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
Firstly I hope you keep writing blogs, thought provoking reads that jump start me into reflective mode!
ReplyDeleteWhen you quoted about teachers working smarter together in terms of collaboration it reminded me of step 2 in Fullans change model about purposeful peer interactions within and beyond school, and how student's learning and achievement increase when teachers work in learning communities. Collaboration works on all levels in education and is essential to allow happen in the class and for professional growth as a teacher.
As I fully enter the digital learning world I know that using digital technologies as an everyday part of the daily learning such as the reflective blogs, and google tools students need to have a thorough understanding of what it is to be a digital citizen. Kids fully understanding their digital footprint is huge. Just because kids these days have grown up in a technology rich world doesn't mean they know how to behave responsibly when they utilise technology. I think its great how you refer back to the values and key competencies to guide your learning and teaching. That is good advice I shall take and use myself.
As well as continued collaborating we can take our learners forward in the digital trend as social media and muilti modal learning prevail!
Tena koe Nic
DeleteAs educators we can only do our best in equipping our learners with the values and skills needed to become respectful digital citizens and users of digital technologies. 'Resilience' is important for both us as teachers, and for our learners. We want the students to take risks but we also need to try not to'mollycoddle' or 'cotton wool' their learning experiences. Even though our National Standards are being removed I feel the KC's and values will always be around to help guide us in our learning and teaching. In terms of 'collaboration,' what a journey we have had in Mindlab. In today’s interconnected world, teaching and learning requires collaboration across communities (e.g., collaboration between school and whanau, student and teacher, school and home, collaboration with like-minded people, and with work colleagues) or with people in a different part of the world. This type of learning and educating requires strong collaboration skills to work productively together in order to achieve a common goal.
I agree with you that 'Collaborative' is becoming a 'household name' of the 21st Century because it is becoming the 'new norm'. The trend is to go digital and if we are not on the 'train we will get left behind', thus the new curriculum Technology. I think also that the Ministry had to bring in this new curriculum to cater for all the children who are beginning school 'technically savvy'. It is great for our children because we don't have to capture their interest. The program does it for us but I do believe teachers need to be technically savvy too, to keep up with the students and guide their learning in a meaningful way. Yes our children need to be taught the 'etiquette' of the internet and to be aware that they will not agree with everything they read online and how could they respond - or do they need to respond. A though provoking read!
ReplyDeleteKia ora Michelle
ReplyDeleteThe Ministry of Education has revised the Technology learning area to strengthen the positioning of Digital Technologies in The New Zealand Curriculum. It is definitely worth a read. The goal of this change is to ensure that all learners have the opportunity to become digitally capable citizens where they can can be innovative, responsible users and consumers of digital technologies. Our biggest challenge as educators is implementing digital tech and the programs in the classroom that will benefit our learners and support their learning. Hopefully, the outcome is we are better equipping them with 21st century skills needed.
Mmmm... what a great discussion. issues, trends and contexts, digital citizenship and global connectedness...resilience, collaboration, and key competencies, ettiquette for the internet, with the arrival at school of our students being internet savvy. Kathy Cassidy (TedEd link Wk29) tells her story of Grade 1 students in her (USA) school community arriving at school internet savvy, there was no way she could power down and resume a different teaching approach she had to support them establish blogs which she used as records of their language development from grade 1 to now, showing all their progressions. Cassidy also discusses the connectedness of her learners and their world view inviting the world into their classroom. These students have grown up with the internet all their lives! School should be in touch with what their real life is like responding to their world. When considering ethics and KCs we can't separate our responsibilities in designing learning programmes that display our care and the need to shape character by designing learning intentions in a formative agentic learning environment with student designing their own learning rubrics so they engage setting standards and competencies that they learn to interact with others and holding themselves responsible for their honest efforts.
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