'The Place of Technology' in the future
11/12/08 11:10
We are continuing our interactive process to collect the latest thinking and analysis on the place of technology in education in the future. Tune in for more web-conferences, live video feeds, chat rooms and much more in the new year.
In the meantime, have a look at this video and tell us what you think about the social effects of technology in education in twenty years. Already we know, for example, that students spend a lot more time alone in front of their computer at home when studying. What are the implications of changes like this? Tell us what you think and be part of our continuing work on our final theme paper: ‘The Place of Technology.’
In the meantime, have a look at this video and tell us what you think about the social effects of technology in education in twenty years. Already we know, for example, that students spend a lot more time alone in front of their computer at home when studying. What are the implications of changes like this? Tell us what you think and be part of our continuing work on our final theme paper: ‘The Place of Technology.’
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Hand-made shoes to home-made health care
02/12/08 19:22
A connected world through the internet and cheaper sensing and scanning devices mean that people have access to more unique products (you can buy individualized hand made-shoes from Estonia without leaving your home by taking a 3D scan of your feet and then using it to order shoes on line).
It also means that health and diagnosis services, for example that used to require people to travel far to access expensive centralized infrastructures could in future be done from home.
Home scanners and sensors could allow people to scan themselves and be diagnosed remotely. For diseases like diabetes, this could support much better day to day management of the condition, whilst reducing travel costs and stress.
Surely these technologies could also be applied to help students learn. Let us know if you’ve got ideas about this.
It also means that health and diagnosis services, for example that used to require people to travel far to access expensive centralized infrastructures could in future be done from home.
Home scanners and sensors could allow people to scan themselves and be diagnosed remotely. For diseases like diabetes, this could support much better day to day management of the condition, whilst reducing travel costs and stress.
Surely these technologies could also be applied to help students learn. Let us know if you’ve got ideas about this.
Good night Kiwi...
02/12/08 19:18
We thought it was rather lovely that TVNZ is bringing back the ‘Good Night Kiwi’ greeting for Christmas, even though TV is now 24/7 and never goes to sleep.
Remember how the Kiwi used to put out the milk bottle? Now it would be more likely to put out the recycling bin before saying good night.
What will our Good Night Kiwi be doing in twenty years time?
Remember how the Kiwi used to put out the milk bottle? Now it would be more likely to put out the recycling bin before saying good night.
What will our Good Night Kiwi be doing in twenty years time?
Wireless - anywhere, anytime
02/12/08 19:05
In the relatively near future, experts suggest there will be cheap full coverage for rural wireless communications.
This work is being speeded up by Indian investment in particular.
The Indian government has recently established the Centre for Excellence in Wireless Technologies in Chennai. It is a public-private initiative to promote R&D in fixed and mobile technologies and to create next generation wireless platforms.
This is likely to be good news for people living in rural areas in India who want low cost connection to the digital world.
The Indian government is keen to speed development in this area, not only to provide a better platform for business, but also to deliver education.
They recognise the long term educational benefits to the community when you supply this service with the help of government funding.
In the meantime, in New Zealand the new Minister of Local Government, Act party leader Rodney Hyde is debating whether or not local councils need to keep funding libraries; he suggests the benefit of borrowing and reading a book is to the individual, not the community - therefore why should the community pay?
But isn’t there a benefit to having our communities education and informed?
Doctor doctor - I'm in a reality TV show
02/12/08 18:55
Ever wondered if your life was a reality television show and you are the star? You're not alone - other people think they're on The Truman Show too.
What other new ‘syndromes’, or paranoid conditions are we likely to ‘invent’ in the future?
A positive pupil award for the person who can come up with the most innovative paranoid condition....
What other new ‘syndromes’, or paranoid conditions are we likely to ‘invent’ in the future?
A positive pupil award for the person who can come up with the most innovative paranoid condition....
A new kind of CEO for the future?
02/12/08 18:39
The Secondary Futures team wanted to say for the record, how impressed we have been with the Air NZ CEO, Bob Fyfe and his response to the tragic plane crash in France this week.
He has been personally involved with the tragedy from the beginning, has been with the families of the victims, flown with them to France, and has represented for all New Zealanders, just how heart broken and shocked we feel for the families.
Think back to the terrible tragedy at Mt Erebus more than 20 years ago, and how different the response from Air NZ was then.
This got us thinking about the changing role of leaders and CEOs as we head towards the future. Gone are the days when CEOs and people in high level positions could present themselves as unemotional and unapproachable. Now they need to present themselves as part of the team, listening to staff at all levels. As a goal, this has got to be a step in the right direction.
Bob Fyfe has also spent time in the past working in different departments in Air NZ to get to know the different jobs and to get to know staff.
Is this a new kind of CEO?
He has been personally involved with the tragedy from the beginning, has been with the families of the victims, flown with them to France, and has represented for all New Zealanders, just how heart broken and shocked we feel for the families.
Think back to the terrible tragedy at Mt Erebus more than 20 years ago, and how different the response from Air NZ was then.
This got us thinking about the changing role of leaders and CEOs as we head towards the future. Gone are the days when CEOs and people in high level positions could present themselves as unemotional and unapproachable. Now they need to present themselves as part of the team, listening to staff at all levels. As a goal, this has got to be a step in the right direction.
Bob Fyfe has also spent time in the past working in different departments in Air NZ to get to know the different jobs and to get to know staff.
Is this a new kind of CEO?
How do we prepare students for anti-ageing drugs?
02/12/08 18:27
Over the next ten to twenty years, major medical developments from biotechnologies are expected to improve health and lengthen lives.
• Bio artificial organs from 2010–2020
• Anti-ageing drugs by 2014
• Development of stem-cell-based tissue engineering to cure
Alzheimer’s and Parkinson’s by 2015–2025
• Organ regeneration by 2030
• Integration between neurons and silicon chips – to provide super senses – sight and sound first
• Gene therapy to enhance non-pathological traits by 2010–2020
• Genetic-based diagnostics, predictive, and preventative technologies –
e.g. gene slicing to cure overactive genes by 2019
In some areas the benefits are clear, but other possibilities raise complex ethical questions. Today’s secondary school students will live in a world populated by questions their forbearers have never had to consider.
What do we need to do to prepare students to negotiate their way through these issues successfully?
Tomorrow’s business will be in fields that don’t even exist yet
02/12/08 18:21
The RAND corporation’s research on the developing, combining and applying technologies suggest that some sectors that are either small or don’t exist at all at the moment could, in 2020, be employing many of us (as twenty years ago, no one thought that millions of people world wide would make a living from the special effects industry). Their examples include:
Personalised medicine and therapies
Genetic modification of insects to control pests and disease vectors
Computational (or ‘in-silico’) drug discovery and testing
Biomimetic and function-restoring implants
Embedded sensors and computational devices in commercial goods
Small and efficient portable power systems
Mass-producible organic electronics, including solar cells
Smart fabrics and textiles
Pervasive undetectable cameras and sophisticated sensor networks
Large, searchable databases containing detailed personal and medical data
Radio frequency identification (RFID) tracking of commercial products and individuals
Quantum based cryptographic systems for secure information transfer.
