Create a reflective entry where you first analyse one trend that is influencing or shaping NZ or international education that you find most relevant to your practice.
A 'trend' can be defined as a 'general direction in which something is developing or changing', or more specifically a 'statistically observable' change (Visser & Gagnon, 2005). There are many rapidly developing and highly significant trends in the world today - economic, sociological, technical - that are interconnected in complex ways. Likewise, education is essentially an agent of change for many communities and individuals. As such, it is inextricably linked to many of these trends - both as instigator and recipient.
The major trend that I feel is most compelling in my own teaching practice me is Climate Change. While this may appear to be an abstract 'big' issue to relate to, it actually overshadows much of my own practice in two respects. Firstly, I have to teach it as part of the Science curriculum and consequently encounter many of the debates about it, head on. Secondly, the broader impacts of Climate Change will need to be addressed in education in the future, so I will need to adapt my own teaching practice accordingly. The actual science of Climate Change is well documented. What is possibly less well understood is both the economic and societal impact of this change, and what needs to be done to deal with it.
In the wider media it is rarely just an issue of Science, but is frequently expressed as a political issue. Different economic classes may need to adapt in different ways, creating different values. Some argue that the education of these things have been neglected in the New Zealand curriculum (Stuff - citing Irana Bovoka, Director General of UNESCO, 2016) and should be teaching ways in which we can adapt to future Climate Change trends that:
"conveys values, key competencies, and principles that underpin how students learn and engage with the world".
Online commentators in particular frequently argue from a 'climate skeptic' viewpoint against this view. With the rise of the internet, as another trend in itself, much of education lies in teaching the skills to analyse and discuss content like this in a factual-driven manner.
According to a report by the Royal Society of New Zealand (2016), many of the projected effects of Climate Change could be acutely felt. Most of New Zealand's population lives on the coastline, where the projected rise of sea levels could present a major economic challenge in the future. Many of New Zealand's industries (agriculture, forestry, tourism) would be vulnerable to limited availability of fresh water, the potential rise of new pests and new emerging ecosystems. New Zealand's economy as a whole is dependent on it's interconnectivity to other countries which could be profoundly impacted from future events.
References
https://royalsociety.org.nz/assets/Uploads/Climate-change-implications-for-NZ-2016-report-web.pdf
http://www.stuff.co.nz/environment/climate-news/86740965/Opinion-Climate-change-education-missing-in-New-Zealand-curriculum
Visser, L., & Gagnon, K. (2005). Defining “Trends” and “Issues” in Distance Education. Conversation with Donald Paul Ely Y. Visser, L. Visser, M. Simonson & R. Amirault (Eds. de la serie), Trends and Issues in Distance Education. International Perspectives, pp.83-89.
The major trend that I feel is most compelling in my own teaching practice me is Climate Change. While this may appear to be an abstract 'big' issue to relate to, it actually overshadows much of my own practice in two respects. Firstly, I have to teach it as part of the Science curriculum and consequently encounter many of the debates about it, head on. Secondly, the broader impacts of Climate Change will need to be addressed in education in the future, so I will need to adapt my own teaching practice accordingly. The actual science of Climate Change is well documented. What is possibly less well understood is both the economic and societal impact of this change, and what needs to be done to deal with it.
In the wider media it is rarely just an issue of Science, but is frequently expressed as a political issue. Different economic classes may need to adapt in different ways, creating different values. Some argue that the education of these things have been neglected in the New Zealand curriculum (Stuff - citing Irana Bovoka, Director General of UNESCO, 2016) and should be teaching ways in which we can adapt to future Climate Change trends that:
"conveys values, key competencies, and principles that underpin how students learn and engage with the world".
Online commentators in particular frequently argue from a 'climate skeptic' viewpoint against this view. With the rise of the internet, as another trend in itself, much of education lies in teaching the skills to analyse and discuss content like this in a factual-driven manner.
According to a report by the Royal Society of New Zealand (2016), many of the projected effects of Climate Change could be acutely felt. Most of New Zealand's population lives on the coastline, where the projected rise of sea levels could present a major economic challenge in the future. Many of New Zealand's industries (agriculture, forestry, tourism) would be vulnerable to limited availability of fresh water, the potential rise of new pests and new emerging ecosystems. New Zealand's economy as a whole is dependent on it's interconnectivity to other countries which could be profoundly impacted from future events.
With Climate Change clearly becoming a critical issue for New Zealand's wider economy, the education necessary to cope with these issues increasingly becomes more pertinent and less abstract. While much discussion about NZ education trends in the future has focussed on delivery - the subject matter being taught will also have to adapt to changing global trends.
References
https://royalsociety.org.nz/assets/Uploads/Climate-change-implications-for-NZ-2016-report-web.pdf
http://www.stuff.co.nz/environment/climate-news/86740965/Opinion-Climate-change-education-missing-in-New-Zealand-curriculum
Visser, L., & Gagnon, K. (2005). Defining “Trends” and “Issues” in Distance Education. Conversation with Donald Paul Ely Y. Visser, L. Visser, M. Simonson & R. Amirault (Eds. de la serie), Trends and Issues in Distance Education. International Perspectives, pp.83-89.
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