Activity
6: Contemporary trends in New Zealand or Internationally.
The
trend in education that I have chosen to discuss using Rolfe’s reflective model
is the Impact of Digital Learning.
Step 1: What?
Upon
this week’s tasks I found that Daggett’s (2014) reading had the most profound
impact. After deeply investigating different trends I came to realise that one
I really needed and wanted to focus on was the impact of digital learning.
Mainly because teaching and incorporating the 21st Century Skills
into the classroom has had a profound effect on my leaners this year along with
the incorporation of a blended learning classroom. As Daggett (2014) clearly
points out that today’s learners are digital natives in a rapidly evolving digital
technological environment. “Students come to school and power down their
devices. As educators, we need to embrace the power of technology to make
learning relevant for all students and adults.” Within my classroom environment
how do you find a balance between a tradition approach and one that embraces
digital technology promoting the right skills needed for your 21st
century learners? Daggett 2014 also suggests that schools that find that
balance while incorporating digital technologies into the classroom will be
successful. As students will have the best of both worlds strengthening.
Step 2: So What?
“Using
technology effectively in everyday learning can help students to strengthen
their learning experiences and build their intuitive technology skills”.
(Daggett, 2014, p.4) Globalisation trends are forever changing and so too are
the students that we teach. With the impact of digital technology and learning
being at the forefront of education the 21st century teacher needs
to be better equipped for this challenge. The New Zealand curriculum states
that “Teachers to understand the need for change and adapt to their practices.”
The opportunities for digital education and learning are endless in terms of
job opportunities and entering into the workforce. “Both high education and the
contempory workforce call for digital savants who can seamlessly work with
difference media and new technologies” (Adams Becker, Cummins, Davis, Freeman,
Hall Giesinger & Ananthanarayanan, 2018, P9).
Step 3: Now What?
The
Ministry of Education has communicated that by 2020 schools must include and
deliver a digital curriculum. The barriers and implications schools now face is
the upskilling of teachers and for them to come on board with this initiative.
Teachers will need to adapt and change their teaching practice/pedagogy going
forward. Adapting and creating a new 21st century leaning
environment “making the shift from the classroom of yesterday to the classroom
of tomorrow.” https://cyberinnovationcenter.org/education/
The New Zealand Curriculum states that “Our education system is changing how we
prepare our children and young people to participate, create and thrive in the
fast-evolving digital world.” There needs to be a definite paradigm shift in
education to cater for new trends and developments. New Zealand educators must
be prepared and embrace change, or you may be left behind.
References:
Adam
Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., &
Ananthanarayanan, V. (2017. NMC Horizon Report; 2017 Higher Education Edition.
Austin, Texas: The New Media Consortium.
Daggett,
B. (2014). Addressing Current and Future Challenges in Education. Retrieved
from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf
Education
Counts. (2012). Supporting future-oriented
learning and teaching: A New Zealand perspective. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/supporting-future-oriented-learning-and-teaching-a-new-zealand-perspective
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