Activity 3: 'Contemporary issues or trends in New Zealand or internationally'
Technology and global trends are changing, but our education system is not keeping up with these changes. Sir Ken Robinson discusses that we still teach in very structured environments in 'batches' of students and the question is 'why'? Standardisation of the education system affects how students learn by not viewing the student with individual learning needs.
The standardised testing and framework impacts on teaching practice and how we teach our students (The RSA, 2010). The implementation of National Standards restricts the opportunities of the curriculum document - where the curriculum document allows for flexibility. Individual learning plans and individual assessment allows purposeful learning based on students learning needs. I often differentiate during sessions to ensure learners are able to have success. The Education Review Office suggests that we need to focus on 'student centred learning'. Last year, our school introduced a positive behaviour programme: 'Huakina Mai' (see week 26 blog) that focuses on partnerships with the school, students and whᾱnau, supports relationships and learning experiences that meet students needs. In our technology team and with consultation from our contributing schools we have strong collaboration to support our students.
 |
| https://propelsteps.wordpress.com/about/our-story/critiques-on-indian-educational-system/education-system-cartoon/ |
Another challenge with our education system is lack of funds or access for digital technologies; even though digital technologies are developing globally at great advances they are not always available to all students in schools. Many students own their own device, so opportunities for students to bring their own devices to schools (BYOD) has allowed more access.
The future global trends students require a new range of skills to be able to have a chance in the competitive global market. The demands of the global trends (National intelligence council, 2012) where students will be faced with many issues around sustainability, cyber safety, world views, climate change and policy makers.
During technology sessions our aim is to do our best by teaching some skills for the future: developing positive and design mindsets, collaboration, problem solving, innovation and communication skills. These skills are taught during sessions through the various practical experiences. The practical experiences are the merely the platform to teach these skills and I really not sure whether the actual practical skills will be valuable for the future? Students also have opportunities to share their ideas with each other to learn that there are different ideas and ways of experiencing learning (divergent thinking).
'Circle time' sharing has also provides opportunities for students to share their ideas and sometimes it will be an alternative subject, which allows students to provide their 'global' view. Students responses often surprise me with their knowledge, interest and understanding on such subjects and the fact that they have very strong opinions and views.
References
Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Retrieved 18 May 2016, fromhttp://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N
National intelligence council.(2012). Global trends: Alternative Worlds. National Intelligence Council: US. Retrieved fromhttps://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf
The RSA.(2010, Oct 14). RSA Animate - Changing Education Paradigms. Retrieved from https://www.youtube.com/watch?v=zDZFcDGpL4U.
I was interested to read your comments about the tensions between standardised testing and the New Zealand Curriculum. I have similar tensions between NCEA assessments and the flexibility that our curriculum provides. I often feel I am teaching students skills because 'its in the assessment' rather because I feel that they will need them in the future. I am trying hard to find ways to give my students opportunities to collaborate and problem solve as I am increasingly feel the need to embed '21st Century skills'. When you set practical challenges are their particular skills that you have in mind that you would like your students to develop?
ReplyDeleteWe want students to develop skills that they can transfer to any subject. Most of the skill development is integrated into the practical challenges. The aim that students will learn problem solving, persistence, collaboration, innovation, creativity, critical thinking etc during the programme. However, the level of the skill does depend on the ability of the student. Where I feel a student would benefit in developing a particular skill the practical activity is designed to encourage this.
Delete