A Change in my Practice towards Future-oriented Learning and Teaching

Since the exciting introduction of the Commodore 64 into my life in 1982, technology and future oriented learning and teaching have been a constant part of my life.  From using tape recorders and cassette tapes to labouriously programme a little ball on the screen to bounce across the screen, to now being able to programme an app-enabled Sphero ball using a smartphone, iOS or android.  Technology at its finest.

Change in my practice towards future-oriented learning and teaching; I’m all for making a change in my practice if it means our children, digital natives themselves, are as the Honourable Nikki Kaye states in MOE (2017), will be “confident and fully equipped to contribute and flourish in the economy of the future”.   As the world is changing so are the technologies and the jobs, that haven’t been invented yet.  Soffell states that “These job candidates must be able to collaborate, communicate and solve problems” As educators we need to equip our young people for this digital future with these skills. 

Change was inevitable!  In 21st century-enabled classrooms, we are now facilitators and not "just a teacher" with our children.  Even though I have been confident using technologies and Web 2.0 tools in the classroom for several years, I felt I needed to upskill and bring my pedagogical knowledge into the 21^st Century, so I joined the Mindlab postgraduate study programme.  As we completed the first 16 weeks of Mindlab, it has shown me that just using technologies and Web 2.0 tools is not enough, we need to teach the children to be innovative and creative learners, that 
Sweat (2010) states “are needed for developing technology and new media, and for solving challenges with more limited resources”.  

My Mindlab journey since July 2017, is to enable 21^st century learning in my classroom, starting with “foundational literacies” and ensuring that children have a firm understanding of all of these learning areas, utilising self-efficacy and learner agency.  Next, by ensuring children have opportunities to think critically while problem-solving using real world contexts to communicate and collaborate, because Ramsden (2003) states “When our interest is aroused in something, whether it is an academic subject or a hobby, we enjoy working hard at it.  We come to feel that we can in some way own it and use it to make sense of the world around us” which rings true for most children, and lastly ensuring children are given opportunities to show curiosity, use their initiative, be able to adapt to ever changing situations, show leadership , and practice social and cultural awareness. 

My next journey during or after Mindlab,  is to offer my children the opportunity to engage in STEM activities because Sneideman (n.d.) states that "Experts in education, industry, and national security all agree that there is a national imperative to graduate students with a thorough understanding of science, technology, engineering, and mathematics (STEM.)", and that "the modern workforce depends on a foundation of math and science learning" 

Digital Technologies. Hangarau Matihiko (Draft). Digital Technologies in Education. (2017). Digital Technologies for School Collaboration. Wellington. Ministry of Education

Ramsden, P. (2003) Learning to Teach in Higher Education. Taylor and Francis, London, United Kingdom

Sneideman, J. (n.d.). Retrieved November 24, 2017, from http://naturalstart.org/feature-stories/engaging-children-stem-education-early


Soffell, J. (2016). The Critical 21st Century Skills Every Student Needs and Why. . Retrieved November 24, 2017, from https://globaldigitalcitizen.or

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Sweat, B. (2010). How Can We Cope in a World of Rapid Change? Retrieved November 24, 2017, from https://www.ucg.org/the-good-news/how-can-we-cope-in-a-world-of-rapid-change