The context for change:
Drivers , influences, challenges and
presented by Peter Murgatroyd
Progarmme Adviser. National Library Services to Schools
[email protected]
Societal transformation
We live in a world with an unprecedented degree of
complexity, fluidity and uncertainty …
“We are currently preparing students for jobs that don’t yet
exist . . . using technologies that haven’t yet been invented
. . . in order to solve problems we don’t even know are
problems yet”
—Richard Riley, Secretary of Education under Clinton
A paradigm shift in educational thinking
Understanding the context of change
• The uniqueness of each school’s local context makes
change a complex and subtle process
• One size does not fit all
• Ecosystem approach
• Driven by student learning outcomes
• Critical importance of school culture and leadership
• Connections and collaboration across institutional
Institutional culture / personal mindset
• Fearless innovation
• Comfort with ambiguity
• Embracing disruption
• Reflective practice
If you don't know where you
are going, any road will
get you there.
– Lewis Carroll
21st century schools
Supporting future-oriented learning and teaching - a
New Zealand perspective
• Personalising learning
• New views of equity, diversity and inclusivity
• A curriculum that uses knowledge to develop learning capacity
• “Changing the script”: Rethinking learners’ and teachers’ roles
• A culture of continuous learning for teachers and educational
• New kinds of partnerships and relationships: Schools no longer
siloed from the community
Sub themes
• New technologies - the rapid development and ubiquity of
ICT are resetting the boundaries of educational
• Collaborative practices - educational clustering ,
networking and partnerships between institutions provide
opportunities for expanding ideas about what is possible
Priority Learners
Government Priority - “that by
2017, 85% of all 18 year olds in
New Zealand will have NCEA
Level 2 or its equivalent”
E-Learning and ICT
Shifts in pedagogy
Collaborative learning
Gaming and mobile technology
NMC Horizon Report 2013 K-12 edition:
emerging technologies likely to have a large impact over the coming
five years in education
• Near-term horizon
Cloud computing
Mobile learning
• Mid-term horizon
Learning analytics
Open content
• Far-term horizon
3D printing
Virtual and remote laboratories
Key trends
Education paradigms are shifting to include online learning, hybrid
learning, and collaborative models.
Social media is changing the way people interact, present ideas and
information, and communicate.
Openness — concepts like open content, open data, and open
resources, along with notions of transparency and easy access to data
and information — is becoming a value.
As the cost of technology drops and school districts revise and open up
their access policies, it is becoming more common for students to bring
their own mobile devices.
The abundance of resources and relationships made easily accessible
via the Internet is challenging us to revisit our roles as educators.
Core-Eds Ten Trends
• Personalisation
• Thinking 3D
• User + Control
• Citizenship
• The Smart Web
• Social Learning
• Virtual Learning
• Ubiquity
• Data Engagement
• Open-ness
Social and Virtual Learning
• Making content , resources
and expertise available
through social channels
• Engaging with students and
supporting learning virtually
providing access to
resources and support those
who may not otherwise be
able to participate – Virtual
schools and expansion of
formal and informal learning
opportunities online
Ubiquitous Learning
• Is about learning anywhere,
at anytime, using any device.
It is being driven by the
convergence in cloud
computing, online services
and mobile devices
• Is a response to many of the
aspects of our current
system that may be
described as closed,
creating new ways of
thinking about access to
educational opportunities
and resources, minimising
barriers, and opening up
opportunities for participation
Inquiry into 21st century learning
environments and digital literacy (2012)
“The report acknowledges that the education sector is changing significantly as result of new
technologies and access to the internet. This report concludes that significant change is required
across government if our learners and teachers are to take full advantage of the digital learning
resources available to them.”
That it investigate the benefits and implications, along with any policy or legislative changes, of
extending availability of school facilities and resources, including computer labs and Internet
connections, to their communities
That it create best-practice design templates for school buildings so that newly-built schools and
upgrades are more open, flexible, and networked.
That it consider how school libraries can be 21st century learning environments
That it consider encouraging local government to ensure greater Internet access via public libraries
for out-of-school learning as a valuable community resource.
That it consider requiring all New Zealand teachers to demonstrate a defined standard of digital
literacy and to undertake professional learning and development to maintain their digital literacy
skills, knowledge, and understanding.
Unbundling schools – Unbundling libraries
• What happens to traditional concepts of classrooms and
teaching when we can now learn anything, anywhere,
• What happens to traditional concepts of library when
access to information is ubiquitous?
• Is there a need to deconstruct established structures and
routines and reassemble them in newer, smarter ways to
better reflect the context and demands of the 21st century
• What do you see as the biggest influences that will shape
future school library services?
• What are the greatest threats / challenges?
• Where are the greatest opportunities?
Shift key
Image by C Slack
Ubiquitous Learning
Image by by ~aurorasognatrice
Image by Yann Forget
Social learning
Image by Matt Hamm
MLE matrix
Core-Eds MLE matrix - http://www.core-ed.org/professional-learning/mle-matrix
Institutional culture
Image by Cog Log Lab

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