Week 30 MINDLAB PRACTICE - The Broader Professional Context.

                                                                                    

IMPACT OF DIGITAL TECHNOLOGY: 

I will attempt to evaluate the potential for growth and being a possible 'disruptive' transforming trend, using Rolfe's Reflective Model. 

WHAT: 'The Impact of Digital Learning', on our teachers, and students.

This Topic has recurred throughout my study, and is definitely at the forefront of leadership conversations. We have observed the exponential growth of digital technology use by our learners.  Furthermore we recognise the importance of integrating this technology in our instructional practice. Our goal is to support learners to engage with this technology and recognise its link to their ongoing learning, and the skills required to be an active learner.

SO WHAT: According to Daggett (2014) the frequency of learners using digital devices, and social media in the last 10 years, has just about doubled, yet we do not allow these devices at school. In order for schools to keep these 'digital natives' engaged in learning, our school systems will have to integrate them into instructional practices, or we risk losing these students to purely online courses.

Currently, questions about the impact of using Digital Technology has forced our staff to reconsider their pedagogy, (i.e. lecture style, to a more responsive, blended learning model). This has placed teachers in the uncomfortable position of having to learn how to teach, when some of the experts are students sitting in front of them. This has led to deep inquiry into teachers' practice, and the gradual shift of the 'locus of control' towards the learners. For some, this, has led to several difficult conversations regarding the role of teachers, and the type of teaching/learning relationship that is necessary for our learners to be innovators in the 21st Century.  The leadership, has ensured a 'culture' in the school where 'change' is necessary, as well as a shared expectation that all students will benefit from this inquiring pedagogy, and that this will not happen in a prescribed way, as was reinforced in Daggett (2014).

NOW WHAT:

Local Audience: We understand the benefits of online learning for students and community (audience), but also understand the key element of 'kanohi ki te kanohi' (Face to face) for students and teachers,  an important time to discuss the relevance of the learning. According to Hattie in his book 'Visible Learning', that engagement is one of the most important factors when determining students' success.

I believe our school, and Community of Leaders (local) needs to inquire into 'gamification', which are features that gaming companies have mastered, being a part of creating this learning as partners of schools. Many of our students, (and parents) have already bought into this 'Digital Badging' as ways of recognising proficiency. Daggett (2014) explains that, the ability of leadership to recognise the importance of  the partnership with gaming companies, as a 'game changer'. While we understand the importance of 'gamification' in learning, it will require, the rigorous scrutiny of a community of leaders (and learners) to recognise potential, hidden agendas by these privatised, profit seeking companies, and not be driven by unethical practices or outcomes.

National Audience:

As the third of the five tenets identified by Daggett (2014), the leadership will have to drive its inquiry, or risk being driven by external pressures. These challenges will need leadership of schools to have robust 'norms' in place to test bias, and the intention to improve student learning, while holding the aspirations of the community close at heart. I believe, that the Ministry of Education, have to move into this new era, letting go of some traditional methods that worked in the past. We will need to develop new funding methodology, and less bureaucratic red tape, to allow for learners to develop skills around 'global language' and develop 'social and emotional intelligence' (OECD, 2016). 

International Audience: The world is at a point where traditional boundaries, like countries will become less of a barrier. Our current national and international leaders will need to pave the way for this international transformation, while still recognising ethnic culture, so that learners engage, collaboratively as part of a wider global community, where they have a vital social and ethical part to play in the successful future of our world, as Global Citizens who are increasingly aware of environmental social issues that face us.

 

 REFERENCE: 

Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI:http://dx.doi.org/10.1787/trends_edu-2016-enDaggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf