Developing the Technology Curriculum

I teach in an area school that has started the process in 2019 of implementing the revised Technology Curriculum for Years 0 - 13.  I have just started a shared leadership role which is the Curriculum Development Team, inclusive of Technology. Previously the Professional Learning Group (PGL) for technology ended in 2019, and teachers were left to decide how or what to implement into their planning, with minimal collaboration between staff and limited curriculum alignment and/or progression of student learning.  The leadership team is interested in developing the technology curriculum that aligns content knowledge, digital technology skills and tools, as well as the pedagogical approach.    

A number of areas have been addressed by the PLG, along with outside provider support and the Curriculum Inquiry Team; the school values have been updated through a rigorous school and community consultation process that has seen the implementation of an inclusive school vision.  There has also been a shift towards a localised curriculum with a number of teachers planning inquiries around the local environment i.e. recycling, predator traps and gardening.  The Ministry of Education (MOE) expresses that The New Zealand Curriculum is a flexible framework in which schools can develop and implement a curriculum that provides “equity and excellence” (MOE, 2020b)  through Key Competencies and content knowledge, relevant to the schools’ learners and their whānau.  The Localised Curriculum can also provide meaningful experiences for students to progress toward being “confident, connected, active, life-long learners'' (MOE, 2020b).

Trends in Education:

Equity, Social Justice and Decolonising Learning

The Programme for International Student Assessment (PISA) results indicate the use of digital technology was above average compared to other Organisation of Economic Co-operation and Development (OECD) countries (OECD, 2019).  However, those with continual disadvantage are boys, low socioeconomic, Māori and Pacific students. “Māori students reported lower enthusiasm, engagement and adaptive instruction from their teachers than their non-Māori peers'' (MOE, 2018).  Within the school environment, understanding of Aoteraroa’s bicultural nation and how individuals learn should be considered; along with addressing the partnership with Te Tiriti o Waitangi.  With the current demands (perceived or not) on delivering the curriculum, sometimes I feel caught up in content delivery and simply forget that learners’ come from different cultural backgrounds.  It is the awareness of, the teachable moment or just taking the time to reflect-in-action that needs to be developed. Moving towards a decolonised curriculum and pedagogy may provide an opportunity to ensure indigenous learners have the opportunity to participate in relevant and authentic learning, reflecting their needs and the desires of their whānau.  One approach could be to continue engaging with Kura Kaupapa Māori theory (Bishop, 2012).  

I feel for too long the current curriculum content and pedagogy represents and presents Pākeheā world views.  My school has a population of 33% Māroi, how are Māroi worldviews represented in a Pākeheā dominated forum?    Educause (2020) suggests there is an increase in the need for widespread equity and fairness in educational practices; culturally responsive curriculum and pedagogy are developed through effective professional development (PD) programmes.  Utilising digital storytelling could support digital decolonisation.   I hope the way forward will include decolonised curriculum content and pedagogy, consultation and partnerships with local hapu in the creation of a kaupapa Māori theory, along with increased awareness from educationalists to provide opportunities for teachers to truly collaborate and converse on how to better engage individuals in authentic, culturally responsive learning? 

Digital Citizenship 

Digital technology has an important place in educating young minds.  Learners from all year levels and their teachers need to become aware of their digital responsibility and understand the benefits that digital technology can bring to education.  Too often iPads are used as a reward for good behaviour in the classroom.  This needs to change; “...when it (digital technology) is used correctly, technology has a huge benefit for both teacher and student engagement” (Google for Education, n.p, n.d.b).  I feel the teachers’ role in supporting student learning using digital technology needs to be developed.  We want students to be able to use digital devices in their content learning as well as promoting social and emotional learning.  Teachers also need to be upskilled and reflect these changes in their practice.  Becoming aware of how to encourage prosocial behaviour and the positive use of digital technology will become our future, along with monitoring the effects on student and teacher wellbeing.  There are barriers to identify and overcome within the school’s context.  Auditing current teacher perceptions regarding the use of digital technology in the classroom may be the spring-board needed.

I am interested in developing a way of working that:

• Uses digital technology for smarter decision making and to become more efficient with time and is sustainable;

• Encourage reflective conservations with colleagues to improve upon pedagogical practices; and

• Create authentic collaborative partnerships with multiple stakeholders, that is ever-changing on the need. 

References

Bishop, R (2012). Pretty difficult: Implementing kaupapa Maori theory in English-medium secondary schools. New Zealand Journal of Educational Studies, 47(2), 38. Retrieved from https://scholar.google.co.nz/scholar?q=kaupapa+m%C4%81ori+pedagogy&hl=en&as_sdt=0&as_vis=1&oi=scholart

Educause (2020). 2020 EDUCAUSE Horizon Report™ | Teaching and Learning Edition. EDUCAUSE Publications. Retrieved from https://library.educause.edu/-/media/files/library/2020/3/2020horizonreport.pdf?la=en&hash=DE6D8A3EA38054FDEB33C8E28A5588EBB913270C 

Google for Education (n.d.b). Future of the Classroom: Emerging Trends in K-12 Education NZ Edition. Retrieved from http://services.google.com/fh/files/misc/new_zealand_future_of_the_classroom_country_report.pdf?utm_source=web&utm_medium=campaign&utm_campaign=FY19-Q2-global-demand gen-website-other-future the classroom

Ministry of Education (2020b).  Leading local curriculum design in the revised technology learning areas: equipping your students for tomorrow’s world.  Retrieved from https://nzcurriculum.tki.org.nz/Strengthening-local-curriculum/Leading-local-curriculum-guide-series/Revised-technology-learning-area

Ministry of Education (2018).  PISA 2018 Reading Experience of 15-Year-Olds.  Retrieved from https://www.educationcounts.govt.nz/publications/series/PISA/pisa-2018/pisa-2018-reading-in-new-zealand

OECD (2019). PISA 2018 Results (Volume II): Where All Students Can Succeed.  Retrieved from https://read.oecd.org/10.1787/b5fd1b8f-en?format=pdf