Week 30 Trends Influencing New Zealand Education
“What’s certain is that the world is changing faster than at any time in
human history” Philip Stephens, FT, December 2012
I will be using Rolfe’s (2001) model of reflection to address the impact of trends influencing education in New Zealand.
What?
Digital learning is well recognised as a global trend. Hardly any country can be immune from the impact of digital ubiquity (KPMG International
2014). CORE Education NZ states “Digital technologies impact almost every aspect of our lives and are vitally important to our wellbeing, growth, present, and future. It also states that learners need opportunities to develop technical and social skills which allow them to be digitally successful and safe, in whatever contexts they choose for themselves, and that teachers and learners often develop digital fluency together.”
Hence I have chosen Digital learning as my trend to discuss. I know there is the potential for some significant gains for myself and my students.
Prior to the Mindlab course, digital technology was being used only for researching purposes and publishing work. Now with new knowledge of the various digital technologies, such as coogle, storybird and Kahoot!, I am starting to incorporate technologies into my programme. There will be a refurbishment occurring within my school soon and during this time digital technologies will be taken into consideration. This is fitting as Daggett (2014) says that schools embracing digital learning and those willing to disrupt their traditional delivery systems by creating a new hybrid will flourish.
So what?
So how does this trend impact NZ education? And what does this mean for me in my practice?
The Digital Technologies in New Zealand Schools 2016-17 report, points out that curriculum changes are needed and that most students are engaging in directed and self-directed learning. So teachers rather than
I will be using Rolfe’s (2001) model of reflection to address the impact of trends influencing education in New Zealand.
What?
Digital learning is well recognised as a global trend. Hardly any country can be immune from the impact of digital ubiquity (KPMG International
2014). CORE Education NZ states “Digital technologies impact almost every aspect of our lives and are vitally important to our wellbeing, growth, present, and future. It also states that learners need opportunities to develop technical and social skills which allow them to be digitally successful and safe, in whatever contexts they choose for themselves, and that teachers and learners often develop digital fluency together.”
Hence I have chosen Digital learning as my trend to discuss. I know there is the potential for some significant gains for myself and my students.
Prior to the Mindlab course, digital technology was being used only for researching purposes and publishing work. Now with new knowledge of the various digital technologies, such as coogle, storybird and Kahoot!, I am starting to incorporate technologies into my programme. There will be a refurbishment occurring within my school soon and during this time digital technologies will be taken into consideration. This is fitting as Daggett (2014) says that schools embracing digital learning and those willing to disrupt their traditional delivery systems by creating a new hybrid will flourish.
So what?
So how does this trend impact NZ education? And what does this mean for me in my practice?
The Digital Technologies in New Zealand Schools 2016-17 report, points out that curriculum changes are needed and that most students are engaging in directed and self-directed learning. So teachers rather than
insisting that learners power down their devices whilst at school, need to
embrace the power of technology as most children are digital natives. As
Daggett says, we need to embrace the power of technology to make
learning relevant for all students and adults. Using technology effectively
in everyday learning can help students to strengthen their learning
experiences and build on their intuitive technology skills.
If I am to fully embrace digital technology in my classroom there are hardware issues that need to be addressed. I have eight Chromebooks to share amongst twenty-four students, so the only way I can achieve a 1:1 ratio is if I borrow Chromebooks from another class. This is a challenge and limits the implementation of new initiatives. Also I have to split the class into groups, those using technology and those using paper based learning, this creates potential ethical and behaviour management issues.
Now What?
With the increasing use of digital devices in student learning, having students on a 1:1 device ratio is becoming more important. This will most likely be a limitation in many settings and environments. The Digital Technologies in New Zealand Schools 2017 report, has five key points that future-focused schools do differently: they have an ICT strategic plan that considers access to devices and change management as well as technology infrastructure; they encourage their students to be finding ways to access the internet outside of school; they support teachers to become confident users; they are already seeing digital technologies having a positive impact on student achievement; and they are engaging with their communities using digital technologies.
So my school, during its refurbishment work, will need to consider more than just the infrastructure. Teachers will need to become involved in the other key points. I can also take a leadership role in this process and be providing meaningful input. Whether that is through assisting with the development of a culture that supports and embraces change, or working with the other Mindlab colleagues from my school to further consider the impact of digital technologies. Blogging with the wider community also will enable valuable networking with others to share best practice and experiences.
If I am to fully embrace digital technology in my classroom there are hardware issues that need to be addressed. I have eight Chromebooks to share amongst twenty-four students, so the only way I can achieve a 1:1 ratio is if I borrow Chromebooks from another class. This is a challenge and limits the implementation of new initiatives. Also I have to split the class into groups, those using technology and those using paper based learning, this creates potential ethical and behaviour management issues.
Now What?
With the increasing use of digital devices in student learning, having students on a 1:1 device ratio is becoming more important. This will most likely be a limitation in many settings and environments. The Digital Technologies in New Zealand Schools 2017 report, has five key points that future-focused schools do differently: they have an ICT strategic plan that considers access to devices and change management as well as technology infrastructure; they encourage their students to be finding ways to access the internet outside of school; they support teachers to become confident users; they are already seeing digital technologies having a positive impact on student achievement; and they are engaging with their communities using digital technologies.
So my school, during its refurbishment work, will need to consider more than just the infrastructure. Teachers will need to become involved in the other key points. I can also take a leadership role in this process and be providing meaningful input. Whether that is through assisting with the development of a culture that supports and embraces change, or working with the other Mindlab colleagues from my school to further consider the impact of digital technologies. Blogging with the wider community also will enable valuable networking with others to share best practice and experiences.
References
CORE education (2018) Retrieved from
https://core-ed.org/professional-learning-solutions/what-you-teach/digital-
technology/
Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved http://www.leadered.com/pdf/2014 MSC_AddressingCurrentandFutureChallenges.pdf
Digital technologies in Schools 2016-17 - 20/20 Trust. Retrieved from
https://2020.org.nz/wp-content/uploads/2014/05/digital-technologies-in-
schools-2017_report.pdf
Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in running in nursing and the helping professions: a User’s Guide. Basingstoke, Palgrave Macmillan.
KPMG International. (2014). Future state 2030: the global megatrends shaping governments” [Video]. KPMG International Cooperative: USA. Retrieved from http://www.kpmg.com/Global/en/IssuesAndInsights/ ArticlesPublications/future-state-government/Documents/future- state-2030-v3.pdf
Pearson. (2013). Global trends: The world is changing faster than at any time in human history.[video].Retrieved from https://ww w.youtube.com/ watch?v=SdZiTQy3g1g
CORE education (2018) Retrieved from
https://core-ed.org/professional-learning-solutions/what-you-teach/digital-
technology/
Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved http://www.leadered.com/pdf/2014 MSC_AddressingCurrentandFutureChallenges.pdf
Digital technologies in Schools 2016-17 - 20/20 Trust. Retrieved from
https://2020.org.nz/wp-content/uploads/2014/05/digital-technologies-in-
schools-2017_report.pdf
Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in running in nursing and the helping professions: a User’s Guide. Basingstoke, Palgrave Macmillan.
KPMG International. (2014). Future state 2030: the global megatrends shaping governments” [Video]. KPMG International Cooperative: USA. Retrieved from http://www.kpmg.com/Global/en/IssuesAndInsights/ ArticlesPublications/future-state-government/Documents/future- state-2030-v3.pdf
Pearson. (2013). Global trends: The world is changing faster than at any time in human history.[video].Retrieved from https://ww w.youtube.com/ watch?v=SdZiTQy3g1g
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