tonycairns June 14, 2015 at 12:32 pm
Thanks Karen – this is AWESOME – i love your blogs – and posts – happenstance i am writing a Digital and Collaborative essay the third on these issues and will upload and tweet a link when its finished late tonight
(draft is here https://drive.google.com/file/d/0BynJrjHmkHOLZngwUndydXNWY0E/view?usp=sharing)
This new info requires a total rethink of my prject, paradigm and procedures which while dpressing is also pretty damn exciting
to answer your questions:
Do schools leaders need on-going, deep mentored support – at a national level – around what student-centred, tech-rich learning could look like in ways that are effective?
i say yes yes and HELL YES
Do schools need to move on from technology as innovation towards conversations around what concepts, such as the Key Competencies, actually look like when deeply embedded in practice?
Ditto – we are studying that now at WHS with VUW, York University, Unitec and NZCER
Are conversations around future-oriented learning superficial and distracting us from some of the approaches to learning design that have been understood for many years but have still not been effectively embedded in teaching and learning (student agency, learning to learn and metacognition spring to mind..).
I think student agency is the key time to get off the stage, move away from the guide on the side and out into the playground, community and surrounding hills, trees and beaches ie deconstruct teaching and reconstruct learning as student initiated play, work and fun towards agreed upon goals and leaving students to their own devices rather then force feeding content grain to the paltry in the hope of assessment foie gras. Livin with rather than leading the digital revolution and dissolving the digital divide with 5G
Governments, including here in New Zealand, frequently rely on OECD data to guide policy-making decisions. In recent years, that data has largely been from PISA (you can access the 2012 topline results for science, reading and maths here) and TALIS surveys. In the last few years, reliance on OECD data has come under scrutiny for being too narrow in its focus compared with the weight it is given at policy level. For example, Hundreds of scholars criticise PISA (including those from NZ), The Pisa methodology: do its education claims stack up? and Does PISA still matter?
Encouragingly, there seems to be groundswell at the OECD to look at how their current programme might be reformed. I recently spoke with Prof. Barbara Ischinger and heard her talk about the need for the OECD to look more broadly at global competencies (see my post from #ConnectAU15), and they have been releasing interesting reports from their
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