Times are Changing
What might the world look like in 10 years? Who knows? We can only guess, make assumptions about the challenges that may arise, and think about what learning will be relevant in the future. However, I find it hard picturing what future-oriented learning and teaching in the future may look like. How can we base our ideologies on the future in order to provide change? The world is ever changing. However, does that imply that those learners who were educated in the 90’s, their learning is of no relevance now? Alternatively, is that part of the ongoing inquiry cycle in education, trying to improve education systems, catering for the needs of today’s learners?
Future-oriented learning and teaching. What does this mean exactly? I think what stands out for me is equipping learners with the skills they need for the 21st Century, more importantly nurturing the diverse needs, culture, religions and beliefs of learners.
It has been argued that students need, among other things, opportunities to build their sense of identity, become self-reliant, critical and creative thinkers, and be able to use initiative, be team players and be able to engage in ongoing learning throughout their lives. (Ministry of Education, 2012). Throughout our Mind Lab journey we were provided with a range of digital tools, apps and learning programmes. I introduced them to my learners in class to encourage them to be innovative, to collaborate, to create, to think, and to problem solve. These are all qualities/attributes mentioned in our school vision for our Nuhaka School citizens (learners). The use of laptops and digital devices in my classroom has been very beneficial as my learners can access information at the click of a button. Personal information management (PIM) is relevant to today’s children, as they too search the Internet to gather useful information for various tasks. For that information to be used in a meaningful way, children should be able to organize and reproduce it with effective tools to suit their needs (Yeo & Lee, 2013). My learners loved the shared digital tools, didn’t take their curious minds long to figure out how to work some of the them.
Figure 1. A Diverse Society
Educated for diversity, education in diversity
There is that whole notion and need to equip learners for the 21st century as diversity in education is a recurring issue throughout the education system. I don’t think we are always able to cater to all the diverse needs of learners nevertheless, we do our best trying.
A second idea that commonly comes up in discussions of equity/diversity and 21st century learning is that 21st century citizens need to be educated for diversity—in both the people sense and the knowledge/ideas sense. Our world as we know it requires people to engage—and be able to work—with people from cultural, religious and/or linguistic backgrounds or worldviews that are very different from their own (Ministry of Education, 2012, p.3). When I attended my local rural school back in the 90’s there were only Maori and European tamariki at school. Indifferently secondary school and then tertiary was bit of a culture shock. There were many people from different cultures and ethnic backgrounds. I feel it is important that our learners are educated about others culture, and to be mindful of others beliefs, religions and views. Only through a multicultural education I feel children will be able to reach their full potential.
All education activities take place within a cultural context. There are four concepts, manaakitanga, whanaungatanga, ako and mahi tahi, which have the power to transform the learning environment for students (Bishop, O'Sullivan, & Berryman, 2010). These four concepts reflect diversity and encourage diversity.
What would it be like in the future? No one knows what the future has install for us. Nevertheless, we can only prepare, and reshape the way we think and reflect, in order to move forward into the future.
What type of learners do we want to help shape for better futures – for us all?
Figure 2. Future Education
References
A Diverse Society [Image]. Retrieved 14 December 2017, from https://sites.google.com/site/strategiesforell/cover-page
Bishop, R., O'Sullivan, D, & Berryman, M. (2010). Scaling up education reform: The politics of disparity. Wellington: New Zealand Council for Education Research.
Future Education [Image]. Retrieved 14 December 2017, from https://www.slideshare.net/mbrownz/higher-education-for-the-future-infusing-digital-learning-in-institutional-culture
Ministry of Education. (2012). Supporting future-oriented learning and teaching: A New Zealand perspective. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Yeo, H., & Lee, Y. (2013). Exploring new potentials of blogs for learning: Can children use blogs for personal information management (PIM)?. British Journal Of Educational Technology, 45(5), 916-925.
There have been changes in education over time and you are reflective of these changes and how they relate to your context. Your posting has made me think about how I might better prepare students for these constant changes. You highlight the diversity of students how this diversity needs to become common practice, it is a point that I wonder if it is taken for granted becasue we are naturally part of this change and if it is taken for granted am I not doing it the right amount focus to prepare our 21 Century learners. This post show focus and in reflection allows me to think about my focus. Bishop's pieces is a favourite of mine and I look forward to more of these posts.
ReplyDeleteThank you Renee. I think we do take things for granted but are culturally aware of others backgrounds and ethnicities. I think once we are in those situations where we are surrounded by other cultures and ethnicities that we truly appreciate the unique identity of others around us. It makes us culturally aware but also helps inform our practice thus making us culturally rich in education.
DeleteHey Tats, after having that session where we were asked "Will robots replace teachers?" I think anything is impossible. Who would've believed that we can transplant almost any part of our body, except for a person's head (until they can figure out how to connect the nervous system) anything is possible? Look at Dolly the coloned sheep - and I mean a 'kiwi' was the first person to have a body part transplanted - their forearm with attached hand. Where is this leading to? A robot can do everything we can do except the emotional reasoning of a person. But what if someone is already programming a machine to do this - in time where will it lead to. I'm thinking of my granddaughter's generation who are very very comfortable with technology - what will they want for their future? I look at how Maori culture has changed over the years - mindsets that have changed, including my own. wow, while I'm living in the 21st Century I want to live a full qualitative life until . . . more changes
ReplyDeleteHi Aunt Michelle, the future is pretty scary to think about huh! We are equipping learners for the 21st Century but it is important we ensure our learners still remember kanohi ki te kanohi (face to face). I look at how the younger generation live on their phones and remove themselves from socialising with others. But is that still not deemed as socialising with others via using digital tools? I am nervous the way the world is changing and moving towards a digital future. I just hope we don't lose ourselves in amongst it all too.
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