Tai Tapu School – 17 June, 2015
Preparing learners for their future
HOPES FOR OUR KIDS
WHAT WILL THEY NEED TO LEARN?
OUR CHANGING WORLD
• Our world is changing and changing rapidly. • What must we do to prepare students for living and
working in the 21st century? • How must our schools and teachers change to meet
these opportunities and challenges?
THE FUTURE…
• Food supply • Water • Cryogenics • Nano-technology
• Cultural assimilation • Human rights • Poverty • Religious intolerance
COPING WITH CHANGE
Pre-1980 1984 2000 2012
Typewriter Colour TV Ball point pen Gestetner Fax Landline NZ Post
Desktop computer Photocopier VHS recorder Library EFTPOS
Internet Laptop Mobile phone Digital camera YouTube
Touch Wear Talk Think
EDUCATION IS THE POWERHOUSE
• Education is the powerhouse of modern societies • We need highly-skilled people • With increasingly sophisticated skills and digital
competencies
http://io9.com/these-are-the-surprising-jobs-youll-be-doing-by-the-203-1577363367
The surprising jobs you’ll be doing by the 2030s
• Robot counsellor • Rewilder • Garbage designer • Neighbourhood watch specialist • Simplicity expert • Healthcare navigator • Nostalgist • Telesurgeon • Solar technology specialist • Aquaponic fish farmer
http://io9.com/these-are-the-surprising-jobs-youll-be-doing-by-the-203-1577363367
THE DIGITAL CHALLENGE
• What must we do to prepare students for living and working in the 21st century?
• What skills, knowledge and dispositions will they require?
UBIQUITY
MOBILE TRENDS
• mLearning – in the classroom and workplace
• BYOD – Bring your own device
• “snack” learning • Location-based
integration and workplace training
• Cloud computing • Rewind learning
http://www.bottomlineperformance.com/6-mobile-learning-trends-that-grew-in-2012/
CHALLENGE
Have we grasped how significantly student access to technology has changed their expectations as learners?
AGENCY
• “Having choices and the ability to act on those choices.”
• “The power to act” • “Sense of ownership” • “Executing and controlling
one’s own actions” • “Self-efficacy” • “Personalisation”
STUDENT EXPECTATIONS
Washor, E and Mohkowski, C (2013) Leaving to learn
Do my teachers really know about me and my interests and talents?
Do I find what the school is teaching relevant to my interests?
Do I have opportunities to apply what I am learning in real world settings and contexts?
Do I feel appropriately challenged in my learning?
Can I pursue my learning out of the standard sequence?
Do I have sufficient time to learn at my own pace?
Do I have real choice about what, where and how I learn?
Do I have opportunities to explore and make mistakes?
Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean?
CHALLENGES
• Do our learners have to adapt to our way of doing things, or do we adapt to theirs?
• Are we focused on delivery – or learning experience?
• “Having a sense of being a part of something that is bigger than ones self”
• It’s not about the technology - it’s all about being connected. Devices and gadgets are less important than the ability to be connected.
• Connectedness is the capacity to benefit from connectivity for personal, social, work or economic purposes
• This is having an impact on all areas of human activity
CONNECTEDNESS
CHALLENGES
• In what ways do we promote the notion of connectedness for our students?
• What implcations are there for global participation, cybercitizentship, network literacy?
Practices
Principles
Moral purpose
WHY?
HOW?
WHAT?
Derived from values/beliefs. Captured in policy statements.
What you stand for. Mutually agreed and owned by the school community. Shared beliefs/values. Made explicit in mission/vision statement.
Lived expression of your values.
Practices
Principles
Moral purpose
WHY?
HOW?
WHAT?
Derived from values/beliefs. Captured in policy statements.
What you stand for. Mutually agreed and owned by the school community. Shared beliefs/values. Made explicit in mission/vision statement.
Lived expression of your values.