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
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
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.
• Home access
• Public Spaces
• Digital Divide
• 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?
Data Driven Organisations
• Big data
• Digital Portfolios
• Interoperability standards
• Evidence driven transformation
Data Driven Organisations
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
• 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?
• Engaging parents and whānau
• Using portfolios
• Two-way interaction
• Effective community participation
• 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
From ERO findings
• Communities of Schools
• Networked education
• New roles
Networked CommunitiesFirst Then Now Next
PROCESS SUITE OF TOOLS
Rubrics to assess:
▪ System Conditions
▪ Cluster Conditions
▪ School Conditions
Tools and protocols to
design deep learning
▪ New Pedagogies
Learning Design Rubric
▪ New Pedagogies
▪ Teacher Self-
Learning Progressions to
assess and measure deep
▪ Critical thinking
• 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?
• How might a disciplined Design Thinking
process float on strong Teaching as
Inquiry processes in your school, kura or
• How can we learn from the ways that
businesses, not-for-profits and other
organisations are currently innovating to
solve complex problems?
• Inquiry-based professional learning
• 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-
• Impact of STEM
• Skills for employment vs holistic education
• Play-based curriculum
• Digital Technologies in the curriculum
1960 1970 1980 1990 2000 2006 2009
Mean task input in percentiles of 1960 task distribution
Changes in demand for skills
• Data representation.
• Digital applications.
• Digital devices and infrastructure.
• Humans and computers.
Digital Technologies to become
part of the curriculum
• 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?
• Education for sustainability
• Green waste
• Future focused planning
Hukerenui School is 32km north
of Whangarei. The school
grounds are 4.5ha (11 acres)
• 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
• 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.
• Different belief systems
• Multiple languages
• 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?
• 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
• How might you deliberately teach the skills and competencies to
navigate online spaces successfully in the context of student-led
• 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?