The current cohort of 11year olds will be twenty two in 2020. How will their secondary education make sure that they are fully equipped to contribute to, and lead across these fields and others that we haven’t yet imagined?
Driverless vehicles take students of the future to learning sites
02/12/08 18:14
In the future, fully autonomous “driverless” vehicles could free up drivers to become passengers and to work, communicate with others or just enjoy the ride.
The Mars Rovers – the small robotic vehicles deployed by NASA for exploring the planet Mars - are successful examples of autonomous vehicles that have already been created.
A number of enabling technologies already exist in standard cars now. Driverless parking, using cameras and sensors, has been available in some cars since 2006. Many luxury cars have lane departure warning systems and radar assisted cruise control.
In 2005 a competition in the USA provided an opportunity to witness driverless vehicles moving at up to 200kph through sharp bends, tunnels and narrow roads.
In the future school students will need to learn in a wider range of places and in a range of different sized groups. This technology could help them to get to where they need to be safely and independently, and free them up to carry on learning as they travel.
If we do develop driverless vehicles and the systems to run them on, what do we need to think about to ensure we build students needs into the system design?
The Mars Rovers – the small robotic vehicles deployed by NASA for exploring the planet Mars - are successful examples of autonomous vehicles that have already been created.
A number of enabling technologies already exist in standard cars now. Driverless parking, using cameras and sensors, has been available in some cars since 2006. Many luxury cars have lane departure warning systems and radar assisted cruise control.
In 2005 a competition in the USA provided an opportunity to witness driverless vehicles moving at up to 200kph through sharp bends, tunnels and narrow roads.
In the future school students will need to learn in a wider range of places and in a range of different sized groups. This technology could help them to get to where they need to be safely and independently, and free them up to carry on learning as they travel.
If we do develop driverless vehicles and the systems to run them on, what do we need to think about to ensure we build students needs into the system design?
Virtual field trips
27/11/08 18:14
This is another story which shows us the future is already here - just some people don’t know it yet.
At LearnNZ, students can go on virtual field trips while they stay at school. They visit places they would never otherwise go to and interact with people they would never meet.
Students go to Otago goldmines, marine reserves and visit windmill farms and coal mines - all from the comfort of their own classrooms.
There’s live audioconferencing, videos uploaded daily, web diaries and lots of background material and activities for students.
We’d love to hear from anyone who has been involved with LearnNZ.
At LearnNZ, students can go on virtual field trips while they stay at school. They visit places they would never otherwise go to and interact with people they would never meet.
Students go to Otago goldmines, marine reserves and visit windmill farms and coal mines - all from the comfort of their own classrooms.
There’s live audioconferencing, videos uploaded daily, web diaries and lots of background material and activities for students.
We’d love to hear from anyone who has been involved with LearnNZ.
Education ranked lowest sector for IT intensiveness
27/11/08 16:50
Did you know that the US Department of Commerce recently ranked 55 industry sectors by their level of IT intensiveness?
Education was ranked number 55, the lowest - below coal mining.
At Secondary Futures we’re continuing to look at the role of technology in the future of education. So this is sobering research, but well worth a look.
How does New Zealand education rank?
By the way, if you haven’t already had a look at the Virtual Learning network (VLN) - take a look. The future is already here! VLN ‘supports the concept of classrooms without walls, where students and educators have the flexibility to connect with their classes 24 hours a day, 7 days a week. ‘
Education was ranked number 55, the lowest - below coal mining.
At Secondary Futures we’re continuing to look at the role of technology in the future of education. So this is sobering research, but well worth a look.
How does New Zealand education rank?
By the way, if you haven’t already had a look at the Virtual Learning network (VLN) - take a look. The future is already here! VLN ‘supports the concept of classrooms without walls, where students and educators have the flexibility to connect with their classes 24 hours a day, 7 days a week. ‘
Is this for real?
25/11/08 17:21
The tragic story recently of a 19 year old student who killed himself live on the internet while 1000s of people watched via their computers - and did nothing - shocked us and got us thinking about the implications of this story.
Technology is changing us. You can’t imagine 1000 people standing around outside doing nothing, while a young person committed suicide in front of them. So why is it possible on the internet?
Perhaps people don’t or can’t distinguish between what is real and what is not real on-line.
Or is technology changing our moral compass? Why didn’t anyone watching do something? And if they wanted to do something, what should they have done? Who do you call? There are no internet emergency services. In the end someone did call the police who turned up - on camera - but too late.
Is it that we don’t feel connected via the internet, despite all the talk of a more inter-dependent world; we don’t really think of these people as part of our ‘communities’.
This very sad story shocks, and raises more questions than answers. But we owe it to ourselves and the future to try and grapple with the hard questions.
We’ll be launching our interactive discussion on the place of technology in the future and its impact on education, and looking forward to your contributions on these sorts of difficult questions.
Technology is changing us. You can’t imagine 1000 people standing around outside doing nothing, while a young person committed suicide in front of them. So why is it possible on the internet?
Perhaps people don’t or can’t distinguish between what is real and what is not real on-line.
Or is technology changing our moral compass? Why didn’t anyone watching do something? And if they wanted to do something, what should they have done? Who do you call? There are no internet emergency services. In the end someone did call the police who turned up - on camera - but too late.
Is it that we don’t feel connected via the internet, despite all the talk of a more inter-dependent world; we don’t really think of these people as part of our ‘communities’.
This very sad story shocks, and raises more questions than answers. But we owe it to ourselves and the future to try and grapple with the hard questions.
We’ll be launching our interactive discussion on the place of technology in the future and its impact on education, and looking forward to your contributions on these sorts of difficult questions.
Are you wiki-literate yet?
25/11/08 17:02
Do you use a wiki?
For those of you who don’t know what a wiki is yet - here’s how ‘wikipedia’ defines it.
A wiki is simply a page or collection of web pages designed to allow anyone who accesses them to contribute or modify content. So ‘Wikipedia’ is one of the first ‘collective websites’ - or wikis.
Wikis have proved to be very effective in building community websites where people can add stuff and engage in conversations and debate. Most businesses use them to create intranets or knowledge management systems. So they are everywhere even if you didn’t know it!
We heard of one secondary school principal - a member of the Coalition of 21st Century Principals - (more of them another time; this is a voluntary group made up of principals in the Waikato and they are doing some very exciting work). This one principal decided to set up a wiki while he was on sabbatical so that he could share what he was doing and learning in other parts of the world with the members of the group back in New Zealand. This was a huge success.
Some schools have set up wikis so that parents, students and teachers can swap information. One primary school lets parents know what is happening that week in the classroom. They share videos of class activities, and parents can add information too.
Imagine if wikis could be used more widely as a learning tool between students and teachers at different schools, for example?
Are wikis the classroom tool of the future?
For those of you who don’t know what a wiki is yet - here’s how ‘wikipedia’ defines it.
