The pace of technological development in the recent past has been exponential and often unpredictable. The effect this has had on education is multi fold.
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My interest lies in the effect the availability of digital content and resources have had on transforming how teaching and learning occurs both inside and outside the classroom. In my curriculum areas of physics, science and mathematics, the possibilities of changing the learning experience for students due to these trends is immense.
More than 50% of internet users in New Zealand shop online (OECD, 2016). And according to the same source, almost the same percentage of the population seek health information and advice online. These are some statistical evidence of the shift in confidence in device use and knowledge acquisition seen in the digital environment.
The free availability of digital information with regard to curriculum content and tools has opened many opportunities for teachers (and schools) to provide student-centred learning programs. The programs can be self-paced, interactive and personalised, which should allow for deeper understanding and shared ownership of the learning. One drawback to this would be the decrease in collaborative opportunities between students. Therefore a balance must be struck between these two aspects.
The ease with which digital information is shared and used means our students must have the skills to confidently use and contribute to this vast ocean of knowledge. With the volume of misinformation available, they must also gain the ability to critically assess the information they find, for its validity, relevance and accuracy. In order to gain these skills, students must have some content knowledge to make informed decisions, but we also need to spend more time exposing them to the tools available to gain the skills. Most teachers use ICT that lags behind the technical skills required by students to operate in the workplace. We as teachers must allocate time on a frequent basis to explore, become aware and learn to use upcoming technological tools and resources that will be valuable to our students.
The immediate availability of answers to questions has produced a student population that seldom stops to inquire anymore. From the point of view of the sciences, this is a concern. One of the key areas of science in the New Zealand Curriculum is the Nature of Science that places importance on the inquiry nature of a scientist. The ability for a student to "just Google it" has meant the many possible outcomes and related variables, etc are not considered by the student and his solution becomes extremely narrow although rich in content. The questioning nature of a scientist is crucial for scientific progress and us as science teachers must discuss and practice this in our teaching.
STEM has become a buzzword and its importance in technological and social advancement is evident. It is no longer adequate to know how to use the technology or the digital tools, the future workforce must know how to make it as well. With digital infrastructure and robotics, etc becoming integral parts of our life, skills such as programming,coding and electronics have become key skills all students must have.
The OECD report 2016 lists the following as key areas that need to be addressed;
Issue One - Shifting focus to student-centred learning
- Students as partners in learning
Issue Two - Knowledgeably implementing a responsive and rich curriculum
- A curriculum that is based on students' strengths and interests
- A responsive and inclusive curriculum
- Learning that leads to deep understanding
This acknowledges the global trend and its resulting effects on education has links at a national level as well.
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