Activity 3: 'Contemporary issues or trends in New Zealand or internationally'
“Trend is a term which refers to the statistically observable change or general orientation of a general movement. In order for an orientation or a tendency to become a trend, it must comprise a certain period of time, repeat itself during this period, be proven statistically, focus on a specific area, be based on data, and have a certain level of consistency. Within the international scope, trends enable enhancing the changes in education and having an international point of view, and also help nations to learn from one another. Trends report only the facts at the time the research is done, and they do not predict the future. Therefore, it is possible to say that trend studies are repeatable (Karataş 2016)”.
“Trend is a term which refers to the statistically observable change or general orientation of a general movement. In order for an orientation or a tendency to become a trend, it must comprise a certain period of time, repeat itself during this period, be proven statistically, focus on a specific area, be based on data, and have a certain level of consistency. Within the international scope, trends enable enhancing the changes in education and having an international point of view, and also help nations to learn from one another. Trends report only the facts at the time the research is done, and they do not predict the future. Therefore, it is possible to say that trend studies are repeatable (Karataş 2016)”.
Sir Ken Robinson’s talk discusses how Digital Technologies is changing our future. As modern educators we need to keep up. The way our children learn now is different from when we went we went to school. My professional context is no longer confined within the boundaries of my school. The technology has moved so swiftly in how education is perceived and how it is accessed by all. We are now increasingly connected across a variety of platforms and in a variety of settings.
The New Zealand Education Context
A report by the Education Review Office (2012) indicated that New Zealand’s education system needs to pay more attention to three key aspects including :
A report by the Education Review Office (2012) indicated that New Zealand’s education system needs to pay more attention to three key aspects including :
i) students-centred learning,
ii) responsive and rich curriculum, and
iii) assessment used for students’ learning.
Use of Digital Technologies/Digital Fluency
Digital Fluency can be described as using Technologies learn, to work and to play, and the infusion of Technology in Teaching and learning to improve outcomes for all students.
My goal is to expose and extend the knowledge for my learners to Technologies available and accessible currently.
This term I have taken a risk and decided to explore the opportunities that ‘coding’ using Scratch. This opens up opportunities for our learners in terms of addressing the key competencies:
- Using Language, Symbols and Text
- Thinking - Creative, Critical, Reflective
- Relating to Others
- Participating and Contributing
- Managing Self
The Horizon report focuses on the importance of deeper learning approaches and teaching complex thinking. They state that "teaching coding in schools is a way to instill this kind of thinking in student as it combines deep Computer Science knowledge with creativity and problem solving” (p.32).
To support their learning in the classroom using Technologies my students went to MindLab for a visit. At MindLab they developed a controller for a flight simulator. They used Scratch and a Makey Makey Kit alongside some conductive tin foil and cardboard.
I believe in providing access to my learners to resources currently available in New Zealand. I want my students to learn using Technology and become fluent with its applications in everyday life and bridging the digital divide gap .
The recent reportOECD (2015)- highlights the importance of bridging the digital divide, not leaving the development of digital fluency to chance.
The recent reportOECD (2015)- highlights the importance of bridging the digital divide, not leaving the development of digital fluency to chance.
Design Thinking
Design Thinking is a process that can support us to shift from improvement and reform approaches towards ways that encourage transformation and a “learning revolution” (Robinson, K, 2010).
Within my curriculum area of teaching - Technology educators have been historically using the design thinking model years.
Technology education in New Zealand explores how, beginning with a need or opportunity, new products and systems are developed, and how technological developments impact on our world.
The Technology Curriculum enables learners to work together and create new solution. This aligns with the design thinking concepts. Learners innovate and solve real life problems.
As stated in Core Education's Top 10 Trends - Design Thinking is a process that can support us to shift from improvement and reform approaches towards ways that encourage transformation and a “learning revolution” (Robinson, K, 2010).
This can help educators to prepare our learners for the demands of the real work business sector. Design thinking process within education will enable our learners to be 'ready' for the rapidly changing job market as technology replaces many process-driven tasks. It can also help us to empower our learners to be proactive when working with real-world complex problems.
This is because Design Thinking processes help to build the skills and capabilities needed for learners to navigate multiple perspectives, to find common ground and to create “messy” solutions that haven’t been thought of before.
Design Thinking
Within my practice combining elements of Design thinking and the New Zealand Technology curriculum, I see myself engaging with very exciting, innovative learning both for my students and myself.
References:
Core Education Top Ten Trends (2016) Retrieved from
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf
Karataş, S., et al. (2016). A Trend Analysis of Mobile Learning. In D. Parsons (Ed.) Mobile and Blended Learning Innovations for Improved Learning Outcomes (pp. 248-276). Hershey, PA: IGI Global
Pearson. (2013, April 26). Global trends: The world is changing faster than at any time in human history. Retrieved from https://www.youtube.com/watch?v=SdZiTQy3g1g
KPMG Australia. (2014, May 22). Future State 2030 - Global Megatrends. Retrieved from https://www.youtube.com/watch?
v=im5SwtapHl8
OECD. (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing, Paris.
DOI: http://dx.doi.org/10.1787/9789264239555-en
v=im5SwtapHl8
OECD. (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing, Paris.
DOI: http://dx.doi.org/10.1787/9789264239555-en
Robinson, K. (2010). Bring on the learning revolution. TED talks.
The RSA.(2010, Oct 14). RSA Animate - Changing Education Paradigms. Retrieved from https://www.youtube.com/watch?v=zDZFcDGpL4U.
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