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Ten trends 2016


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CORE's ten trends for 2016 providing an overview of some key trends and influences on our education system and schooling in New Zealand.

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Ten trends 2016

  1. 1. CORE’s TEN TRENDS 2016 Derek Wenmoth
  2. 2. Each year, CORE Education’s experienced staff of researchers, educators, and digital technology experts pool their expertise and combine their understanding and evidence of the ways that digital technologies are influencing all aspects of education. The result is CORE’s list of the ten trends that are expected to make a growing impact upon education in New Zealand in the coming year.
  3. 3. Ten Trends 2016 Those things influencing the culture of our organisations and what happens within them. Recognizing the multiple demands on limited resources, and the need to prepare our young people for a changing economic future. The significant shifts that are occurring as a result of technological advances. Things likely to impact how our schools are organized and managed Considering the things that are impacting on how things are done within our institutions.
  4. 4. Equitable Access • BYOD • Home access • Leases • Libraries • Public Spaces • OER • Digital Divide TECHNOLOGY
  5. 5. Equitable Access TECHNOLOGY Manaiakalani Outreach Programme
  6. 6. Equitable Access • When we promote the use of digital technologies for learning how are we catering for those who cannot afford these things? Do we take into account the ‘end to end’ issues of device ownership? • What approaches are we promoting in terms of ownership of content and use of OERs and CC licensing? • How can community hubs, such as libraries, be a integral point of collaboration? TECHNOLOGY
  7. 7. Data Driven Organisations • Big data • Analytics • Digital Portfolios • Interoperability standards • Evidence driven transformation TECHNOLOGY
  8. 8. Data Driven Organisations TECHNOLOGY
  9. 9. Data Driven Organisations • What data do you collect and how do you use it? • Does it make a difference for young people ad their learning? • What are the assumptions behind what you collect (and what you don’t collect), how you analyse it, and how you use the analysis? • What protocols do you have about the collection, access and use of any data to ensure it is safe and people trusting you with it? • How collaborative is the process - with young people, parents and whānau, teachers and leaders - in deciding what to collect, how to use it, how to feedback findings, and protocols? TECHNOLOGY
  10. 10. Community Focus • Engaging parents and whānau • Using portfolios • Two-way interaction • Effective community participation STRUCTURAL
  11. 11. Community Focus • How well does the school gather and use information about the needs, wishes and aspirations of parents, whānau and the wider community? • How effectively does the school inform parents about their children and communicate information about the school? • How well does the school engage parents and whānau in the life of the school? • How well does the school engage with and make use of community resources, agencies and other educational institutions? STRUCTURAL From ERO findings
  12. 12. Networked Communities • Communities of Schools • Networked education • New roles STRUCTURAL
  13. 13. Networked CommunitiesFirst Then Now Next F2F Classrooms Distance Education F2F with WWW DE using LMS Virtual Schools Knowledge Building Communities “Flipped Classroom” Teaching and Instruction Online/eLearnin g Blended Learning Networked/con nected learning STRUCTURAL
  14. 14. Networked Communities STRUCTURAL
  15. 15. Networked Communities STRUCTURAL communities-online-lco
  16. 16. Networked Communities STRUCTURAL
  17. 17. Networked Communities STRUCTURAL Collaborative Inquiry Cycle PROCESS SUITE OF TOOLS Assess Design Implement Reflect Change Learning Conditions Rubrics to assess: ▪ System Conditions ▪ Cluster Conditions ▪ School Conditions ▪ Implementation Diagnostic New Pedagogies Tools and protocols to design deep learning experiences: ▪ New Pedagogies Learning Design Rubric ▪ New Pedagogies Learning Design Protocol ▪ Teacher Self- Assessment Deep Learning Outcomes Learning Progressions to assess and measure deep learning competencies: ▪ Character ▪ Citizenship ▪ Collaboration ▪ Communication ▪ Creativity ▪ Critical thinking
  18. 18. Networked Communities STRUCTURAL
  19. 19. Networked Communities STRUCTURAL
