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|Authors:||Paul Snape: University of Canterbury, Christchurch, New Zealand|
|Publication title:||Twenty-first century learning in the senior secondary school: a New Zealand teacher’s innovation|
|Conference:||PATT 26 Conference, Technology Education in the 21st Century, Stockholm, Sweden, 26-30 June, 2012|
|Publication type:||Abstract and Fulltext|
|Abstract:||The twenty-first century Knowledge Age is seen as a tipping point, equivalent in effect to the Age of Discovery, The Renaissance, the Industrial Revolution and the internal combustion engine. Educational goals for this century are identified more as the development of learning dispositions, competencies and life-long learning than the enduring contentdriven and assessment-based approach of an Industrial Age paradigm. Bolstad and Gilbert (2008) state continuation of this age-old strategy will not best serve or prepare students for living in the twenty-first century. In particular they see senior secondary school education as geared too much toward screening, sorting and disciplining students for university study.|
The situation in the senior secondary school has changed significantly in the last few decades from its traditional position where specialist teachers adopt a content-centred approach in order to develop mini mes that continue their legacies. What are these changes? Bolstad and Gilbert (2008) identify a number of factors including: increased retention rates, expansion of the tertiary sector, changes to qualifications and assessment systems, emphasis on student ’pathways’ and transitions from school, and the Knowledge Society and twenty-first century learning.
Passionate and professionally aware educators have begun to acknowledge the changes required and are investigating creative solutions to ensure their students are well-grounded in relevant and meaningful learning pursuits. I have identified a local teacher (John) who has this year gained school administration approval to promote an innovative course for senior students in the field of Technology. I have chosen this innovation as the theme for my doctoral study and introduce the initiative and my approach in this paper.
|Keywords:||Key competencies, learning dispositions, technology education, twenty-first century learning, values|
|No. of pages:||10|
|Series:||Linköping Electronic Conference Proceedings|
|Publisher:||Linköping University Electronic Press, Linköpings universitet|
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