Activity 6: Contemporary trends in New Zealand or internationally.

Activity 6: Week 30

Contemporary trends in New Zealand or internationally.

Defining ‘trend’.

Visser and Gagnon (2005) refers to trend as the statistically observable change or general orientation of a general movement……Wilson (2012) notes that a characteristic of a “trend” is that the changes it bring would have impacts within the field or wider environment.  

                               

I am using Rolfe’s reflective model for my reflection.

                     

Step 1 (What): Identify one trend that is most relevant to your practice.

Digital technology in my first years of teaching was just a computer in the corner of the room, children used it now and then for publishing a piece of text but not always. Then years later, teachers were given laptops mainly for planning, accessing etap and emails. Still digital technology was not a part of the classroom planning/programmes. About 5 years ago, our school finally purchased active boards and big screen TVs for some classes and the rest were still stuck with a computer in the corner of the room. Senior classes were slowly exposed to lessons being delivered on powerpoints, viewing programmes from the internet and videos on youtube. Big screen TVs were used for tasks and activities, for teacher modeling, for showing videos from youtube or watching a movie. Then recently, chrome books and ipads became part of classroom learning especially for senior classes to promote independent work, problem solving and collaboration. Now, digital technology has slowly become a part of the classroom culture and young teachers are now keen to explore and investigate more tools/apps to make learning more exciting for children.

This year about 20 teachers from our school joined MINDLAB, a massive advancement in terms of understanding digital technology to enhance classroom learning. I am convinced after attending classes and reading more about digital technology that this is the way forward. Daggett (2014) reminds us that as educators, we need to embrace the power of technology to make learning relevant for all students. He went on to say that while our schools continue to provide quality education for our students, the world in which they will live and work is changing.

As teachers we need to bear in mind that digital technology is becoming a classroom trend, primary school children move to intermediate and then secondary schools where digital technology is advanced, so we need to prepare them with technological skills for their next learning steps. Daggett (2014) reminds us that using technology effectively in everyday learning can help students to strengthen their learning experiences and build on their intuitive technology skills.

Step 2 (So What): Analyze how the identified trend impacts global and New Zealand education.

We have been inundated with so many different digital apps/tools recently, some of the children have already been exposed to digital devices and apps at home. Daggett (2014) says that today’s learners are digital natives – yet they come to school and power down their devices.

The following table compares the percentage of students being exposed to devices at home and the percentages of those who are exposed to the same devices at school. Seeing this is overwhelming knowing that laptops, tablets and smartphones are popular devices that children are able to access at home. So the question is “how do we ensure to utilize this well to accelerate learning?”

                     

To make sure digital knowledge that children bring from home is embraced and utilized at school, we need to teach skills that assist them with using technology for learning. As OECD (2016) states, education must ensure that technology is integrated into the classroom.

Mindlab has shown us heaps of devices and taught us skills on how to use technology in the classroom, we have to be well equipped with skills to facilitate learning using these tools. Daggett (2014) reminds us that using technology effectively in everyday learning can help students to strengthen their learning experiences and build on their intuitive technology skills. In the primary schools, a lot of support is required to assist children with using technology in the classroom, we should not forget the 21^st century skills of collaboration, communication, problem solving etc, which are also essential parts of learning. Children at these levels require time, scaffolding and repetition to ensure ideas and skills are embedded in their brains.

Step 3 (Now What): Critique and evaluate practice in the context of different audiences (local, national and/or international) and their perspectives.

The Ministry of Education has revised the technology learning area in the New Zealand Curriculum this included strengthening digital technologies. The goal of this change is to ensure all learners have the opportunity to become digitally capable individuals. The main foucs is for building students’ technological skills so they can be innovative creators of digital solutions – moving beyond solely being users and consumers of digital technologies. http://technology.tki.org.nz/Technology-in-the-NZC

It is apparent that our teachers are now integrating digital technology into their instructional practices, most of them are now using digital apps/tools for their inquiry teaching and learning, for example, using makey-makey, edpuzzle, youtube and many more apps for collaboration, critical thinking, problem solving, creativity and communication. Learners are more attentive and motivated in class, poor attendance and transience have been reduced because of digital technology.

Connecting with parents is essential; recently our school newsletter that was sent home reminded parents about our social media (see below), which has a few apps that parents can use to connect and to learn about what is happening at school.

                      

Mutch and Collins (2012) said that technological advances have enabled a swifter flow of communication between schools and homes. Schools have developed websites that provide detailed information and visual representations of a wide range of activities. A developing trend is for parents to be able to log on to secure websites to access student scores and information.

Our school together with other schools around our area is planning to adopt the Manaiakalani project with the vision of leading future focused learning in connected communities. It is with the hope that young people will be actively involved, lifelong and literate learners who are confident and connected; ready for employment in tomorrow’s market and contributing positively to their community. http://www.manaiakalani.org/our-schools. Manaiakalani has been found successful and now branching out to other cluster of schools to promote technology. Daggett (2014) said that successful schools create a culture that supports improvement before they attempt to implement change.

Finally, digital technology is a buzz around our school now, as an old teacher who usually believed that the only way to successfully teach children is using the traditional methods of teaching, digital technology has now changed my fixed mindset into growth mindset. I am now digital driven and is inspired to exposed our second language learners to so many tools and apps that will assist them with learning a second language and preparing them for their future journey in life.

References:
Visser, L., & Gagnon, K. (2005). Defining “Trends” and “Issues” in Distance Education. Conversation with Donald Paul Ely Y. Visser, L. Visser, M. Simonson & R. Amirault (Eds. de la serie), Trends and Issues in Distance Education. International Perspectives, pp.83-89.

Wilson, B. (2012). Trends and issues facing distance education. In L. Visser, Y. Visser M., R. Amirault & M. Simonson (2nd Ed.) Trends and Issues in Distance Education. International Perspectives (pp.39-54). North Carolina: Information Age Publishing, Inc.

Daggett, B. (2014). Addressing Current and Future Challenges in Education. International Center for Leadership in Education.

OECD (2016). Trends shaping Education. Centre for Education Research and Innovation.

Manaiakalani: The hook from heaven. http://www.manaiakalani.org/our-schools.

Ministry of Education: Technology on line: Te Kete Ipurangi http://technology.tki.org.nz

Mutch, C., and Collins, S. (2012). Partners in Learning: Schools’ Engagement With Parents, Families, and Communities in New Zealand School Community Journal, 2012, Vol. 22, No. 1