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

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

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.

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 opportunity 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 resources, including their Learning) Expo, a two-day series reproducibles, study guides, of workshops led by students. The and helpful Web links. graphic on page 18 depicting tech- Join our growing community nology education at Ilam addresses on Facebook, Twitter, technology quite broadly, including YouTube, and TeacherTube adaptation, innovation, and systems for inside information and design. This broader view is similar the latest news you can use to that of a U.S. report released by the in the eld. National Academy of Engineering in 2009 that encourages integrated inquiry learning in K–12 education.

Raising Student Achievement The New Zealand Ministry of Education is continually seeking ways to raise student achievement and reduce inequali- ties that may exist across schools. The Together, we can transform education outcome is that New Zealand schools 21st CENTURY CLASSROOMS 21st CENTURY to ensure learning for all. embrace the importance of valuing and prioritizing Māori language, customs, and traditions for all New Zealanders. Teaching and learning in all schools include acknowledgment of the Māori Visit today! language, culture, and contribution to New Zealand’s heritage. At the Learn- solution-tree.com ing@School Conference, we noted that 800.733.6786 several speakers first greeted the audi- Copyright © 2010, ISTE (International Society for Technology2010AD_ISTE_NOV_NewBooks_10996.indd in Education), 1.800.336.5191 (U.S. & Canada) 1 or 1.541.302.3777 (Int’l), [email protected], www.iste.org.08/23/10 All rights 17:39:03 reserved.

November 2010 | Learning & Leading with Technology 17 Celebrating Achievement IIam School Celebrating Diversity Technology is intervention by design. It uses practical and intellectual resources to develop products and systems that expand human possibilities by investigations addressing needs and realising opportunities.

Future-Focused Themes

Globalisation Possible Contexts Computer Citizenship Toys game software Retail (e.g., Graphics supermarkets, and design online shops)

Power Paper and Selected Concepts stations paper products

Protocol Environmental Electronics impact Worm farms Nature of Technology Ethics Critical literacy

Protective Recycling clothing Design principles Outcomes have Socially Development and approaches related physical embedded of models, and functional IIam Values products, and natures systems Arts (e.g., costumes, Security props) systems Adaptation and innovation are Key Competencies at the heart of technology Food Technology Excellence in Technology Integrity Control Food is invention Embedded in every Games technology by design Social technology lesson Economy cohesion Technology impacts on Cooking society Biotechnology

Technology Society’s Wearable calls on a Hydroponics impacts on arts range of disciplines technology Structural Trial and error Quality outcomes modiﬁcations result from Bicultural can inform thinking and future outcomes Bridges multicultural contexts

Taonga Traps The relationship of properties and uses Information and communication Packaging Enterprise and Sustainability technology Inventors Sports innovation and (e.g., clothing inventions and equipment)

This graphic, adapted from an image provided by Ilam School, is an overview of technology as one of New Zealand’s eight curriculum areas. digital strategy goes beyond connec- for technology focused on professional centered on information and com- tions to include technology competen- development with a “Principals First” munication technology (ICT) for cur- cies for creativity and collaboration. initiative in 1999. Next came a program riculum integration. The commitment We learned that initial expenditures for teacher professional development of funding for broadband throughout 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.

18 Learning & Leading with Technology | November 2010 Our school visits provided a firsthand look at New Zealand’s approach to leadership, teaching, and student experiences to build key competencies. the country is indicative of a commit- learning by New Zealand students of Arlene Borthwick is associate ment to globalize education for New all ages than we might find in many dean of the National College Zealand children and their families. U.S. schools. We will also share with of Education at National- Louis University in Chicago our colleagues and students innova- as well as a past president Takeaways tive practices we saw that address of SIGTE. Our school visits provided a firsthand character development for learning; teacher learning circles to support stu- look at New Zealand’s approach to Mike Charles is an associate leadership, teaching, and student ex- dent progress; and school, home, and professor in the College of periences to build key competencies community partnerships to enhance Education at Pacific Univer- (http://keycompetencies.tki.org.nz/ student success. We found our global sity in Oregon and a past In-leading). Comparing and contrast- learning exchange both interesting president of SIGTE. ing what we found in New Zealand and valuable, giving us new perspec- with what we find in U.S. schools tives on learning and teaching. leads us to consider how we might The second article in this series Sarah McPherson is chair like to re-vision K–12 and preservice will feature ways we saw technology of Instructional Technology FREE!! st in the School of Education teacher education for the 21 century. used to empower student voices in at New York Institute of In general, we noted more whole- the classroom, in the community, and Technology and the school planning for and implementa- across the world. Tell their colleaguespresident of SIGTE. about tion of authentic and self-regulated TeachersFirst.com! It’s What do Thinking Teachers do? a. Find and review the best of the web b. Envision ideas for effective classroom use c. Share 11,500+ resources – free, without ads ______d. Feature safe, effective ways to use web 2.0 e. Teach Thinkers

f. Use TeachersFirst.com for ALL of the above! TeachersFirst.com Thinking Teachers Teaching Thinkers®

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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. iste-ad-1011b.indd 1 8/18/10 11:33:31 AM

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