A wiki is simply a page or collection of web pages designed to allow anyone who accesses them to contribute or modify content. So ‘Wikipedia’ is one of the first ‘collective websites’ - or wikis.
Wikis have proved to be very effective in building community websites where people can add stuff and engage in conversations and debate. Most businesses use them to create intranets or knowledge management systems. So they are everywhere even if you didn’t know it!
We heard of one secondary school principal - a member of the Coalition of 21st Century Principals - (more of them another time; this is a voluntary group made up of principals in the Waikato and they are doing some very exciting work). This one principal decided to set up a wiki while he was on sabbatical so that he could share what he was doing and learning in other parts of the world with the members of the group back in New Zealand. This was a huge success.
Some schools have set up wikis so that parents, students and teachers can swap information. One primary school lets parents know what is happening that week in the classroom. They share videos of class activities, and parents can add information too.
Imagine if wikis could be used more widely as a learning tool between students and teachers at different schools, for example?
Are wikis the classroom tool of the future?
Technology is changing us
25/11/08 16:38
A new book is out called ‘The Rise of the Video Republic’, and if you visit this site you can see a video just released called ‘The Video Republic’ (click on the video). It’s short and worth a look because it captures very effectively what we all know - which is that new technology is changing us; or in the words used in the film, ‘Video is changing young people - into reporters’.
Whether on YouTube, the internet, email, or via texts, millions of people are telling their stories. The old days when the dissemination of information was the job of a few professionals working for a handful of media monopolies has gone. Now anyone with a computer gets to share their opinions with the world. It’s what the people at ‘Demos’ call ‘the new theatre of public information’ or ‘the messy alternative realm of video creation and exchange.
Is this more democracy or is it chaos? Tell us what you think.
DJ Battle wins an award
24/11/08 10:49
DJ Battle, our on-line game to promote the idea that the community and business will be far more involved in education in the future, and learning can happen anywhere at anytime with many different experts - has won an award! Here's what they say about it:
"Your site "DJ Battle" at http://www.djbattle.co.nz/ has been chosen as the Illuminated Site of the Week. This award recognizes those websites that, in one way or the other, illuminate the Big Picture . . . that show What Is Really Happening in our newly ordered world.”
"Your site "DJ Battle" at http://www.djbattle.co.nz/ has been chosen as the Illuminated Site of the Week. This award recognizes those websites that, in one way or the other, illuminate the Big Picture . . . that show What Is Really Happening in our newly ordered world.”
Bionic eye
18/11/08 16:24
Here’s a story about a woman who lost her eye in an accident and via her blog has asked technicians to build her a ‘bionic eye’ so that she can record her life.
Assuming that at some stage in the not too distant future engineers will figure out a way to achieve this, how long might it be before people don’t need to go through the ordeal of losing an eye in order to have this feature embedded in their body somewhere?
Assuming that at some stage in the not too distant future engineers will figure out a way to achieve this, how long might it be before people don’t need to go through the ordeal of losing an eye in order to have this feature embedded in their body somewhere?
Keeping kids safe - Whose job is it?
18/11/08 16:07
Primary school children are apparently being left at the school gates up to 50 minutes before schools open and are playing chicken with cars on a busy Christchurch road, according to this recent article.
But what is interesting about this piece is how it assumes - as we all do today - that schools must play the custodial role from 9am until 3pm. Parents are custodians for the rest of the time.
This may always be true for primary school kids. But imagine secondary schools in the future. What if all of that changed? If ‘the school’ as we know it ceases to exist in its present form in 2028 and the community and business become far more involved in the delivery of education, then students could be learning in many different centres throughout the community.
Who will be responsible for students safety then? How important is ‘custody’ for secondary school age children anyway?
Sharing that responsibility amongst the community has got to be a better option in the future. Teachers can’t carry that burden alone (they’re teachers, not security guards) and families often have two parents working these days.
What do you think?
But what is interesting about this piece is how it assumes - as we all do today - that schools must play the custodial role from 9am until 3pm. Parents are custodians for the rest of the time.
This may always be true for primary school kids. But imagine secondary schools in the future. What if all of that changed? If ‘the school’ as we know it ceases to exist in its present form in 2028 and the community and business become far more involved in the delivery of education, then students could be learning in many different centres throughout the community.
Who will be responsible for students safety then? How important is ‘custody’ for secondary school age children anyway?
Sharing that responsibility amongst the community has got to be a better option in the future. Teachers can’t carry that burden alone (they’re teachers, not security guards) and families often have two parents working these days.
What do you think?
How google knows everything about you - and other scary stories.
11/11/08 16:33
Google can already see about 80% of the web sites that you click on. Soon they’ll be able to see everything.
Google’s harshest international critic was in Auckland this week and said google is becoming the ‘biggest detective agency that ever existed.’
Are you worried about this, or is it just scare-mongering?
And here’s another scary story; new software available now makes it possible to spy on every mobile call and text that someone sends. If you want to keep tabs on your partner, or you’re the boss and you want to monitor your employees, just download the software, ‘borrow’ your victim’s phone, set up the software, and return the phone. They will be none the wiser at the end of the day when they shove their phone in their bag. And you will be monitoring every call and text they make.
Now That’s scary!
Google’s harshest international critic was in Auckland this week and said google is becoming the ‘biggest detective agency that ever existed.’
Are you worried about this, or is it just scare-mongering?
And here’s another scary story; new software available now makes it possible to spy on every mobile call and text that someone sends. If you want to keep tabs on your partner, or you’re the boss and you want to monitor your employees, just download the software, ‘borrow’ your victim’s phone, set up the software, and return the phone. They will be none the wiser at the end of the day when they shove their phone in their bag. And you will be monitoring every call and text they make.
Now That’s scary!
What do Microsoft, The Royal Society and us have in common?
11/11/08 16:11
Microsoft New Zealand and the Royal Society have come together to create this excellent site - which highlights interviews with people like Richard Taylor from Weta Workshop - and tries to define what makes for a successful pathway to leadership.
There are many overlaps with our work. They obviously agree - because they highlight Secondary Futures! Take a look.
Incidently, Dr Annick Janson from Microsoft is behind much of the work on this site, and we have been lucky enough to have her input into some our thinking at Secondary Futures.
There are many overlaps with our work. They obviously agree - because they highlight Secondary Futures! Take a look.
Incidently, Dr Annick Janson from Microsoft is behind much of the work on this site, and we have been lucky enough to have her input into some our thinking at Secondary Futures.
Lesson on ipods
11/11/08 15:21
‘John Campbell live’ did an interesting piece last night on TV3.
The hospitality industry has a particular problem when it comes to training its chefs.
The students are working in kitchen jobs until 3.30am. Subsequently, they are too tired to learn when classes start at 9am each day.
At Otago Polytech teachers have come up with a digital solution.
Lessons are now uploaded onto the students ipods.
If this is possible for chefs - what might learning look like for children and young adults?
Take a look.
The hospitality industry has a particular problem when it comes to training its chefs.
