Considering the global context for learning in the 21st
Century
What have students
in the past imagined today’s classroom would be like? The reality (so far)?
Students
imagine the future classroom will be interactive with advanced technology
helping them learn, along with a classroom of the future being fun and
engaging. In reality, the change has perhaps not been as great as had hoped,
but classrooms are set up differently to what they used to be, with islands of
tables facilitating cooperative learning activities and moving away from
teacher controlled classrooms and toward a student led environment. Technology
is also more of the focus with netbooks and the internet a feature of a
teacher’s lesson plan on most days, creating a more relevant and engaging teaching
and learning environment.
Seeing ourselves
as educators in the 21st Century. What are the key elements of the 21st
century that we are able to identify? Who are we as a country? What
are we confronted with as educators in the 21st Century? What
factors have contributed to what we live today, both in and out of schools? How
might historians view the 21st Century in retrospect – how will it
be identified and typified in context of ‘other times’?
The 21st
century is a time of change and ever changing technologies. The ease at which
students can access information from anywhere in the world, and everlasting
array of opinions through the internet in the forms of blogs and world news is
something that students of the past did not have. This could allow for students
to be more aware and understanding of different cultures and the issues people
all over the world face day to day.
With your pre-service
teacher partner discuss the following question: How has our past contributed to
our present and immediate future? Provide an international reference in your
response. What is our past? World, country of origin or
individual life? How significant is it that we are able or prepared to
acknowledge that the current population is often the accumulation of past
events, experiences, learning and lives.
It is important to understand our past because it is our past that
shapes who we are and our cultural identity. All aspects including our country
of origin, upbringing, socioeconomic status, different schools and values all
effect how we teach students and socialise with others. Our opinions from our past
are shaping future teachers and their opinion of their past. For example, in
New Zealand the Maori culture is embraced and accepted more than the indigenous
culture here in Australia. In New Zealand the Maori culture is a part of daily
life promoting equality.
With your partner:
How has the geography of this country played a role in the creation of our
perceived or experienced lifestyle?
As Australia is an island and somewhat isolated from the rest of the
world the globalisation occurs differently to other countries. Also, in terms
of colonization and settlement it is a fairly new country compared to many
others, resulting in a high migration rate of many different cultures and
nationalities resulting in a lifestyle of difference. Furthermore, as Australia
is so far away from much of the world and is not a history rich country in
terms of white settlement, we are more learned about world geography and
history and want to continue to learn. In terms of our lifestyle, Australians
are seen as easy going, with a relaxed lifestyle which is perhaps attributed to
our major cities and population bases being near the coast line also.
With your partner: What ‘current’ elements of globilisation
are playing a role in shaping our lives in Australia? What part do we, as a
‘nation’, play on a global scale? There
will be further opportunities to expand upon this consideration in the
workshop. The question to explore here is where do we sit in terms of the rest
of the world. Are we always on the receiving end or are we a key player in some
realms (other than cricket or beer consumption)?
Australia has
always been on the receiving end more often than not when it comes to
technology. As far as education goes, according to the OECD (http://www.guardian.co.uk/news/datablog/2010/dec/07/world-education-rankings-maths-science-reading), Australia is currently ranked 6th
overall in reading, numeracy and science. Through the modifying of the
education standards, Australia is trying to lower the gap, through the
strategies such as an Australian curriculum and intensive testing such as NAPLAN.
“Australia needs to identify
the skills required to build our future workforce and seize opportunities for
further growth. Whilst we have a strong economy, consideration needs to be
given to the patchwork nature of it – and our responses and initiatives geared
towards this reality.” Discuss: What are or might be the opportunities and challenges
presented for teachers and students as a result of developments in technology?
As globalisation occurs we as teachers need to be aware of the latest
technology advances, as our students do to keep them engaged in learning.
Technology also allows for further globalisation as it allows for people to be
interconnected throughout the whole world simplistically. Teachers can harness this through utilizing
activities that allow for students to speak/write to other students throughout
the world expanding on their knowledge of the world and the way other live. It
is important for students as the opportunities to work and travel worldwide is
greater than ever before. Technology is not always reliable and there are
dangers associated with technology such as internet searching, where
teachers/schools need to monitor and censor technology.
-Marco & Melissa
