I’ve been travelling a bit as November comes to a close – visiting schools in Christchurch and Auckland, talking with teachers at the Digital Technologies Symposium, and meeting with e-learning advisers at the departments of education at the universities. The focus of these discussions has been on shifts in practice, transformation in schools and the implementation of the curriculum.
Some trends have emerged for me, and I’ve listed them below as a pick ‘n’ mix of reflections and observations (in no particular order). I’d be keen to get your thoughts – the things you’d ditch, add or tick on this list.
5 highlights
- The New Zealand Curriculum has provided guidance on and reinforced the significance of e-learning by positioning it as part of effective pedagogy. (I do wonder if the paragraphs on e-learning could have referred to all six teacher actions that promote student learning, rather than just four of the six …).
- The document has also provided a common language and approach to ‘teaching as inquiry’. An evidence-based approach is increasingly underpinning the use of ICT in the classroom.
- The shift in focus from ICT to e-learning continues. ICT is most successful when embedded in the context of a learning area (… the definition of e-learning). Although disciplines drive e-learning practices (particularly in secondary school, where generic e-learning practices can be especially difficult to identify), technologies introduce their own requirements which teachers can address through deliberate teaching and scaffolding of learners.
- The ways in which we as educators work and learn and live online are intimately connected with our capability to use e-learning effectively in the classroom. For teachers new to e-learning, adopting ICT as part of their own professional learning and practice can be a valuable starting point.
- Social software (web 2.0) remains a focus. Innovative teachers are exploring the distinctions between socialising and collaborating, sharing and reflecting, and publishing and contributing constructively.
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