The students are working in kitchen jobs until 3.30am. Subsequently, they are too tired to learn when classes start at 9am each day.
At Otago Polytech teachers have come up with a digital solution.
Lessons are now uploaded onto the students ipods.
If this is possible for chefs - what might learning look like for children and young adults?
Take a look.
Obama 'gets it'
06/11/08 17:51
We’ve been looking through Obama’s vision for education and it’s spelt out here.
Much of this lines up with the vision that many New Zealanders have articulated:
‘America faces few more urgent challenges than preparing our children to compete in a global economy. The decisions our leaders make about education in the coming years will shape our future for generations to come.’
‘Public education in America should foster innovation and provide students with varied, high-quality learning opportunities.’
‘We cannot ensure we’re ready for the economic challenges of the 21st century if our schools and learning systems are firmly planted in the 20th century. Today, the information economy is revolutionizing every area of our lives, but too many schools do not have access to these critical resources.’
And you can see Obama talking education here.
Much of this lines up with the vision that many New Zealanders have articulated:
‘America faces few more urgent challenges than preparing our children to compete in a global economy. The decisions our leaders make about education in the coming years will shape our future for generations to come.’
‘Public education in America should foster innovation and provide students with varied, high-quality learning opportunities.’
‘We cannot ensure we’re ready for the economic challenges of the 21st century if our schools and learning systems are firmly planted in the 20th century. Today, the information economy is revolutionizing every area of our lives, but too many schools do not have access to these critical resources.’
And you can see Obama talking education here.
'Your Bay of Opportunity'
06/11/08 17:36
Something exciting is happening in the Bay of Plenty.
To give you an idea, here’s a few of the chapter headings from a recent booklet produced in the region:
‘Your Bay of Prosperity’
‘Your Bay of Growth’
‘Your Bay of Knowledge’.
It all started when local businesses got together and asked themselves; ‘What do we need to do to keep this community functioning and exciting, to get a good quality of life for people living here?’ And their answer was to do something that would link students and local people with enterprise and learning opportunities in the area. So they got together with government, ran workshops and came up with some of the most exciting and innovative ideas we’ve heard in along time.
Have a look at Priority One and let us know what you think.
To give you an idea, here’s a few of the chapter headings from a recent booklet produced in the region:
‘Your Bay of Prosperity’
‘Your Bay of Growth’
‘Your Bay of Knowledge’.
It all started when local businesses got together and asked themselves; ‘What do we need to do to keep this community functioning and exciting, to get a good quality of life for people living here?’ And their answer was to do something that would link students and local people with enterprise and learning opportunities in the area. So they got together with government, ran workshops and came up with some of the most exciting and innovative ideas we’ve heard in along time.
Have a look at Priority One and let us know what you think.
Apple Mac turn their stores into ‘classrooms’
04/11/08 13:57
This is great example of the private sector - in this case Apple Mac - realising that education is already happening outside of the school, and there’s no reason why their shops can’t also be ‘classrooms’. Of course, getting young people into Apple stores for a ‘field trip’ probably helps sell Macbooks too, but that doesn’t make the concept any less ground-breaking.
They basically turn their stores into computer labs for students who want to create a project. For an hour, kids have hands-on access to Mac computers, iPods, the latest software, and the expertise of trainers and specialists. So whether students are interested in music, maths, art or science, Mac staff will show them how to bring their ideas to life. Apple also provide one-on-one training, summer camps, how to make a movie workshops, how to do podcasting and so on.
Imagine if other companies did this in New Zealand? Let us know if you’re aware on other examples like this.
They basically turn their stores into computer labs for students who want to create a project. For an hour, kids have hands-on access to Mac computers, iPods, the latest software, and the expertise of trainers and specialists. So whether students are interested in music, maths, art or science, Mac staff will show them how to bring their ideas to life. Apple also provide one-on-one training, summer camps, how to make a movie workshops, how to do podcasting and so on.
Imagine if other companies did this in New Zealand? Let us know if you’re aware on other examples like this.
Less traditional lessons for medical students
04/11/08 12:08
The New Zealand Herald this week reported an innovative new aspect to the training of future doctors at Auckland University. Trainee doctors had to work with a group of Year 11 students from two South Auckland high schools. The secondary students were given role-playing training and taught about the health issues of young people. They then used their newly acquired skills and knowledge to teach the medical students about how best to work with young people through a series of role-playing exercises.
The Herald reported benefits for both groups from this experience: the medical students received important feedback about what did (or didn’t) work well when dealing with young people and the secondary students gained a new perception about doctors and the realisation that a career in health might be a possibility for them.
As we have collected New Zealanders’ vision of what Secondary Education should look like in 20 years’ time, they have told us that they want learning to happen in places beyond the school wall, for schools to be a resource for the community and for the community to be a resource for schools. This is a great example of one way in which this vision is already becoming a reality. Are there opportunities to develop this kind of learning project in your area? Perhaps it is already happening in some way. If so, why not tell us about it?
The Herald reported benefits for both groups from this experience: the medical students received important feedback about what did (or didn’t) work well when dealing with young people and the secondary students gained a new perception about doctors and the realisation that a career in health might be a possibility for them.
As we have collected New Zealanders’ vision of what Secondary Education should look like in 20 years’ time, they have told us that they want learning to happen in places beyond the school wall, for schools to be a resource for the community and for the community to be a resource for schools. This is a great example of one way in which this vision is already becoming a reality. Are there opportunities to develop this kind of learning project in your area? Perhaps it is already happening in some way. If so, why not tell us about it?
Vote for your education values
23/10/08 10:44
Its election time everywhere at the moment - so heres a politics free election on education in the future where you get to vote on the values that are important to you - eg what’s more important: ‘developing skills for inquiry and research?’ or ‘developing skills to organise for political change?’ Have your vote....
The site is completely free and anonymous and apparently your opinions could contribute to government education policy - but only in the UK! Maybe we should try something like this here in New Zealand?
The site is completely free and anonymous and apparently your opinions could contribute to government education policy - but only in the UK! Maybe we should try something like this here in New Zealand?
Have your say and fly your own plane!
23/10/08 10:33
Also from the ‘Beyond Current Horizons’ project is this clever idea; its an interactive site where you can answer questions and see what others have said to questions like ....’What would you not want to see in any future education system?’
Have a go!
UK project helps education prepare for the future
23/10/08 10:10
This blog is worth a visit. It defines itself as a ‘scrapbook of progress, ideas and emerging findings and developments from ‘Beyond Current Horizons’ - which is a UK project looking at the future of education beyond 2025. In its own words: ‘The aim is to help our education system prepare for and respond to the challenges it faces as society and technology rapidly evolve. What skills will children need for work? How might parenting and the family change? What impacts will new technologies have on learning?’
Have a look.
Have a look.
Can schools today deliver what students need in the 21st century?
23/10/08 10:04
Here's another presentation from the OECD ‘Grasping the Future’ conference, well worth a look. It traces the phases of schooling - first schools, second schools, and the arguments for 'third' schools.
