Week 30 - PRACTICE- The Broader Professional Context
Week 30 - PRACTICE- The Broader
Professional Context
The changes brought by trends and the impacts within
various workplaces or wider communities (Wilson, 2012) is an ongoing discussion
amongst most people. It’s hard to believe that I am facing them in my own
classroom. It’s scary but at the same time a wake up call that alerts my
practice.
What?
Children of today are digitally technology freak. Students
are advanced than I in using various digital devices and platforms. I do
recognize my students’ skills and knowledge as expert others to support me and
other children in different platforms consumptions. They are proud of being
respected, but, it’s tricky for some can be sometimes sneaky when they do their
own things and not the required learning task. We always use you tube for
searching, gathering and to obtain information required for either individuals
or groups’ presentations. I am more confident in using just some tools for
particularly curriculum content and assessment. Nevertheless, I need to learn
more about the wide range of platforms and available technology tools to
enhance students’ learning in order to align with the 21st
century learning demand.
So
what?
Worldwide, marvelous trends are taking place and are
continuously affecting the citizens’ societies’ qualities (National Intelligence Council, 2017;
KPMG International, 2014). As a professional practitioner, I really have to be
more proactive.
Mind Lab encourages and warns me to get
down into my teacher business of learning how to prepare the students as
lifelong learners in a technological information-based environment. I as an educator need to teach the skills the learners need
to make the right decisions online, and get them to think deeply about the
consequences associated with social media interactions and how they will impact
their long-term goals (Daggett, 2014). To this sense, integrating technology into my instructional practice is crucial
however, the speed of digital technology, 21st century learners’
digital device and platform users is a concern for it’s beyond my professional
teacher reach.
Now
what?
Although I
decide to commit into advanced technological learning and master this
professional teacher requirement, I can never be the sole manager of educating
and preparing the students to be lifelong learners regardless of how dedicated
I can be due to hindrances. Many decision makers involving the nation, schools,
families/whanau/aiga, communities even the learners have to collaborate for
what transformations to implement, when and how to operate such changes. It’s
fundamental to know why schools should change before deciding how to make
changes. Importantly, I have to not only gain the required knowledge and
skills, but critically reflect and transform my teaching practice to equate the
21st century learning demand. Sticking to my
old teaching methodologies will take me nowhere.
References
Daggett, B. (2014). Addressing Current and Future Challenges
in Education. Retrieved from
KPMG International. (2014). Future state 2030: the global
megatrends shaping governments” [Video]. KPMG International Cooperative: USA.
Retrieved from http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf
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
Wilson, B. (2012). Trends and issues facing distance
education. In L. Visser, Y. Visser M., R. Amirault & M. Simonson (2nd Ed.)
Trends and Issues in Distance Education. International Perspectives (pp.39-54).
North Carolina: Information Age Publishing, Inc.
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