Broader Professional Context
Create a blog post where you identify and evaluate two contemporary issues or trends that are influencing or shaping NZ or international education, which you find most relevant to your practice.
Equitable Access
Technology has become cheaper and more accessible to people over the last few years. The number of connected technologies we use each day continues to multiply. It has changed the way in which we interact and learn from others not only within our school community but also the wider world. Even through technology can help with students learning the use of it within the classroom does not make the difference. The use of technology needs to be 'partnered with good pedagogy, well designed teaching and learning environments as and equitable access' (Cored Education ten trends 1026). To ensure equitable we need to be giving students the 'opportunity to learn from teachers who understand how to use technology to both enhance learning and create quality learning experiences for students with special needs'. Equitable Access . (2016). Iste.org.
Even though more students have access to digital technology outside of the 4 walls of the classroom, there are still many students who can not afford the technology. Therefore, as educators we need to be mindful of the expectations we set on students to continue with their learning at home. We need to know the learners within our classrooms and the access they have to digital technologies. 'Having access to the device both at home and at school has the potential to create a seamless and ubiquitous learning environment and provide teachers with options to reimagine how their teaching and learning might look' Cored Education ten trends 2016. An example of this is flipped learning where teachers create videos / lessons that students can watch at home then classroom time is used for discussion time about the topic.
Not all schools have the equipment and or teacher knowledge to effectively incorporate digital technologies into the school. This can therefore become a disservices to students in-particular those students whom may change schools.Many schools can difficulties keeping up the the pace in which technologies change and the cost that this brings to the school. Also, students who don't have access to digital technologies within school can be disadvantaged in the future as they are not having opportunities to develop all 21st century learning skills. According to the Core education ten trend 2016, technologies really support learning through not only providing opportunities to collaborate and co-construct knowledge on a global level but by affording access to current and most-up-to-date resources as we need them. Technology offers the potential to improve education for disadvantaged students, regardless of at-home availability Equitable Access . (2016)
Within the school I work we have a strong digital presence where students use technologies to support and extend their own learning. They have the opportunities to work collaboratively with others within the school but also globally and internationally. The schools that our students feed into upon leaving us have limited use of digital technologies or are on the journey of developing this ares. As a school we have offered other teachers within our community to come to PD sessions and learn about the integration of digital technologies. We have done this to share their knowledge and for them to support their own students. the in which schools are transforming their learning environments and they way in which they run their programs is also changing.
An example of this is project based learning. Project based learning (When project-based learning is infused with technology, it may look and feel like a 21st-century idea, but it's built on a venerable foundation.) Schools which have an inadequate infrastructure and not the technologies can not support students in this form of learning.
Project based learning needs to be authentic and relevant to students, Include practical activities and group work to engage students,
Global Connectedness
Today we are able to connect with others more easily through the use of technologies. This can be through face to face interaction such as skype and google hangouts or sharing our thoughts through other social media such as facebook, twitter or blog post.
Global Connectedness is a way in which we can communicate to share ideas, knowledge and experience with others in a wider audience.
Within education students have the opportunities where they can learn from others. They are able to study different countries by visiting the place through the use of google maps, then ask people about their country.
Global Connectedness can be viewed as being able to :
Within the New Zealand curriculum it states one of its value;'for young people who will be confident connected, actively involved and lifelong learners'. It further says
connected
- able to relate well to others
- Effective users of communication tools
- Connected to the land an denvironment
- Members of communities
- International citizens
core education 8 trends it says 'The NZ Curriculum has anticipated this trend in its vision for connected learners who can support the well-being of New Zealand, can relate to others, participate and contribute to the world around them.
There are mnay ways in which schools/ classess can make global / national connections. There is mystery skypes, New Zealand read aloud, quadblogging, 100WC there are different projects for postcard projects. These are also some projects in which I have participated in. The students enjoy the learning opportunities these projects can bring as well as being able to share their learning with a wider audience. Many teachers have set up their own projects a and found schools to participate in them. By globally connecting students have the opportunities to share their learning with a wider audience.
For these projects to be successful students need to know their role and the expectations of the project. There is no point participating in projects like these if you do not have the time.
To be able to connect globally schools need to have a good internet connection as well as suitable devices. Teachers also need to support and encouragement to participate in projects like these.
'To ensure our schools have fast-connections (via Ministry initiatives such as the managed network and SnuP) and for our learners to have access to digital devices (seeFuture-focused learning in connected communities). core education 8 trends: Global connectedness.
When connecting globally, teachers need to develop digital citizenship with their students and how to keep themselves safe on the net.
For us as educators, if we are to be better together than we are apart, our first challenge is to embrace connectedness as a disposition of our modern profession. Secondly, we need to help our learners embrace the opportunities of connectedness in ways that understand that global does not mean equal. Our learners need to be critical thinkers, open to community action, globally-oriented and culturally-located. Thriving globally, grown locally.
http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/global-connectedness
Class notes
Global context:
- One of the trends that both publications point out is the empowerment of individuals and the game-changing role of technologies in every aspect of society.
- In education, it is reflected by the ubiquitous presence of digital technologies integrated in the learning and teaching space
International context:
- Over the last decade, technology has moved so swiftly that teachers are increasingly connected across a variety of platforms and in a variety of settings.
- 21st century learners are digital device and platform users. Their learning goes beyond passive receipt of knowledge towards actively seeking knowledge and their learning extends beyond the classroom walls to the digital learning environment.
- It is within this interconnected world that your context of practice needs to be able to respond to changes in technology and new educational paradigms.
The New Zealand education context
New Zealand is among the high quality education performers globally, but also faces critical issues that need to be addressed. 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.
The success of priority learners "in education is essential to the Government‟s goal of building a productive
and competitive economy...[and helping them develop] the skills needed to reach their full
potential and contribute to the economy and society”.
According to this report ERO wants schools to 'develop systems, processes and
connections that put students at the heart of learning and teaching.' they are also encouraging schools to implement a responsive curriculum. ERO has also stated that 'improvements need to be made in the ways schools engage in
assessment and evaluation processes so that these are dynamic and responsive to information
about students. If these 3 issues are addressed this could make a difference to priority learners. These 3 issues 'relate to how well schools are focussing on providing education that addresses the needs of students'.
As educators we need to know about our learners as individuals who have interests, strengths, and capabilities, and who have different cultural backgrounds and knowledge and that they can contribute so richly to the curriculum.
Successful schools tend to have a focus on nurturing students interests, strengths and focusing
on their learning leaning needs.
School that tended to have inclusive practices showed these qualities:
- advocated strongly for the needs of students
- focused on adapting school systems, programmes and resources to meet the needs of the students
- were innovative in how they responded to students’ learning needs
- had experience in working with students with diverse needs
- resourced programmes through creative problem solving
- worked effectively as teams
- had good practices in communicating with external agencies, families and whānau
- used information about students’ strengths, interests and needs to develop and review programmes for students
- supported students well to manage transitions within and beyond the school.
Students also need the opportunity to:
- understand their achievement in relation to the expected level and what they can do to make improvements
- set goals with their teacher
- make use of exemplars to support their learning
- talk confidently about their progress in relation to particular curriculum areas, learning goals and next steps
- keep informed about their progress in achieving goals such as through tracking sheets and teacher feedback
- take an active role in reporting their achievement and progress to their parents.
“ . . . the idea of the future being different from the present is so repugnant to our conventional modes of thought and that we, most of us, offer a great resistance to acting
on it in practice.”
John Maynard Keynes, 1937
Changing Education Paradigms
Global trends: The world is changing faster than at any time in human history
References:
http://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-schools/findings/#footnote10
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