Find our what a ‘third school is’.
The presenter, Ruben Nelson, argues that today's schools, far from moving quickly and radically to keep up with students' needs in the 21st century, are just minor improvements on the old systems. He argues that we "cannot nurture the minds we need for the 21st century in a system with design assumptions going back to the 19th century". He even goes as far as to say that the schooling environment today is 'toxic to learning'.
He finishes by imagining new scenarios and new roles in learning, including the 'family learnist' and the 'community learnist'. Let’s us know what you think.
Find our what a ‘third school is’.
The presenter, Ruben Nelson, argues that today's schools, far from moving quickly and radically to keep up with students' needs in the 21st century, are just minor improvements on the old systems. He argues that we "cannot nurture the minds we need for the 21st century in a system with design assumptions going back to the 19th century". He even goes as far as to say that the schooling environment today is 'toxic to learning'.
He finishes by imagining new scenarios and new roles in learning, including the 'family learnist' and the 'community learnist'. Let’s us know what you think.
What about the brain in 2030?
22/10/08 22:14
“Progress on the understanding of the brain and learning over the past 25 years will look primitive compared to progress over the next 25 years”, says Jerome Glenn who co-founded and directs the Millennium Project. This is a leading global think tank supported by international organizations, governments, corporations, and NGOs, which has produced the internationally recognized State of the Future annual reports for the past ten years.
Secondary Futures recently took part in the OECD co-sponsored conference in Helsinki - "Graspng the Future". Take a look at Jerome Glenn’s full presentation. He looks at how the brain might work differently by 2030. We realised in Helsinki that the future of brain technology is something we’ve only just begun to grasp. Teacher training today doesn’t sufficiently cover brain technology - maybe it should. 25 years ago we didn’t have computers, internet, euros, the WTO or an aids pandemic. So what we think about as ‘far out’ today could be very possible in the next 25 years. How will the way we use our brains and the way we learn change in that time?
Secondary Futures recently took part in the OECD co-sponsored conference in Helsinki - "Graspng the Future". Take a look at Jerome Glenn’s full presentation. He looks at how the brain might work differently by 2030. We realised in Helsinki that the future of brain technology is something we’ve only just begun to grasp. Teacher training today doesn’t sufficiently cover brain technology - maybe it should. 25 years ago we didn’t have computers, internet, euros, the WTO or an aids pandemic. So what we think about as ‘far out’ today could be very possible in the next 25 years. How will the way we use our brains and the way we learn change in that time?
Learning is supposed to be for life
21/10/08 10:38
The UK is carrying out a national enquiry into the Future of Lifelong Learning, sponsored by the National Institute of Adult and Continuing Education (Niace). The review will thoroughly examine what lifelong learning means and the potential it holds.
This is exciting, because its a much broader attempt than ever before to look at lifelong learning - its benefits, its resource requirements and more. It spans ten themes, the first of which looks at the dynamics of learning in the workplace. The other themes look at the link between learning in reducing poverty, its impact on physical and mental health and much more.
Evidence suggest lifelong learning is one of the things that keeps us going, which is something we’ve been saying in Secondary Futures for a long time. To be seeking new knowledge and understanding of the world is part of the human condition, wrote Peter Kingston in the UK Guardian recently.
He attempts a useful definition of lifelong learning: “People of all ages learning in a variety of contexts - in educational institutions, at work, at home and through leisure activities.”
However this definition is a work in progress, because once the inquiry, is over, the definition will undoubtedly look different.
Keep tabs on the inquiry here.
This is exciting, because its a much broader attempt than ever before to look at lifelong learning - its benefits, its resource requirements and more. It spans ten themes, the first of which looks at the dynamics of learning in the workplace. The other themes look at the link between learning in reducing poverty, its impact on physical and mental health and much more.
Evidence suggest lifelong learning is one of the things that keeps us going, which is something we’ve been saying in Secondary Futures for a long time. To be seeking new knowledge and understanding of the world is part of the human condition, wrote Peter Kingston in the UK Guardian recently.
He attempts a useful definition of lifelong learning: “People of all ages learning in a variety of contexts - in educational institutions, at work, at home and through leisure activities.”
However this definition is a work in progress, because once the inquiry, is over, the definition will undoubtedly look different.
Keep tabs on the inquiry here.
“You don’t use us enough”
21/10/08 10:00
Recently, leaders from one of New Zealand’s local authorities convened a forum with educators to see if they wanted to work together to create an education strategy for their area, and if so, how might they, together, proceed with this challenge.
The mayor was supportive of the local education workforce, and wanted to show how much the Council valued the work by sharing some of the responsibility for learning in their community. He told participating education leaders “You don’t use us (the council) enough”, a statement that seemed novel to the educators.
If, in the future, more Councils take responsibility for supporting learning in their communities, what might this look like?
• How might local government support learning in your community?
• What possibilities might that open up?
• What steps can you take to help such a process along?
The mayor was supportive of the local education workforce, and wanted to show how much the Council valued the work by sharing some of the responsibility for learning in their community. He told participating education leaders “You don’t use us (the council) enough”, a statement that seemed novel to the educators.
If, in the future, more Councils take responsibility for supporting learning in their communities, what might this look like?
• How might local government support learning in your community?
• What possibilities might that open up?
• What steps can you take to help such a process along?
Mason Durie's speech - are we future-makers or future-takers?
16/10/08 13:23
Do we know how to be a future maker?
Do we have the right skills to pull together data about the past and the present?
Do we know how to respond to external events like climate change and financial crisis?
Have we made the space to think about this?
Secondary Futures Guardian, Mason Durie gave a keynote speech this week as part of Victoria University’s spring lecture series.
He also updated the crowd of about 130 people about the FutureMakers project which looks at the big opportunities and challenges facing New Zealand over the next 20 years.
Do we have the right skills to pull together data about the past and the present?
Do we know how to respond to external events like climate change and financial crisis?
Have we made the space to think about this?
Secondary Futures Guardian, Mason Durie gave a keynote speech this week as part of Victoria University’s spring lecture series.
He also updated the crowd of about 130 people about the FutureMakers project which looks at the big opportunities and challenges facing New Zealand over the next 20 years.
School of everything....
30/09/08 13:51
The schoolofeverything.com is an award winning idea that could be adapted to the New Zealand context, just as TradeMe adapted the EBay concept. Set up in 2006 by a ‘group of friends’ who wanted to ‘re-invent education’, the web site was launched this month. It’s a social learning network connecting people who can teach with people who want to learn.
Here’s what the founders say:
“Our goal is to do for education what YouTube has done for television, or what eBay did for retail: to open up a huge and fertile space between the professional and the amateur. A space where people teach what they know and learn what they don't.”
When Secondary Futures canvassed New Zealanders, you told us that you wanted the community more involved in the delivery of education; and local businesses, retired lawyers or other experts in the community with skills to share told us they wanted to be more involved. The challenge then was to imagine what mechanisms might act as brokers between those who want to teach and those who want to learn. So when we were writing the community connectedness paper, we all looked up one day with the same idea - what about a web site like TradeMe that acted as a broker? A kind of ‘LearnMe.com’?
