Week 30: (Activity 6) Contemporary Trends in New Zealand Education

Applying the Reflection Model of Rolfe, Freshwater & Jasper (2001) to Analyse a Trend

Step 1 (What): The Trend - The Impact of Digital Technology.

The trend of the impact of digital technology immediately captures my attention as it is most relevant to the journey I am undertaking within my current teaching practice and leadership role as the Technology unit holder. I have a traditionally hands-on subject that I am responsible for - Visual Arts, which has, for years, centred around students experimenting with the manipulation of tactile materials to develop a variety of practical skills and create unique artworks while reflecting on their personal process. With the emergence of The New Digital Technology Curriculum (to be fully implemented in New Zealand schools by 2020) the impact of integrating digital technology across the school and (for me) specifically within the Visual Arts Curriculum will be significant. This trend is relevant to my practice as we are beginning to explore engaging ways of using digital tools, applications and resources alongside our students. Daggett (2014) asserts that "Using technology thoughtfully for instructional purposes will allow us to stretch learner's thinking in ways that will lead to success in today's increasing global economy and rapidly evolving digital environment." (p.4). In our art classroom, the historical focus on drawing, painting, printing, sculpture etc is being widened to encompass digital art-making techniques along with setting increasingly relevant objectives which delve into the marketing, blogging and learning possibilities that the online world offers to creatives to expose and offer their artwork to global audiences. 

Step 2 (So What): There are many ways that the emphasis on digital technology impacts on education, both within NZ and globally. As mentioned in my previous blog posts - social media has transitioned from being just a platform to express ourselves on, in our leisure time to also being a powerful learning tool within the classroom. Daggett (2014) highlights that 82% of students have access to a Smartphone from Grade 3... "With an increase in kids going mobile, social media provides the context for all digital learners to connect, collaborate and create content in ways that are especially meaningful for them." (p.5). So this shows that making, sharing and commenting on online content is becoming an inherent part of communicating with others in today's world. In education, this means that we can use this tool to enable students to provide feedback and it can be valuable as a method of formative assessment.

Another major impact on the professional requirements of teachers globally, is the information management and upskilling that digital technology integration requires. "...schools and teachers are increasingly faced with the challenges of educating and guiding students through the advantages and disadvantages of the virtual world, without always having the necessary skills themselves." (OECD, 2016). To effectively teach using digital tools and resources, teachers have to find the time and energy to undertake professional development or personal exploration in this expansive new realm of the curriculum. The challenge for educators is to confidently and creatively integrate it within existing curriculum areas, in meaningful ways for their learners and to keep up with the latest digital offerings as the world moves fast and forward - ensuring our students are to be equipped to adapt and master each significant advance. 

Step 3 (Now What): Teachers require time, support and recognition as learners themselves to adopt this trend and as with any area of the curriculum, there will be those who have digital strengths and then those who need to collaborate in groups and be encouraged by their peers to make changes, create new learning pathways for their students and use digital technology more in their classrooms. The NZ education system has already responded to this trend by writing the New Digital Technology Curriculum and motioning this to be adopted into schools by 2020. Resources such as the online Digital Readiness Programme have also been set up to support our teacher's professional development journeys, it is up to schools to set goals, allocate meeting and planning times and work towards this as a staff. As a learning leader of Technology, I have endeavoured to create a culture (Daggett, 2014, p.8) in support of the New Digital Curriculum and direct a team to set goals to achieve it's implementation. Currently, our syndicate networks together and pools their knowledge on how to best integrate digital technology within their own classrooms. We look at digital technology as creating more opportunities for ourselves and our students in the future. We add value to each other's practice by providing feedback in meetings on tools and applications trialed and investigate ideas for these to be effectively applied in our student's learning going forward.

References:

Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI:http://dx.doi.org/10.1787/trends_edu-2016-en

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user's guide. Basingstoke: Palgrave.