The Broader Context


Contemporary trends in N.Z.


After reflecting about recent trends I remember recently the washing pods incident. A craze that swept the U.S. and the world. I heard about it in our rural school and read articles about the dangers associated with it but the tide pods aren’t available in rural N.Z. This has led me to choose the effects of technology that accelerates progress but causes discontinuities (National Intelligence Council, 2017). The OECD report on trends shaping education mention how globalisation is the “widening, deepening and speeding up or connections across international borders” p.14. Below is a diagram of how the trends are interrelated.


I wonder: Are we doing enough to prepare our students for the world to come?

Step 1: What?
The specific trend I believe is relevant to my practice is the problem of the continual changes technology brings with knowledge and trends when little ol’ New Zealand. is still catching up with the rest of the world and is usually disconnected to trend itself. My concerns are that students are exposed and interact with ideas, concepts and trends that are beyond their grasp, for example if you have not experienced an international scammer offering a prize, then how would our students know how to appropriately interact with them. Yes, they understand stranger danger but seem unable to apply those lessons online.

“Technology can be a double-edged sword: despite its positive impacts, it can also give rise to previously unknown risks and dangers” p. 21 (OECD, 2016).


Step 2: So What?
KMPG (2014) recently discussed megatrends for a future state 2030 and below are some of the impacts on N.Z.

As those who identify themselves as middle class grow, so does their access and involvement with technology which increases exposure to risks and dangers, both home and abroad. As educators teaching a packed curriculum, do we spend enough time demonstrating, explaining to our communities, especially our impressionable students about these dangers so that they are informed consumers of technology and can be mindful of their online interactions.



I believe sufficient time is not spent educating our students and communities, on cyber safety, cyber bullying and data protection.
  
Step 3: Now What?


New Zealand is being accessed by people from across the world, global interconnectedness is increasing and schools are connecting with similar schools around the world. Rather than being stuck behind, playing catch up to the rest of the world, our education system needs to prioritise the knowledge, skill and attributes necessary for successful adults in the 21st Century. An increase in inequity is a barrier with many families struggling to provide basic meals and clothing, let alone purchasing the latest technology. I believe that if the opportunities arise families would want to be on par with their peers, and possess the latest technology. Therefore, cyber related education is incumbent using updated pedagogies that suit modern times.


References:

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
OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en

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