A trend which is most relevant to my practice came from my reading of “Global Trends:Alternative Worlds” and is situated in the section entitled “Game Changers”. This trend is concerned with the new technologies. This contemporary issue is linked to an issue from the ERO report (2012) which states that an important focus for New Zealand education is that of priority learners.
ERO says that, “Priority learners are groups of students who have been identified as historically not experiencing success in the New Zealand schooling system. These include many Māori and Pacific learners, those from low socio-economic backgrounds, and students with special educational needs.” (ERO, 2012)
I believe these two issues are linked because those learners that are priority learners and do often come from Maori and Pasifika backgrounds are often the ones who do not have access to the new technologies of computers, laptops and a fast and efficient internet.
In essence, this equates to a digital divide. This interests me because teaching in a low decile school has highlighted these issues. The Global Trends document points out that in the next 15 or so years technology will be an important facet of the world economy. If our students cannot access technology, especially digital technologies they are in danger of remaining in a poverty trap which they will find very difficult to extricate themselves.
Both these issues are important to me because I teach English and I use G-Suite and other applications to deliver content. “Global Trends” warns readers that it is important educate citizens (students and teachers) of the dangers of how big data could be used to disadvantage society but it also sends out an encouraging message about harnessing data for the benefit of society. That means that more than ever our priority learners will need the skills and the digital literacy to negotiate their way through these issues.
The talk given by Sir Ken Robinson, “Changing Education Paradigms”, explores these issues in an oblique way. His thesis is that schools are based on the 18th and 19th centuries models of industrialisation and that model no longer fits the current paradigm. He contends that a lot of students are bored at school because they do not perceive the current curriculum is relevant for their purposes. This model is now outmoded and to continue with it is to do a great disservice to our young people. This is even more the case for priority learners for whom the intellectual model of education which has driven much of the last century’s education does not work.
It is important therefore that we as educators challenge the current model and put our energies into not only our priority learners but also those who do not feel connected to their learning.
References
Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Retrieved 18 May 2016, from http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf
KPMG International. (2014). Future state 2030: the global megatrends shaping governments”. KPMG International Cooperative: USA. Retrieved from http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf
National Intelligence Council. (2012). Global trends: Alternative Worlds. National Intelligence Council: US. Retrieved from https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf
OECD. (2016). Trends Shaping Education 2016, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en
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