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Lessons from New Zealand

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Lessons from New Zealand Lessons from New Zealand In late February, 13 members of ISTE’s Special Interest Group for Teacher Educators (SIGTE) participated in a global exchange, traveling to New Zealand on a SIG-sponsored study tour hosted by CORE Education (www.core- ed.org), a nonprofit research and development organization that supports the use of educational technology across New Zealand through professional development, consulting, and education events. The SIGTE study group included teachers, university faculty, and corporate employees from the United States and Puerto Rico. This article is the first installment of a three-part series presenting lessons they learned from their colleagues down under. The SIGTE study group. Front row (left to right): Sarah McPherson, Holli Buck, Arlene Borthwick, Linda Forrest, Karen Gotimer, Ginger Seeley, and José Hernández; second row (left to right): Matt Tippen (CORE Education), Ann Cunningham, Mia Kim Williams, Eleanor Binstock, George Lipscomb (standing), Mike Charles, and Alexis Torres. ritish author Matt Ridley re- Reflecting on our learning from the competencies were in the teaching minds us that “innovation is a visit, we identified three key themes: and learning we observed in every collective enterprise that relies school. These key competencies are: B • st 21 century skills in the New Zea- on exchange” and that the process of land key competencies • Thinking cumulative innovation is achieved • Learning communities, literacy • Using language, symbols, and texts through a global exchange of ideas. development, and technology • Managing self It was in this spirit that we traveled integration • Relating to others nearly 8,000 miles for the opportu- • Distributed leadership for achiev- • Participating and contributing nity to swap ideas about learning and ing student, staff, and community teaching with our fellow educators in At Fendalton Open-air (Primary) learning New Zealand. While we were there, we School (www.fendalton.school.nz) in visited schools in Auckland and Christ- In this article, we focus on our first Christchurch, we were immediately church and had the opportunity to theme. In two upcoming issues of L&L, impressed by a graphic of the key com- talk with administrators, teachers, and we’ll share more about the others. petencies (see “Taking Action to Make a students. We also participated in the Difference” on page 16) displayed with Learning@School Conference in Ro- Key Competencies these elements that Fendalton added: torua and met with teacher education As we visited schools and their web- • Thinker faculty from the University of Auck- sites, we became aware of how promi- • Communicator ISTOCKPHOTO.COM/ARTEFY land and the University of Canterbury. nent the Ministry of Education’s key • Team player Copyright © 2010, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. 14 Learning & Leading with Technology | November 2010 By Arlene Borthwick, Mike Charles, and Sarah McPherson ISTE’s Special Interest Group for Teacher Educators share perspectives on education that sparkle! Fendalton Open-air School embedded a star in its playground to represent the attribute sparkle, an element that the school added at the center of New Zealand’s key competencies. Fendalton students participate in collaborative inquiry and action planning as part of the “making a difference” approach to learning. • Dream maker Fendalton students are investigating their learning with informed support • Sparkle and belonging (at the center) whether iPads or laptops are more use- from parents and others. ful tools in their classrooms and which Principal Paul Sibson explained that technology the school should purchase Vision for Learning “sparkle” is what makes each child for the coming year. Ilam School, also located in Christ- special or unique. The school even The government requires schools in church, is a primary school with the has a sparkling star embedded in one area of its playground as a representa- New Zealand to have a student man- motto “Celebrating Achievement, Cel- tion of this attribute. The key com- agement system, and Fendalton created ebrating Diversity.” The student body petencies and Fendalton’s approach its own. The school’s website links to represents more than 30 cultural and to “makes a difference” learning a video of Principal Sibson explaining national backgrounds, and the school’s (www.fendalton.school.nz/mad.php) the use of learning reports—formative charter references Te reo Māori, the through inquiry-oriented projects assessments that students can under- language of New Zealand’s indigenous reflect a student-centered approach to stand, explain, and use for goal set- population. At Ilam School, we had a developing skills akin to those in the ting. The online digital format enables lengthy conversation with Principal Framework for 21st Century Learning students to share their learning, allows Lyn Bird, who recently completed her (www.21stcenturyskills.org), including for parental feedback and involvement, doctoral dissertation on student self- communication and collaboration, ini- and lets students comment on their regulated learning. tiative and self-direction, and produc- own and other students’ learning. This The school’s vision focuses on the tivity and accountability. For example, approach gives students ownership of development of lifelong learners who Copyright © 2010, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. November 2010 | Learning & Leading with Technology 15 TAKING ACTION TO MAKE A DIFFERENCE Thinking Managing Self Uses creative, critical, and logical processes to make Makes plans sense of and question information and experiences Sets high standards Reflects on their own learning Can overcome hurdles Challenges ideas To do Self-responsible Has a sense of personal identity Inquirer Responsible risk taker Is resilient Researches Futurist Is resourceful Innovator Intrapersonal Develops skills Creator Persevering Knows when and how to make well-informed choices Thinker Dream Maker Evaluates Has awareness of the English/science/technology effects of words and Self-motivational actions on others Asks questions Analyses Sparkle and Transfers ideas Belonging Social studies/health/PE Acts appropriately Organises Fun loving Positive Can put things into practice To be Has a can-do attitude Passionate Lifelong learner Shares ideas Is informative To know To live together and imaginative Challenge Social Studies/Health/PE Meaning maker Support Negotiates Relationship Openness Uses formal and informal Communicator Explores new concepts language appropriately Team Player English/mathematics/arts/languages Participates and contributes Participator and contributor Can produce written, spoken, Uses tools for understanding the world Recognises others’ points of view and visual texts Collaborates and cooperates Multiliterate Values and celebrates diversity Knows she has a place in the world Uses mathematical, scientific, Flexible Respects and technological language Takes an active role locally, nationally, and globally Understands the need to balance rights, roles, and responsibilities Interprets and uses words, numbers, images, movement, metaphor, and technologies in a range of contexts Contributes to the economic and environmental well-being of society Relating to Others Using Language, Symbols, and Texts Participating and Contributing RESPONSIBILITY AND RESPECT FOR OURSELVES, OTHERS, AND ENVIRONMENT This graphic is an adaptation of a diagram on display at Fendalton Open-air School in Christchurch that outlines New Zealand’s key competencies. The two inner circles contain additional key elements added by Fendalton. Copyright © 2010, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. 16 Learning & Leading with Technology | November 2010 are innovative, confident, and resil- ence in the Māori language before giv- eracy and Numeracy, the ministry’s ient. Both students and teachers are ing their presentations in English as an Digital Strategy, and funding of broad- involved in inquiry approaches to acknowledgment of the importance of band Internet connectivity in schools. learning. The school’s website notes Māori culture in New Zealand. The standards ensure that all students that inquiry learning provides the Other initiatives include the recent (K–8) will achieve academic competen- context for students to investigate release of National Standards for Lit- cies in literacy and mathematics. The authentic problems and develop con- nections and understandings of their world. A recent year-long theme that students identified was sustainability, with opportunities to learn to com- post, plant gardens, and test water quality. The school’s focus on learning communities also includes a philoso- phy of “teaching as inquiry” and a structured plan for teacher reflection in learning circles throughout the school year. Key conversations revolve around monitoring student progress using e-portfolios that include student work samples and their annotations. Students at Ilam have the oppor- tunity to become “Teke Angels” who Visit solution-tree.com provide technology support and fa- to discover a network of cilitate the CHILL (Children Leading colleagues and to nd free online
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