Week 30 – The Broader Professional Context
What?
Using Rolfe, et al (2001) model of reflection, I identified
my emerging trend or ‘what’ as the ‘impact of digital learning’. It appears
that this trend is supported by the four other trends listed in Daggett, B., (2014,
p. 4). These supplementary emerging trends tend to blend together and overlap
to a point that if carefully and cautiously developed could improve pedagogy to
make our students 21 Century citizens, with the skills to survive in an unknown
future. Daggett states that “Using technology effectively in every day learning
can help students to strengthen their learning experiences and build on their intuitive
technology skills” (Daggett, B., 2014, p. 4). I would envisage that the 5
emerging trends would either look like the TPACK model from week three, or the
four pillars of flipped learning (Hamdan, N., et al, 2013, p.). , with impact of digital learning being up held by
emerging trend 2-5 as the pillars. Daggett, B., (2014, p. 4-5) also discusses
the concept that “successful schools will be those that embrace the digital
learning and are willing to disrupt their traditional delivery systems by
creating a new hybrid”.
Daggett, B., (2014, p 8) further explains that leaders
need to keep a focus on emerging trends by following the five steps to ensure
success:
1.
Create a culture that supports change.
2.
Create a team within the school focused on the impact of the emerging trend.
3.
Network with others to share best practices.
4.
Take risks in prototyping and iterating practices to accept emerging trend.
5. Push trend-aligned policy.
So What?
John Bergman, (FlipCon
announcement NZ/AUS 2018) recently discussed digital pedagogy and the review of
the flipped learning model as moving away from the buzz word of flipped
learning and instead focus on Reaching Every Student in Every Class, Every Day.
This means that schools and teachers need to move away from the next new thing
and invest in sustainable practice and pedagogy. That therefore means that
school must have a culture that is ready for and supports change, a central
team needs to be the driving force for ensuring success of this emerging trend.
Additionally this means networking with other schools, sharing practices within
and in the larger learning community, becoming the innovator and not following
the next best thing.
This is supported by New Media
Consortium (2017), that state in the 2017 report that a schools culture is key
to the long term success of emerging trends such as digital learning. “Many
educators believe that to sustain innovation, schools’ missions must be
reinvented to reflect the agile and collaborative mindsets learners will need
to thrive in today’s world.” This means schools and education systems need to
provide support to allow the emergent trend of digital learning, to be driven
by students, teachers and school policy.
So What?
We have to consider what this
emergent trend will look like. It is not as many think that students are learning
using the computer so no need to go to school. To develop deeper cognitive
thinking, the digital learning needs to be active and engaging. Within my own
school we have slowly rolled out BYOD since 2015. Next year all levels will be
BYOD. However, the drive and support needs to be maintained within the school
culture to give this emergent trend longevity. This can be further supported by
contributing primary schools through the community of learning.
As a Nation the concept of
digital learning is gaining ground due to recent developments with the Ministry
of Educations, New Zealand Curriculum’s Technology Curriculum. Additionally the
national intelligence council (2017, p. 15) summarises this need for change by
stating: “Technology will continue to empower individuals, small groups, corporations,
and states, as well as accelerate the pace of change and spawn new complex
challenges, discontinuities and challenges”….
“ICT are poised to transform a widening array of work practices and the way
people live and communicate”. Let’s hope that with the incorporation of active
digital learning that our students are ready for these challenges in the
future.
References:
Bergman, J. (2018), FlipCon video announcement, retrieved
from: https://www.iwb.net.au/rescon/nz/
Daggett,
B. (2014). Addressing Current and Future Challenges in Education. Retrieved
from:
Freshwater, D., & Rolfe, G. (2001).
Critical reflexivity: a politically and ethically engaged research method for
nursing. NT Research, 6(1), 526-537.
Hamdan, N.,
McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper
based on the literature review titled a review of flipped learning.
Flipped Learning Network/Pearson/George Mason University. Retrieved from:
National
Intelligence Council. (2017). Global trends: The Paradox of Progress. National
Intelligence Council: US. Retrieved from:
NMC/CoSN Horizon Report, 2017 K–12 Edition. Retrieved
from:
https://www.nmc.org/publication/nmccosn-horizon-report-2017-k-12-edition/
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