Activity 6: Contemporary trends in New Zealand or internationally.
Step 1 (What):
In this day and age where students are using devices in their everyday life it is not practical to ask
them to engage in learning in ways that does not use the affordances of digital technology to help
them learn. Globalisation has opened up whole new areas of learning and makes new learning
possible that a few years ago would not be available to students.
them to engage in learning in ways that does not use the affordances of digital technology to help
them learn. Globalisation has opened up whole new areas of learning and makes new learning
possible that a few years ago would not be available to students.
I find the impact on digital learning particularly relevant as I teach in a space that uses 1:1 digital
devices in student learning. There is a big push in the school to make learning visible, rewindable
and authentic. The school holds the view that the use of digital technologies will also help bridge
the gaps for students from lower socio-economic backgrounds, it will even the playing field with
others.
devices in student learning. There is a big push in the school to make learning visible, rewindable
and authentic. The school holds the view that the use of digital technologies will also help bridge
the gaps for students from lower socio-economic backgrounds, it will even the playing field with
others.
Step 2 (So What):
Data shows that students have access to a wide range of devices that they can use to support their
learning. They have access to smartphones, laptops and tablets. All of these devices can be used
to modify and redefine student learning. At the time of the 2014 Addressing Current and Future
Challenges in Education report was written 71% of high school students communicated through text.
(When I compare this with my teenage daughter communicating now, just 4 years later this seems
outdated, as most of her communication is through snapchat, instagram, messenger and facebook).
learning. They have access to smartphones, laptops and tablets. All of these devices can be used
to modify and redefine student learning. At the time of the 2014 Addressing Current and Future
Challenges in Education report was written 71% of high school students communicated through text.
(When I compare this with my teenage daughter communicating now, just 4 years later this seems
outdated, as most of her communication is through snapchat, instagram, messenger and facebook).
The key opportunities for students when focusing on the use of digital tools in education is that globally
all students can have access to the same information. Students can interact with people from all around
the world to share their thoughts and information. They can pose questions, find answers and work
collaboratively with a larger range of pupils.
all students can have access to the same information. Students can interact with people from all around
the world to share their thoughts and information. They can pose questions, find answers and work
collaboratively with a larger range of pupils.
One of the key challenges with the continued move towards digital tools in education is that not all
students have access to the same tools. In some cases this will limit the students ability to engage in
their education. I am lucky in that the school I am at sees the benefit of the use of digital tools and I can
confidently say that the practices in the school all students in the year 4-6 range have access to a digital
tool for their learning.
students have access to the same tools. In some cases this will limit the students ability to engage in
their education. I am lucky in that the school I am at sees the benefit of the use of digital tools and I can
confidently say that the practices in the school all students in the year 4-6 range have access to a digital
tool for their learning.
The digital learning trend has already had a huge impact on my teaching pedagogy. I have changed my
practice to include technology in all areas of the curriculum. I am focusing on using technology to modify
and redefine learning tasks rather than just using technology as a substitution or augmentation tool.
practice to include technology in all areas of the curriculum. I am focusing on using technology to modify
and redefine learning tasks rather than just using technology as a substitution or augmentation tool.
As the trend of teaching with digital technologies continues to become more ingrained teachers across
the country will need to adapt. Their pedagogy will need to change and they will need to be willing to
continue to up skill to keep up with the times. If teachers are not adaptable to the use of new technology
they will struggle to effectively teach this generation’s children and to engage children in a meaningful
and authentic learning experience.
the country will need to adapt. Their pedagogy will need to change and they will need to be willing to
continue to up skill to keep up with the times. If teachers are not adaptable to the use of new technology
they will struggle to effectively teach this generation’s children and to engage children in a meaningful
and authentic learning experience.
Step 3 (Now What):
How has this trend been addressed by local, national or global educational organisations?
Globally - the growing research base on the use of digital technology, the number of apps/
programmes being developed to support education
programmes being developed to support education
Nationally - the Digital Technologies Curriculum, groups such as the Manaiakalani group of
schools
schools
Locally - Groups like the Uru Manuka group (an outreach of the Manaiakalani group), Our
local CoL, The Mindlab groups to support each other in our journey in digital engagement.
local CoL, The Mindlab groups to support each other in our journey in digital engagement.
What limitations/barriers/opportunities might impact the adoption of this trend for other educators
across NZ?
across NZ?
Financial
Old fashioned thinking
What changes might need to be adopted in your context?
At this point it is continuing to develop the use of technologies. This means that practice is
continuing to change all the time as new technologies come about and I become more
proficient in using technology.
continuing to change all the time as new technologies come about and I become more
proficient in using technology.
How might the curriculum be delivered to equip the students with adequate competencies to cope
with or adapt to the trend?
with or adapt to the trend?
The New Zealand Curriculum already has the key competencies and values in it. This covers
many of the 21st century skill that learners will need in future. By focusing on these
competencies and values and designing learning tasks which incorporate digital technologies
the trend will be well catered for. Models like SAMR can be a guide to help with changing
tasks to include digital aspects.
many of the 21st century skill that learners will need in future. By focusing on these
competencies and values and designing learning tasks which incorporate digital technologies
the trend will be well catered for. Models like SAMR can be a guide to help with changing
tasks to include digital aspects.
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