The New Zealand Education Review Office (2016) identifies three key interrelated themes as pressing issues in the New Zealand education system:
1. Student-centred learning –Shifting the focus to student centred-learning.
2. Responsive and rich curriculum –Knowledgeably implementing a responsive and rich curriculum.
3. Assessment used for students’ learning – Using assessment information to know about, and plan for, students’ learning.
In order to address these issues, we need to consider how we are going to develop our teaching and learning practices in these areas. One solution could be looking into the emerging trends in digital technology. CORE Education New Zealand, releases a document each year on the top 10 trends in New Zealand Schools. These trends are expected to influence the New Zealand education sector over the years (CORE Education, 2017). They are organised into five key areas of change - Structural, Technology, Process, Economic, and Cultural.
CORE Education Top 10 Trends 2017. Retrieved from: https://www.core-ed.org/assets/PDFs/Ten-Trends-6July2017.pdf
The two areas that have played an integral role in my practice were the ‘process’ and ‘cultural’ trends.
PROCESS TRENDS - Inclusive Education and Collaboration
Core Education (2017) states that inclusive education involves moving from thinking of education as a linear process representing a ‘factory’ model of production, to a process that accommodates and caters for the widely different sets of needs and abilities represented by any cohort of learners. Collaborative practice is becoming the ‘new norm’ in schools, occurring at all levels, including students, teachers, and leadership. This is very true indeed as the new age of technology is increasing so is the push to develop our learners digital and collaborative skills in learning. My learners all love using digital technology in the classroom and the fact that they have their own laptops, but they need to learn how to use these devices and which digital programs to use, to collaborate with their peers.
I’ve noticed that teachers are thinking more about the way they design their learning in the classrooms and are trying to be inclusive of all age groups and abilities. The challenge is that not every student learns and communicates in the same way and we all know this. We can’t expect everyone to do the same work, or do it the same way. This is not success! Through this, we are learning to develop a more inclusive mindset. I think the shift in focus is we are providing learning experiences that caters for and includes all learners. As educators, we want to empower learners to meet the same learning goals and achieve the same learning outcomes.
Collaboration is integral to effective pedagogy and effective learning and teaching. ‘As teachers and educators, we need to work smarter together rather than harder alone’ (Educational Leaders website, NZ). The key is giving students the decision-making tools they need to shape their own learning experiences.
CULTURAL TRENDS - Digital citizenship and global connectedness stood out for me.
Digital citizenship — understanding what it means to live respectfully and responsibly in a world where digital technologies are changing the ways we connect, communicate, and relate to one another (CORE Education, 2017). It is more than just cyber safety it is using a combination of the values and key competencies (KC’s) from the New Zealand Curriculum and applying these to digital technology. We want our learners to be safe whilst enjoying the social and cultural life of being connected globally through the digital world, we want our learners to become resilient and to take risks and think about their choices. At first, my learners didn’t think of learning digitally as encompassing values and KC’s but this is an integral area of education. It is becoming more important that students learn to use the internet effectively but responsibly. It is also integral that we refer back to the values and key competencies to guide us in our learning and teaching.
Global connectedness — understanding the impact and implications of what it means to live in a more globally-connected world, including understandings of and respect for the language, culture, and identity of others (CORE Education, 2017). I believe if students use the internet responsibly then it should provide them with many rich learning opportunities and experiences that will help keep them globally connected. 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). Yes, it is important that our learners are educated about culture, and to be mindful of others beliefs, religions and views. Only through a multicultural education will children be able to reach their full potential and be better equipped both collaboratively and digitally, to face the wider world in the future.
References
CORE Education. (2013). Ten Trends 2013. Retrieved March 29, 2018, from https://www.core-ed.org/research-and-innovation/ten-trends/2013/digital-citizenship/
CORE Education. 2017. Core Ten Trends 2017. Retrieved March 28, 2018, from https://www.core-ed.org/assets/PDFs/Ten-Trends-6July2017.pdf
Education Review Office. (2016). Findings. Retrieved April 2, 2018, from:
http://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-schools/findings/
Ministry of Education. (2012). Supporting future-oriented learning and teaching: A New Zealand perspective. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
PROCESS TRENDS - Inclusive Education and Collaboration
Core Education (2017) states that inclusive education involves moving from thinking of education as a linear process representing a ‘factory’ model of production, to a process that accommodates and caters for the widely different sets of needs and abilities represented by any cohort of learners. Collaborative practice is becoming the ‘new norm’ in schools, occurring at all levels, including students, teachers, and leadership. This is very true indeed as the new age of technology is increasing so is the push to develop our learners digital and collaborative skills in learning. My learners all love using digital technology in the classroom and the fact that they have their own laptops, but they need to learn how to use these devices and which digital programs to use, to collaborate with their peers.
I’ve noticed that teachers are thinking more about the way they design their learning in the classrooms and are trying to be inclusive of all age groups and abilities. The challenge is that not every student learns and communicates in the same way and we all know this. We can’t expect everyone to do the same work, or do it the same way. This is not success! Through this, we are learning to develop a more inclusive mindset. I think the shift in focus is we are providing learning experiences that caters for and includes all learners. As educators, we want to empower learners to meet the same learning goals and achieve the same learning outcomes.
Collaboration is integral to effective pedagogy and effective learning and teaching. ‘As teachers and educators, we need to work smarter together rather than harder alone’ (Educational Leaders website, NZ). The key is giving students the decision-making tools they need to shape their own learning experiences.
CULTURAL TRENDS - Digital citizenship and global connectedness stood out for me.
Digital citizenship — understanding what it means to live respectfully and responsibly in a world where digital technologies are changing the ways we connect, communicate, and relate to one another (CORE Education, 2017). It is more than just cyber safety it is using a combination of the values and key competencies (KC’s) from the New Zealand Curriculum and applying these to digital technology. We want our learners to be safe whilst enjoying the social and cultural life of being connected globally through the digital world, we want our learners to become resilient and to take risks and think about their choices. At first, my learners didn’t think of learning digitally as encompassing values and KC’s but this is an integral area of education. It is becoming more important that students learn to use the internet effectively but responsibly. It is also integral that we refer back to the values and key competencies to guide us in our learning and teaching.
Global connectedness — understanding the impact and implications of what it means to live in a more globally-connected world, including understandings of and respect for the language, culture, and identity of others (CORE Education, 2017). I believe if students use the internet responsibly then it should provide them with many rich learning opportunities and experiences that will help keep them globally connected. 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). Yes, it is important that our learners are educated about culture, and to be mindful of others beliefs, religions and views. Only through a multicultural education will children be able to reach their full potential and be better equipped both collaboratively and digitally, to face the wider world in the future.
References
CORE Education. (2013). Ten Trends 2013. Retrieved March 29, 2018, from https://www.core-ed.org/research-and-innovation/ten-trends/2013/digital-citizenship/
CORE Education. 2017. Core Ten Trends 2017. Retrieved March 28, 2018, from https://www.core-ed.org/assets/PDFs/Ten-Trends-6July2017.pdf
Education Review Office. (2016). Findings. Retrieved April 2, 2018, from:
http://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-schools/findings/
Ministry of Education. (2012). Supporting future-oriented learning and teaching: A New Zealand perspective. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