Now we see that it can be done. So why not in New Zealand? Contact us if you think this is a good idea.
Here’s what the founders say:
“Our goal is to do for education what YouTube has done for television, or what eBay did for retail: to open up a huge and fertile space between the professional and the amateur. A space where people teach what they know and learn what they don't.”
When Secondary Futures canvassed New Zealanders, you told us that you wanted the community more involved in the delivery of education; and local businesses, retired lawyers or other experts in the community with skills to share told us they wanted to be more involved. The challenge then was to imagine what mechanisms might act as brokers between those who want to teach and those who want to learn. So when we were writing the community connectedness paper, we all looked up one day with the same idea - what about a web site like TradeMe that acted as a broker? A kind of ‘LearnMe.com’?
Now we see that it can be done. So why not in New Zealand? Contact us if you think this is a good idea.
Councils vote online - will teachers teach online?
25/09/08 15:22
A recent news story talked about a new proposal where councillors may be able to vote by phone or video call. Some in the article labelled councillors as ‘lazy’. But surely we can celebrate this as an example of technology helping people to participate.
Usually if you can’t attend in person you can vote by proxy, and this has been widely accepted. Yet when talking about voting via the phone or video conference it is considered somehow undemocratic. Granted there is the possibility that it may get abused, but encouraging participation should be the key argument rather than talking about bad behaviour.
Imagine - in the future we might all be able to vote using technology, so if we can’t make it to the ballot box we can vote for the next prime minister via text for example. Anything is possible. We should embrace technology as a way to increase participation and deal with the problems of human behaviour as they emerge.
Food for thought anyway. What are the implications for teachers in the class room? In twenty years, will we be doing more teaching on-line via video conferencing?
Usually if you can’t attend in person you can vote by proxy, and this has been widely accepted. Yet when talking about voting via the phone or video conference it is considered somehow undemocratic. Granted there is the possibility that it may get abused, but encouraging participation should be the key argument rather than talking about bad behaviour.
Imagine - in the future we might all be able to vote using technology, so if we can’t make it to the ballot box we can vote for the next prime minister via text for example. Anything is possible. We should embrace technology as a way to increase participation and deal with the problems of human behaviour as they emerge.
Food for thought anyway. What are the implications for teachers in the class room? In twenty years, will we be doing more teaching on-line via video conferencing?
Bullrush back in schools
24/09/08 16:54
Bullrush is a childhood icon for some of us in the Secondary Futures office, so we couldn’t resist linking to this story. When we canvassed the opinion of New Zealanders, most agreed, in the future they want kids to be able to take risks and to ‘fail safely’. This can mean different things to different people of course....what do you think?
Latest School Plus annoucement today
19/09/08 13:35
The big news today is the announcement of the next stage of Schools Plus. We’re thrilled to see that each student will now have their own learning plan, and kids will be more effectively linked with training and work opportunities while they are still at school. When we canvassed thousands of New Zealanders, this is exactly what they wanted to see - more community involvement and a system designed to bring out the best in each student. New Zealanders told us - back in 2005 - that they wanted each student to have a tailor-made plan, designed with teachers and family. Many schools have already started to implement such a tool for at least some of their students.
But introducing these changes raises many questions - how ready are schools to create systems like this? What might a school timetable look like if each student has their own learning plan? Would we even need one? Or would students each have their own program that might tell them where they are learning - at their local school, at a school down the round, at the local polytechnic or the plumber's yard ?
If students are each to have their own learning plan to provide them with 'improved careers guidance and advice', who will be working alongside students to help them learn about and choose from the possible options? Their parents? Others in the workforce? What times might be used to make this possible? Might organisations routinely structure times for their staff to meet with students? How will time be available to parents to be involved in these discussions? What risks might there be if parents aren't informed an involved?
If we’re serious about changing our system to make ourselves more successful in the future (and we must), we also need to try and answer some of these questions. But today’s announcement is a major step in the right direction.
Key points in the announcement:
- a compulsory education and training age of 17 to be introduced by 2011 and lifted to 18 in 2014;
- the school leaving age will remain at 16, but as already indicated in the Education Amendment Bill introduced to the House last week, early leaving exemptions for 15 year-olds will be removed;
- schools will remain the providers of students' education, for NCEA Levels 1-3, and will provide pastoral care;
- by 2011, all students will have an education plan which will provide them with improved careers guidance and advice, and a planned approach to achieving their education and career goals.
Tell us what you think.
But introducing these changes raises many questions - how ready are schools to create systems like this? What might a school timetable look like if each student has their own learning plan? Would we even need one? Or would students each have their own program that might tell them where they are learning - at their local school, at a school down the round, at the local polytechnic or the plumber's yard ?
If students are each to have their own learning plan to provide them with 'improved careers guidance and advice', who will be working alongside students to help them learn about and choose from the possible options? Their parents? Others in the workforce? What times might be used to make this possible? Might organisations routinely structure times for their staff to meet with students? How will time be available to parents to be involved in these discussions? What risks might there be if parents aren't informed an involved?
If we’re serious about changing our system to make ourselves more successful in the future (and we must), we also need to try and answer some of these questions. But today’s announcement is a major step in the right direction.
Key points in the announcement:
- a compulsory education and training age of 17 to be introduced by 2011 and lifted to 18 in 2014;
- the school leaving age will remain at 16, but as already indicated in the Education Amendment Bill introduced to the House last week, early leaving exemptions for 15 year-olds will be removed;
- schools will remain the providers of students' education, for NCEA Levels 1-3, and will provide pastoral care;
- by 2011, all students will have an education plan which will provide them with improved careers guidance and advice, and a planned approach to achieving their education and career goals.
Tell us what you think.
Hologram teachers in the class room?
18/09/08 12:32
Imagine if a student in New Zealand could beam a teacher lecturing on bio-ethics in New York, right into their home? Young New Zealanders could gain credits from all over the world and benefit from exposure to the best minds in specialised fields. If you missed this in the news, have a look now. What are the implications for education in the future?
Kids invent new games, power sources and even a yoghurt machine...
16/09/08 14:32
A year 12 student, Samantha Eagle has been an active commentator on this blog (keep talking to us Samantha!) and through her we became aware of this technology project where students enter their own inventions or designs.
We’re looking at the role of technology in education; meanwhile these students are already shifting the goal posts. Take a look. If you have any other stories like this, let us know.
We’re looking at the role of technology in education; meanwhile these students are already shifting the goal posts. Take a look. If you have any other stories like this, let us know.
If you haven't seen this...take a look now
15/09/08 20:26
This is a very effective way of explaining why imagining the future of education is so important. It takes only 8 minutes to view and is well worth it...Tell us what you think.
The mysterious digital world of generation Y
26/08/08 15:08
A recent article in this month’s edition of North and South talks about Generation Y also known as the Dotcoms, the spoiled Generation and the Babylosers. The terms used to describe this cohort of kids from the last twenty years who are now twenty somethings and represent 21 percent of New Zealand’s population, is a clue to the contradictory characteristics of this generation.
