MindLab Blog Post 3: “Practice in the context of different audiences and their perspectives”



I see the impact of future trends as opportunities, not challenges. Exciting opportunities to learn and grow my practice.
The US National Intelligence Council’s 2017 report on exploring Key Trends when looking at the future from different perspectives highlights a trend particularly salient to my practice; that of Technological Innovation accelerating progress, but leading to discontinuities. (p.15)
It refers not only to the development and deployment of ICT and AI (Artificial Intelligence) disrupting/altering labour, health, energy and transportation systems, but challenges me to ask: what effect will it have on the education sector?


The report’s implications are clear that increased efficiencies and the surge in cloud-based platforms operating without local infrastructure may reduce the need for teachers to be so physically present in the classroom, as it were. Classrooms of the future may bring a strange sense of deja vu, echoing the “correspondence school” style of learning; the big difference being that the students will actively seek knowledge, not be passive recipients.
I am already starting to see the beginning of this when I use the comment boxes to give feedback to my students when they are working on their Google Drives. (Quite often this is done when both parties are at home).


Consequently, I know my practice is not immune to the impact of this trend, so I am presented with the paradox of being reflective whilst at the same time being prospective when responding to these rapid changes. How will my attitudes and adaptions influence the trajectory I set, in order to “future proof” my career?
I know I will have to be very open minded about change and adaptive to it, embracing any opportunities for ICT Professional Development that I come across and keeping abreast of developing technology changes. I am now making a concerted effort to adjust my mindset towards viewing the use of ICT as a tool to enhance my practice. Having a closed mindset and seeing technology as a threat will not be of any help to me if I wish to continue on the career path of education in years to come.






When considering what responsibilities education systems have in teaching students about the potential changes and challenges the trend would bring, they will need to vigorously address the Key Competencies, especially those of Self Management and Participating and Contributing.
These will become vital for the students, as they will be required to manage their time on the devices if they are remote from the physical supervision of a teacher and be vigilant about cybersafety. Their level of participation and contribution will also be important, as it may be easier for them to “hide” from questions when they are not physically in the classroom.


ICT can not fully substitute the value of human interaction when it comes to teaching; there still needs to be quality “face time” with a teacher somewhere in the mix. How can AI truly impart values such as empathy, practise social graces, gauge voice tone and read subtle body language when needed?


From personal experience, I have found talking to teens invaluable as a window into the future.
I ask them what they are doing at school, what technology they are using, and how they’re using it within their learning programmes. Ask who will be affected the most by the upcoming trends; ask tomorrow’s adults.


References

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

Comments

Post a Comment

Popular posts from this blog

MindLab Blog Post 4: “Indigenous Knowledge and Cultural Responsiveness”

My critical understanding of indigenous knowledge and cultural responsiveness. Before viewing Russell Bishop’s 2012 EdTalks video, I was still a little hazy in my understanding of what indigenous knowledge and cultural responsiveness really was. I had heard the terms around my school, but had not yet fully investigated its meaning. From the video, I have developed the understanding that I need to: ~be open to the issue of colonisation as being partly responsible for the educational disparities between Maori and non Maori - are Maori getting their promise of their part in a good education as set down in the Treaty of Waitangi? It is not all down to other preconceived notions of Maori. ~be aware that there is a worrying connection between achievement gaps in Maori and the high percentage of Maori currently incarcerated ~ be culturally responsive is to nurture relationships with Maori; take a genuine interest in their culture ~engage in appropriate Professional Devel...
Read more
Image
APPLIED​ ​PRACTICE​ ​IN​ ​CONTEXT, ASSESSMENT 2 Blog Post 2: “INTERDISCIPLINARY CONNECTIONS IN PRACTICE” * A potential interdisciplinary connection from my map as my near future goal … When discussing my connection focus, I have decided to link it to the University of Illinois Thomas & McDonaugh video, as it resonated most strongly with aspects of my practice I wish to focus on. The connection I have as a near future goal is that of working more closely with and learning from our Unique Learning Needs Co-Ordinator. She does an amazing job of implementing the AKO Solutionz Mana Enhancement Plans (MEP) for our troubled students whose learning (and the learning of others) is being affected by behaviour challenges. I have focused on this area because I currently have students in my pod who are working with a plan and next year I know there will be a group of students coming through who will present me with a raft of behaviour challenges that I need to become better e...
Read more
APPLIED​ ​PRACTICE​ ​IN​ ​CONTEXT, ASSESSMENT 2 Blog Post 3: “REFLECTIVE PRACTICE AND CHANGES IN PRACTICE” Reflective practice is an organic, ongoing, demanding and sometimes frustrating process. ( Osterman & Kottkamp, 1993, p.2) It requires high levels of self critique and patience before desired results are achieved. It can be more effective when undertaken in a collaborative setting, to allow for unbiased peer critique. Reflective practice begins when we become aware of a need for an area of change . For example, when I was working on my early Digital and Collaborative assessments the need for more Professional Content Knowledge when learning how to Screencastify a slideshow was overwhelming! Next, I entered the experiential learning phase, facing considerable challenges when working out how Screencastify worked. During Digital classes, I was also confronted with assumptions that I knew how to use apps such as Scratch, which I found frustrating as I felt I was ...
Read more