning

This is probably one of the best report I've ever read in regards of technology integration in recent years. It is short, but it brought up some critical issues that always tangled in my mind: How do people expect their our next generation students do and learn from technology? How do we evaluate the influence of technology integration in teaching and learning? How do we train our preservice and in-service teachers to integrate technology? How the digital divide? 

The report began with a special angle: "the 21st century skills" students need to have. Then they discuss how the integration of technology can be fitted in facilitating students developing these skills. Moreover, the researchers brought up some major themes and trends in relation to these skills and what are still silent yet important issues in the ICT reforms in recent years. Finally, the researchers summarized the findings of teacher education in related to tech integration.

The researchers stressed on following issues that I'm particularly interested with:

• The notion of "digital natives" and "digital immigrants"dichotomy: we can't assume that all of our students are "digital natives." The use of technology does not equal to the competence of applying technology in critical skills.
• The "digital divides" not only include gaps between different generations, but also gaps between different genders, socio-economic status and geographic locations.
• The critical 21st century skills and the effect of technology integration can not be assessed by existing standardized tests, which usually emphasize evaluating personal achievements and the end  outcome, but neglect collaborated achievements and the process. Hence, I think it is not possible to  find a "macro-scale" results of the influence of technology. Instead, what we are looking for are longitudinal studies which presented more qualitative detail. 
• The lacking of research about technology integration in teacher education other than mathematics and the science areas. This finding also match my observations in these years. I'm looking for more studies of how technology being used in language and social study fields, especially in k-12 classroom settings, not teacher preparation programs.
• I especially appreciate the interim report analyzing educational technology policies all over the states and worlds. I found that Taiwan actually began earlier in comparison of the areas the report presented and I will consistently observe how the policies being changed or accomplished in the future.