The article takes an interesting approach, a discussion from a bonifide Gen Y’er, a medical professional who is working closely with Gen Y Doctors and changing the face of medicine, teachers responding to the Gen Y kids in their schools, the media, and educational policy people trying to determine whats the next step for an education system that is a traditional, fixed and linear learning system.
The discussion surrounding the tough economic times is also interesting. The term “Gen Y couldn’t care less” about politics and social issues has been proven wrong, as investigated by Rebecca Huntley. She argues that in fact they do have political convictions – “a complicated mix of liberal and conservative perspectives” and they don’t have an appetite for business as usual. So Gen Ys are not going to be easily sucked into the political debate, they are going to make a distinction between political rhetoric, and the issues that really matter to them.
The article takes an interesting approach, a discussion from a bonifide Gen Y’er, a medical professional who is working closely with Gen Y Doctors and changing the face of medicine, teachers responding to the Gen Y kids in their schools, the media, and educational policy people trying to determine whats the next step for an education system that is a traditional, fixed and linear learning system.
The discussion surrounding the tough economic times is also interesting. The term “Gen Y couldn’t care less” about politics and social issues has been proven wrong, as investigated by Rebecca Huntley. She argues that in fact they do have political convictions – “a complicated mix of liberal and conservative perspectives” and they don’t have an appetite for business as usual. So Gen Ys are not going to be easily sucked into the political debate, they are going to make a distinction between political rhetoric, and the issues that really matter to them.
Play DJ Battle now!
12/08/08 15:11
New paper launched - 'Community Connectedness'
12/08/08 14:13
Our new theme paper Community Connectedness, is launched today.
This is the vision that you and others have shared with us of much stronger community involvement in secondary schooling in the future.
Let us know what you think.
In the meantime, we have developed an on-line game - DJ Battle - designed to appeal to young people.
It promotes the picture of secondary school students in the future learning in different venues throughout the community, in businesses, from professional experts and community leaders.
It's been very important to us at Secondary Futures to actively engage those people not normally heard in the education debate - students and young people for example.
We want them to take part in the debate. Young people today will define the future of education and they need to be involved in the discussion.
We hope you enjoy the game and please send it on to colleagues and friends so that more New Zealanders can get involved in defining the future of education.
By the way, we will also be hosting a live DJ Battle on Radio Active (89FM) tonight between 9pm-11pm with two of Wellington's leading Djs. Tune in if you’re in the Wellington region.
This is the vision that you and others have shared with us of much stronger community involvement in secondary schooling in the future.
Let us know what you think.
In the meantime, we have developed an on-line game - DJ Battle - designed to appeal to young people.
It promotes the picture of secondary school students in the future learning in different venues throughout the community, in businesses, from professional experts and community leaders.
It's been very important to us at Secondary Futures to actively engage those people not normally heard in the education debate - students and young people for example.
We want them to take part in the debate. Young people today will define the future of education and they need to be involved in the discussion.
We hope you enjoy the game and please send it on to colleagues and friends so that more New Zealanders can get involved in defining the future of education.
By the way, we will also be hosting a live DJ Battle on Radio Active (89FM) tonight between 9pm-11pm with two of Wellington's leading Djs. Tune in if you’re in the Wellington region.
'No need for computers in the home' 1977...
04/08/08 21:00
How wrong can great minds be about the future? If you want to read more, go to the source here. If you have other quotes like these, let us know.
1. What can be more palpably absurd than the prospect held out of locomotives traveling twice as fast as stagecoaches?
- The Quarterly Review, England (March 1825)
2. The abolishment of pain in surgery is a chimera. It is absurd to go on seeking it. . . . Knife and pain are two words in surgery that must forever be associated in the consciousness of the patient.
- Dr. Alfred Velpeau (1839) French surgeon
3. Men might as well project a voyage to the Moon as attempt to employ steam navigation against the stormy North Atlantic Ocean.
- Dr. Dionysus Lardner (1838) Professor of Natural Philosophy and Astronomy, University College, London
4. The foolish idea of shooting at the moon is an example of the absurd length to which vicious specialization will carry scientists working in thought-tight compartments.
- A.W. Bickerton (1926) Professor of Physics and Chemistry, Canterbury College, New Zealand
5. [W]hen the Paris Exhibition closes electric light will close with it and no more be heard of.
- Erasmus Wilson (1878) Professor at Oxford University
6. Well informed people know it is impossible to transmit the voice over wires and that were it possible to do so, the thing would be of no practical value.
- Editorial in the Boston Post (1865)
7. That the automobile has practically reached the limit of its development is suggested by the fact that during the past year no improvements of a radical nature have been introduced.
- Scientific American, Jan. 2, 1909
8. Heavier-than-air flying machines are impossible.
- Lord Kelvin, ca. 1895, British mathematician and physicist
9. Radio has no future
- Lord Kelvin, ca. 1897.
10. While theoretically and technically television may be feasible, commercially and financially I consider it an impossibility, a development of which we need waste little time dreaming.
- Lee DeForest, 1926 (American radio pioneer)
11. There is not the slightest indication that [nuclear energy] will ever be obtainable. It would mean that the atom would have to be shattered at will.
- Albert Einstein, 1932.
12. Where a calculator on the ENIAC is equipped with 19,000 vacuum tubes and weighs 30 tons, computers in the future may have only 1,000 vacuum tubes and perhaps only weigh 1.5 tons.
- Popular Mechanics, March 1949.
(Try the laptop version!)
13. There is no need for any individual to have a computer in their home.
- Ken Olson, 1977, President, Digital Equipment Corp.
14. I think there is a world market for maybe five computers.
- Thomas Watson, chairman of IBM, 1943.
15. I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won't lastout the year.
- The editor in charge of business books for Prentice Hall, 1957.
16. But what ... is it good for?
- Engineer at the Advanced Computing Systems Division of IBM, 1968, commenting on the microchip.
1. What can be more palpably absurd than the prospect held out of locomotives traveling twice as fast as stagecoaches?
- The Quarterly Review, England (March 1825)
2. The abolishment of pain in surgery is a chimera. It is absurd to go on seeking it. . . . Knife and pain are two words in surgery that must forever be associated in the consciousness of the patient.
- Dr. Alfred Velpeau (1839) French surgeon
3. Men might as well project a voyage to the Moon as attempt to employ steam navigation against the stormy North Atlantic Ocean.
- Dr. Dionysus Lardner (1838) Professor of Natural Philosophy and Astronomy, University College, London
4. The foolish idea of shooting at the moon is an example of the absurd length to which vicious specialization will carry scientists working in thought-tight compartments.
- A.W. Bickerton (1926) Professor of Physics and Chemistry, Canterbury College, New Zealand
5. [W]hen the Paris Exhibition closes electric light will close with it and no more be heard of.
