Week 27

CONTEMPORARY TRENDS

What is a “trend”?

According to Visser and Gagnon (2005), the term “trend” refers to the statistically observable change or general orientation of a general movement (Visser & Gagnon, 2005; Karataş et al, 2016). And these changes would have impacts within the field or wider environment (Wilson, 2012).

What is happening in a global context?

One of the trends that both US National Intelligence Council’s (2017) “Global trends: The paradox of progress” and KMPG International’s (2014) “Future State 2030” point out is technology advancement is accelerating and affecting every aspect of society. In education, it is reflected by the ubiquitous presence of digital technologies integrated into the learning and teaching space.

Why do you need to know about this?In the era of globalisation, your professional context is no longer confined within the boundaries of a local community. Over the last decade, technology has moved so swiftly that teachers are increasingly connected across a variety of platforms and in a variety of settings.

21st century learners are digital device and platform users. Their learning goes beyond passive receipt of knowledge towards actively seeking knowledge and their learning extends beyond the classroom walls to the digital learning environment. These changes in learning behaviour are a global phenomenon and not confined to a specific country or region. It is within this interconnected world that your context of practice needs to be able to respond to changes in technology and new educational paradigms.Understanding global contemporary trends will help you see the bigger picture your practice is situated within and the trajectory your practice should be heading toward.

THIS WEEK’S ASSESSMENT ACTIVITY

Activity 3: Trend influencing education in New Zealand or internationally

Create a blog post where you first analyse one trend that is influencing or shaping NZ or international education that you find most relevant to your practice.Then, critique and evaluate practice in the context of different audiences (local, national and/or international) and their perspectives.

Following these 3 steps may help:

Step 1: Identify one trend that is most relevant to your practice:

Read one or more of the following resources:

• Page 6-28 of US National Intelligence Council’s (2017) “Global trends: The Paradox of Progress”
• Page 14-21 of OECD’s Trends Shaping Education 2016

Or other resources in the related media and/ or from your own search

Use these following questions to guide your thoughts:

• What trend  captivates your attention? Why?
• What is the relevancy the trend have to your practice?

Step 2: Analyse the trend:

Once you have identified the trend you aim to investigate more, locate the relevant part in the aforementioned materials that discuss more depth about the trend. Or search for other supporting resources.

Use these following questions to guide your thoughts:

• What the statistical data or resource tell about the identified trend?
• How do or would the identified trend influence the education system?
• Or come up with your own questions.

Step 3: Critique and evaluate practice in the context of different audiences (local, national and/or international) and their perspectives.

Understanding the impact of the trend on the education, you now should examine how your local community OR NZ education system OR other international education systems respond to the trend. Use these following questions to guide your thoughts:

• What responsibility do NZ or other international education systems have in teaching students about the potential changes and challenges the trend would bring?
• How might the curriculum in NZ or other international education systems be delivered to equip the students with adequate competencies to cope with or adapt to the trend?
• Or come up with your own questions.

* Please note that all of the above questions serve as a guide to your reflection. When writing your reflective journal, you don’t have to answer each and every one question.

References

Karataş, S., et al. (2016). A Trend Analysis of Mobile Learning. In D. Parsons (Eds.), Mobile and Blended Learning Innovations for Improved Learning Outcomes (pp. 248-276). Hershey, PA: IGI Global.

KPMG International. (2014). Future State 2030: the global megatrends shaping governments. KPMG International Cooperative: USA. Retrieved from https://assets.kpmg.com/content/dam/kpmg/pdf/2014/02/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

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.

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.