What does this mean for me as an educator? How might I innovate my pedagogy?
What might this look like in the classroom?
Social Media
According to Sharples et. al. (2016) while learning through the use of communication apps such as twitter, facebook may encourage the sharing of ideas, engaging in conversations, enable learners to gain expert advice, encounter challenges and defend opinions; it is well known that not everything read or watched on social media is 'accurate information'. Also, some responses may be 'hostile' or 'biased'. Educators are required to teach learners how to differentiate the difference between fact, opinion and outright lies.
Also, in order for educators to deliver 21st Century practices within the classroom, a myriad of factors need to be considered, such as:
Productive Failure
Some educators (Sharples et. al. 2016) argue 'struggle' is necessary for learning and use digital technology as a 'platform' for learners to collaborate when processing and solving 'hard' issues. However, educators are required to have a 'deep understanding of the topic and need to make fundamental changes to their teaching practice'.
Teachback
One learner 'teaches' another learner and then the second learner teaches the first learner to show their comprehension of what was taught. While this helps learners to understand a topic or problem, if both learners do not understand the topic or problem clearly then neither benefit from the exercise. I use a similar strategy in my classroom called 'Whole Brain Teaching'. Students are engaged, motivated, use talk, actions and visuals to assist their learning. This strategy enables learners to have breaks after short bursts or chunks of learning. During these 'brain breaks' they teach each other what they have learnt while I rove to check for comprehension.
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| learners collaborating ideas |
Design Thinking
Design thinking requires participants to solve problems or issues used by designers. Both teachers and students need to take risks and try new methods.
Learning from the Crowd
This type of learning requires the learner to access valuable sources of knowledge, Wikipaedia, is an example of this type of learning. Crowdsourcing poses problems as information may be inaccurate because 'lay people' are providing information rather than scientists or scientific methods of data gathered from research. Quality and validity are issues that would need to be considered.
Learning through Video Games
Gamification and game infused learning can be fun, engaging and motivating. However, Sharples et. al. state it is 'difficult to balance learning with fun' (p. 5). Sometimes when I have used games (both digital and non-digital) to assist learning (and have explicitly explained the learning intention with dialogue) young learners can still be confused as to what they are actually learning through gaming.
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| using technology for learning |
Formative Analytics
Analytics makes use of the data produced during learning. It helps educators understand and improve learning. Teachers are required to gather 'more data about profiles and behaviour', then use analytics to predict (or use professional teacher judgement based on data gathered) which students need additional support. During our recent ERO visit I was asked how our school tracks online learning and use. Interestingly, Sharples et. al. suggest formative analytics includes tracking this type of behaviour. Providing analytics for learning rather than of learning has the potential to empower each learner. Many New Zealand teachers use data to identify learners requiring additional support as 'target students'. Also data at our school (and many other schools in NZ) are using data for learning rather than of learning.
Learning for the Future
Learners are needing to learn not only 'for today but also for the future'. Sharples et. al. argue learners need to 'acquire skills and dispositions that will enable them to cope with an uncertain life and a complex working environment'.This means acquiring skills that will help them learn, unlearn and relearn!
Translanguaging
Translanguaging means moving flexibly and fluidly across languages. Some learners are studying and communicating 'outside of their mother tongue' online. Pedagogical strategies for the classroom then, need to 'engage language abilities of bilingual students in teaching and learning'. After having dialogue with our Maori community at our school, it was evident whanau wanted more Te Reo spoken/ taught within the school context. The concept of translanguaging suggests identifying and utilising bilingual students within my classroom to buddy with other students to assist their acquisition of Te Reo, organising collaboration with students from other schools with Te Reo skills/ knowledge; and searching the net for resources that would assist language learning (not only Te Reo).
References
Mike Sharples, Roberto de Roock, Rebecca Ferguson, Mark Gaved, Christothea Herodotou,
Elizabeth Koh, Agnes KukulskaHulme, Chee-Kit Looi, PatrickHulme, Chee-Kit Looi,
Patrick Hulme, Chee-Kit Looi, 2016 Innovating Pedagogy: Exploring new forms of teaching,
learning and assessment to guide educators and policy makers.
Whole Brain Teaching, 2017. Retrieved from http://wholebrainteaching.com
Global Trends: The paradox of progress. Source: National Intelligence Council. (2017). Global trends: The Paradox of Progress. National Intelligence Council: US. Retrieved from https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf
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