E-Learning is growing fast in New Zealand schools and has
been one of the priorities of the Ministry of Education over the last few
years. Major disruptions in Canterbury
schools, due to the 2010-2011 earthquakes have shown the potential of e-Learning
to increase resilience (Davis, 2011). Schools’ involvement in the national Virtual
Learning Network that enables students to enrol in online courses, regardless
of their geographic area has further shown the potential of e-Learning to
increase flexibility and student choice (Pratt & Trewern, 2011). The government’s
initiative to implement Ultra Fast Broadband in Schools (UFBiS) with ongoing
support from the Network 4 Learning (http://www.n4l.co.nz/about.php)
and the enabling e-Learning website (http://www.elearning.tki.org.nz/)
is expected to further increase the uptake of e-Learning in schools.
As a result of this, BYOD
is one of the key trends in New Zealand primary/secondary education, which is
also one of the key trends in the 2013 horizon report (NMC, 2013):
As the cost of technology drops and school districts revise
and open up their access policies, it is becoming more common for students to
bring their own mobile devices. (p.4)
In addition, the focus on 21st century teaching
and learning is challenging the
traditional role of students and teachers, a key trend that is also
identified in the 2013 Horizon report (NMC, 2013):
The abundance of resources and relationships made easily
accessible via the Internet is challenging us to revisit our roles as
educators. (p.4)
These trends involve a range of uncertainties that can be
placed on the two axes of the scenario matrix:
Equity vs inequity:
With regards to BYOD, it is normal to expect that, in conjunction with UFB, it will enable equitable access to information/resources/learning
opportunities. On the other hand, the gap between the ‘haves’ and the ‘have
nots’ might become bigger. Therefore one of the key uncertainties is whether
BYOD will increase educational equity or create inequity issues.
Traditional vs 21st
century teaching & learning: 21st century teaching and learning
involves the use of digital technologies in the classroom, but it also involves
more learner control and less traditional direct instruction. Teachers’ needs
for adequate PD will increase, not only in terms of how to use the new tools,
but also in terms of how to effectively
implement them to facilitate (not direct) student learning. However, one of the
key uncertainties is whether schools and teachers will eventually enable the 21st
century learner or ICT will be used as a way to sustain traditional instruction
with the teacher still being at the centre of the instruction.
Using the scenario matrix, the 4 scenarios for the future of
primary/secondary education in New Zealand are:
1. Traditional teaching & learning – equitable access:
Schools are implementing BYOD with devices that are purchased by parents, with
funding from other organizations where needed. Schools are connected and
collaborating in clusters, depending on their needs/goals, often driven by the
need to have access to more resources/content. Shared content is often
copyrighted. Teachers are often involved in structured PD sessions within and
beyond the school where the early adopters/experts share how to use new and
existing tools. E-learning is implemented as a way to extend students’
learning experiences outside the classroom, with continuous guidance from
teachers (online or onsite).
2. 21st century teaching & learning
– equitable access: BYOD is funded by families/whānau or other bodies where
needed. Teachers form their own communities of practice, with interest groups
within and beyond the school, sharing educational practices and ideas. Student-centred,
creative, collaborative learning is encouraged. Personal online learning
environments are student-created, often shared with families/whānau, increasing
the links between schools and the community. Collaboration between schools
enables students and teachers to form their own learning communities,
regardless of the geographic area of their school. Shared ownership of content and
CC licensing is more prevalent.
3. 21st century teaching & learning
– inequitable access: Schools provide a limited number of devices to students
who don’t own one to use in school and/or to hire for use at home. Students who
have and bring their devices in school are often sharing them with other
students. Learning through collaboration is more prevalent. Teachers are
engaged in PD within and beyond their school, often working in communities of
practice, sharing open content/resources. Teachers and schools are more likely
to join groups/communities that have similar access levels.
4. Traditional teaching & learning –
inequitable access: Schools are working in silos depending on their access
levels. Teachers are encouraged to engage in PD, mainly within the school.
Links with other schools are seen as a way to increase access to resources and
content. Schools are trying hard to protect the ownership of their
resources/content. Students are encouraged to bring their own devices in class
at times when a lesson is planned accordingly. These devices are often shared
between students who are given direct instructions on how to use them.
Reflecting on this attempt to use scenario planning for primary/secondary education in New Zealand, I find that this is a fascinating process, that engages the brain in constant thinking about the trends, uncertainties and involved implications. The more I engage with the scenario matrix, the more I have to face my own biases, which confirms to me that this needs to be a collaborative process.
References:
Davis, N. (2011). Online and blended learning rolling into
New Zealand Schools. Computers in New Zealand Schools: Learning, teaching,
technology, 23(1), 1-7. Retrieved from
http://education2x.otago.ac.nz/cinzs/.
Pratt, K., & Trewern, A. (2011). Students’ experiences
of flexible learning options: What can they tell us about what they need for
success? Computers in New Zealand Schools: Learning, Teaching, Technology,
23(2).
