The Global Classroom

Considering the global context for learning in the 21^st 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 21^st Century. What are the key elements of the 21^st century that we are able to identify? Who are we as a country? What are we confronted with as educators in the 21^st Century? What factors have contributed to what we live today, both in and out of schools? How might historians view the 21^st Century in retrospect – how will it be identified and typified in context of ‘other times’? 

The 21^st 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 6^th 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