  20. 20. Networked Communities • How permeable are the boundaries around our communities? Should we have boundaries at all if we want to encourage engagement with multiple perspectives to solve our complex problems? • How can communities put learners in the driving seat, giving them the chance to socially construct knowledge with each other and adults, and encouraging them to contest existing knowledge? • How do our collaborative communities invite and approach local iwi to be part of vision development and achievement? How might we show interest in and support iwi initiatives? • How can we move from being collaborative communities to networked communities? How will we know when we have succeeded in this? STRUCTURAL
  21. 21. Design Thinking • Innovation • Creativity • Transformation PROCESS
  22. 22. Design Thinking • How might a disciplined Design Thinking process float on strong Teaching as Inquiry processes in your school, kura or service? • How can we learn from the ways that businesses, not-for-profits and other organisations are currently innovating to solve complex problems? PROCESS
  23. 23. Change Leadership • Inquiry-based professional learning • Coaching • Mentoring PROCESS
  24. 24. Change Leadership PROCESS
  25. 25. Change Leadership • What processes do you have in place to ensure parents and whanau are able to make sense of the education their young person is receiving? How empowered are they to be represented in the conversation and decision-making? • Which elements of leadership in your organisation still reflect the idea of ‘pyramid-style’ leadership for a slow- moving world? Which elements reflect the ‘networked, empowered teams’ approach better suited to a fast- moving world? PROCESS
  26. 26. Computational Thinking • Impact of STEM • Skills for employment vs holistic education • Play-based curriculum • Digital Technologies in the curriculum ECONOMIC
  27. 27. 35 40 45 50 55 60 65 70 1960 1970 1980 1990 2000 2006 2009 Routine manual Nonroutine manual Routine cognitive Nonroutine analytic Nonroutine interpersonal Mean task input in percentiles of 1960 task distribution Changes in demand for skills ECONOMIC
  28. 28. Computational Thinking • Algorithms. • Data representation. • Digital applications. • Digital devices and infrastructure. • Humans and computers. • Programming. ECONOMIC Digital Technologies to become part of the curriculum
  29. 29. Computational Thinking • how can we incorporate computational thinking into an already crowded curriculum? • how do we train a generation of teachers who have no background in this sort of thing? • how will we assess this - and where does it ‘fit’ within our competency framework? ECONOMIC
  30. 30. Sustainability • Education for sustainability • Green waste • Future focused planning ECONOMIC
  31. 31. Hukerenui School is 32km north of Whangarei. The school grounds are 4.5ha (11 acres)
  32. 32. Sustainability • Think about the purpose of your approach/programme i.e. What areas of environmental education do you want to focus on and why? • How can you formalise environmental education into your learning centre, school or kura policy and planning? • What will ensure that your programmes are sustainable? i.e. not dependent on one or two people to provide energy and expertise in environmental education. • Undertake a stock-take of what resources/units/ideas are needed to create an environmental education programme. • Think about how your learning centre, school and kura will establish and maintain links with external environmental groups. ECONOMIC
  33. 33. Diversity • UDL • Inclusion • Different belief systems • Multiple languages CULTURAL
  34. 34. Diversity CULTURAL
  35. 35. Diversity • What one size-fits all approaches are hidden in the way you do things? What flexible alternatives could you offer? • How will you build student, community and staff understanding of the value of diversity? • What are you doing to support teachers to build their understanding and skills to meet the diversity all students bring to learning? • How is sensitivity to student diversity guiding the design of new buildings? CULTURAL
  36. 36. Digital Fluency CULTURAL digitally-fluent-educator.html
  37. 37. Digital Fluency • What might digital fluency look like in the context of your learners’ curriculum experiences now? What do you and your community want all learners to aspire to be able to do when they leave? • How are digital fluency learning opportunities aligned to your values and principles? • How might you deliberately teach the skills and competencies to navigate online spaces successfully in the context of student-led learning? • To what extent are learning areas explored in ways that invite higher- order engagement, problem-solving and authentic use of technologies? Are students doing more than searching for information? Are they applying it in ways that are real and connected to the world around us? CULTURAL
  38. 38. Thank You @dwenmoth