Week 30: The broader professional context

Week 30: The broader professional context

I am going to analyse digital technology as a trend in NZ classrooms using Rolfe et al’s (2001) model of reflection.

What

The trend that is most relevant to my practice is the impact of digital learning in the classroom. I notice that it affects all of the communities of learning I am part of. It impacts on: me as the teacher, (as I design personalized and collaborative learning incorporating digital tools to create and share new knowledge), my students (learning to creatively solve problems), the families of my students (who have concerns about the increasing role of digital technology on their child’s learning and lives) and my colleagues (using digital learning in purposeful and meaningful ways that support the digital vision at our school). It has powerful immediate and extended influences on my students. I am most captivated by technology because of the way it shapes the future, “ technology will alter economic, social, political, and security dynamics” (National Intelligence Council. (2017), pg. 13).

So what

Using digital technology in the classroom is a given, there will always be some key challenges and opportunities afforded with this. Digital learning used thoughtfully (SAMR) develops crucial skills for students in a way that supports, self-paced learning in a  personalised manner. An example of this is the way Social media (Seesaw) provides a context for my learners to connect, collaborate and create content that is meaningful for them and their families. By using this technology, it also enables them to develop skills and follow processes in safe ways so that they can confidently interact with digital technology. However, the nature of digital technology also means that it can detract from face to face connections which are so important to developing learner relationships. Hattie’s meta-analysis lists teacher-student relationships as among the most effective influences on student achievement- even more so than professional development, teaching strategies, or socioeconomic status”. (as cited in Trends, G 2017) This highlights for me that digital tech needs a balanced approach and application as a learning tool.

What now-

Bill Daggert (2014) from the International Center for Leadership in Education posits that schools can respond to shaping this trend by:

1. Creating a culture that supports change
2. Creating a team within the school focused on the impact of the emerging trend
3. Networking with others to share best practices
4. Taking risks in prototyping and iterating practices to accept emerging trend
5. Pushing trend-aligned policy (Daggett, B., 2014)

NZ educators are already exploring the new Digital Curriculum, this is how we as a country are responding to the fast pace of digital tech application in schools. This curriculum will give students the skills to creatively find solutions to problems and this will help to transform digital tech use away from simple digital consumerism. The implementation of  a strategic and creative plan will best position NZ learners for future workforces. I will be able to apply my new learning around leadership theories in my context to see how the Diffusion theory applies to this. I hope to be an early adopter and instrumental in leading others on this new journey. Certainly, the MOE are providing resources to facilitate the success of the new digital initiative in the form of the online Digital Passport. As a school it would be interesting to canvas teaching staff on their confidence with digital tools to support learning with a google survey. This would help give future direction with further PD as identified by staff for staff as we know the impact of digital technology is only as successful as the teacher knowledge and school vision implementing it.

References

Bolsted, R. & Gilbert, J. (2012)   Supporting future orientated learning and teaching – a New Zealand perspective   MOE NZCER
Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved fromhttp://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

Ministry of Education Digital Technologies and the National Curriculum, retrieved from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Technology/Achievement-objectives

National Intelligence Council. (2017). Global trends: The Paradox of Progress. National Intelligence Council: US. Retrieved from https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf

Pearson. (2013). Global trends: The world is changing faster than at any time in human history..Retrieved fromhttps://www.youtube.com/watch?v=SdZiTQy3g1g

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI:http://dx.doi.org/10.1787/trends_edu-2016-enDaggett, B. (2014). Addressing

Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

Pearson. (2013). Global trends: The world is changing faster than at any time in human history..Retrieved from https://www.youtube.com/watch?v=SdZiTQy3g1g

http://core-ed.org/research-and-innovation/ten-trends/2018/