- Erasmus Wilson (1878) Professor at Oxford University
6. Well informed people know it is impossible to transmit the voice over wires and that were it possible to do so, the thing would be of no practical value.
- Editorial in the Boston Post (1865)
7. That the automobile has practically reached the limit of its development is suggested by the fact that during the past year no improvements of a radical nature have been introduced.
- Scientific American, Jan. 2, 1909
8. Heavier-than-air flying machines are impossible.
- Lord Kelvin, ca. 1895, British mathematician and physicist
9. Radio has no future
- Lord Kelvin, ca. 1897.
10. While theoretically and technically television may be feasible, commercially and financially I consider it an impossibility, a development of which we need waste little time dreaming.
- Lee DeForest, 1926 (American radio pioneer)
11. There is not the slightest indication that [nuclear energy] will ever be obtainable. It would mean that the atom would have to be shattered at will.
- Albert Einstein, 1932.
12. Where a calculator on the ENIAC is equipped with 19,000 vacuum tubes and weighs 30 tons, computers in the future may have only 1,000 vacuum tubes and perhaps only weigh 1.5 tons.
- Popular Mechanics, March 1949.
(Try the laptop version!)
13. There is no need for any individual to have a computer in their home.
- Ken Olson, 1977, President, Digital Equipment Corp.
14. I think there is a world market for maybe five computers.
- Thomas Watson, chairman of IBM, 1943.
15. I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won't lastout the year.
- The editor in charge of business books for Prentice Hall, 1957.
16. But what ... is it good for?
- Engineer at the Advanced Computing Systems Division of IBM, 1968, commenting on the microchip.
Computer Clubhouse benefits kids and community
31/07/08 14:53
Online social networking has taken off in recent years with Facebook, Bebo and Myspace dominating the networking space. One organisation embracing technology is the Computer Clubhouse 274 in Otara.
It’s an after-school programme where adults work with kids to develop skills and build confidence using ICT. But it goes way beyond teaching kids about computers, how to access information or do e-mails. It’s about using all of this to help kids work out who they are and what they want.
Te Whanau o Tupuranga / Clover Park Middle school have provided a home on the school premises for Computer Clubhouse. Other partners include the Manukau City Council, Boston Museum of Science MIT Media Labs and many more.
The community benfits too because the Clubhouse provides low cost laptops and a wireless network free to the community called “the haps”.
Other programmes include “KaumatuaNet” which is a community programme to help families connect with the schol from home and visa versa.
This is just an example of some of their work, but the really interesting thing is that they have placed the kids at the centre of the equation and at the same time, the whole community benefits.
Is this a model for the future? What do you think? Do you know any other examples like this?
It’s an after-school programme where adults work with kids to develop skills and build confidence using ICT. But it goes way beyond teaching kids about computers, how to access information or do e-mails. It’s about using all of this to help kids work out who they are and what they want.
Te Whanau o Tupuranga / Clover Park Middle school have provided a home on the school premises for Computer Clubhouse. Other partners include the Manukau City Council, Boston Museum of Science MIT Media Labs and many more.
The community benfits too because the Clubhouse provides low cost laptops and a wireless network free to the community called “the haps”.
Other programmes include “KaumatuaNet” which is a community programme to help families connect with the schol from home and visa versa.
This is just an example of some of their work, but the really interesting thing is that they have placed the kids at the centre of the equation and at the same time, the whole community benefits.
Is this a model for the future? What do you think? Do you know any other examples like this?
OECD in town today to talk education
24/07/08 12:32
24/07/08 12:32
Tony Mackay who is a senior consultant for the OECD Schooling for Tomorrow Project, is in town today and tomorrow.
He is going to talk to educators, business and community leaders at the Secondary Futures symposium about the future of education in New Zealand.
Have a look at today’s Dominion Post - there’s a long piece by Tony - “So much of education is still determined by short-term thinking - a preoccupation with immedaite problems or simply seeking more efficient ways of maintaining established practice.”
He was a key mover in the recent 2020 summit in Australia which took the concept of a ‘community conversation’ about the long term future, to a whole new level. According to Tony there were 10,000 applicants for 1000 places at the conference. “It was democracy at work, an attempt to engage the community - and they did it without cynicism.”
If you want to know more about the symposium or about Tony Mackay, give us a call - 04 4996214 or email us at info@secondaryfutures.co.nz
Tony Mackay who is a senior consultant for the OECD Schooling for Tomorrow Project, is in town today and tomorrow.
He is going to talk to educators, business and community leaders at the Secondary Futures symposium about the future of education in New Zealand.
Have a look at today’s Dominion Post - there’s a long piece by Tony - “So much of education is still determined by short-term thinking - a preoccupation with immedaite problems or simply seeking more efficient ways of maintaining established practice.”
He was a key mover in the recent 2020 summit in Australia which took the concept of a ‘community conversation’ about the long term future, to a whole new level. According to Tony there were 10,000 applicants for 1000 places at the conference. “It was democracy at work, an attempt to engage the community - and they did it without cynicism.”
If you want to know more about the symposium or about Tony Mackay, give us a call - 04 4996214 or email us at info@secondaryfutures.co.nz
Death row and bad schooling - what's the link?
21/07/08 11:38
This article isn’t cheerful reading, but it struck us because it made a direct connection between schooling and the ability to live life successfully – or in this case, just live!
In their vision for schooling in the future, New Zealanders have said that the purpose of schooling is to equip students to live successful lives. They’ve also said that schools can’t do this alone.
There’s no death row in New Zealand, but reading this article brings home the long term impact of schooling success on peoples lives. How can we ensure we have an education system that creates success for all students, not just some?
In their vision for schooling in the future, New Zealanders have said that the purpose of schooling is to equip students to live successful lives. They’ve also said that schools can’t do this alone.
There’s no death row in New Zealand, but reading this article brings home the long term impact of schooling success on peoples lives. How can we ensure we have an education system that creates success for all students, not just some?
After school learning - what's the difference?
01/07/08 16:57
We were struck by this article from the UK about a shortage in physics teachers and a fear that the subject will be ‘lost’. Teacher shortages is a talking point the world over it seems. And so too is the fear that ‘generalists’ are making ‘specialists’ extinct.
But what struck us about this story was one of their proposed solution - to set up an after-school science club. This is the kind of initiative that we’ve been doing in New Zealand for awhile now. We’ve even got a meeting with a representative from the after-school IT Clubs tomorrow.
All of which begs the question - why are these learning experiences defined as ‘after’ school? Isn’t it learning too? What if in the future the boundaries between school activities and after school activities collapsed? Does it matter if secondary school students are learning at 9pm or 9am?
But what struck us about this story was one of their proposed solution - to set up an after-school science club. This is the kind of initiative that we’ve been doing in New Zealand for awhile now. We’ve even got a meeting with a representative from the after-school IT Clubs tomorrow.
All of which begs the question - why are these learning experiences defined as ‘after’ school? Isn’t it learning too? What if in the future the boundaries between school activities and after school activities collapsed? Does it matter if secondary school students are learning at 9pm or 9am?