I am going to use the reflective model proposed by Jay and Johnsons (2002, Pg. 77) to reflect on contemporary trends in my teaching practice.
20 years ago I used an electronic translator for learning English. However, my teachers said “You shouldn't use it. This is not proper learning”.
“It might be true. I won’t remember the word after I use it this time. But it is quicker and better way to solve the problem.” I said to myself.
20 years later what do I say to my learners? “Don’t use Google Translate! Look up the vocabulary list you learnt and use it!”. Is this the way to instruct the learners of tomorrow living with an ever increasing technology centered world?
I believe that technology can help learners improve their skills and strengthen their learning experiences if it is effectively used.
According to a 2016 study from research firm Influence Central, in U.S.A. the average age a child gets their first smartphone is 10.3 years old. Netsafe (2018) says “it's now common for intermediate-aged children to have mobiles in NZ”.
Research New Zealand (2015) found “a clear preference is emerging in favour of smartphones. In fact, with the exception of smartphones, the daily use of all other devices is trending downwards” (p 3). In 2018 I expect this trend has continued.
We are a BYOD secondary school but smartphones are not counted as a suitable learning device for class use. Our school survey shows fewer Year 9 learners in 2018 brought their own devices to school than in 2017. We expected increasing numbers of our learners would bring their own devices. However, learners whose only device is a smartphone will comprise a lot of our new entrants in the very near future.
The biggest challenge for educators is to allow learners to use their smartphones in class and not see it as disruptive to their learning.
A statistic from the UK shows that children aged 12 to 15 spent the most time gaming at 12.2 hours a week in 2017. Large numbers of people use the apps on their phone to play games. Children are mainly spending their time on smartphones on social media and games.
However, educators can take advantage of this situation. Daggett (2014) states “the principles used to engage users with games are making their way into schools” (p 5).
Implementing Gamification elements, Game-based learning and augmented/virtual reality to teaching practices is widespread. These practices attract the most attention as potential strategies to motivate and engage learners.
A NZ company started offering game-based learning with augmented reality for learning languages. Learners can collaboratively communicate with people in the virtual world in authentic situations and solve problems, which I believe is a great way to learn languages. Additionally, it is designed as game-based learning. Therefore, learners will have instant feedback and gain digital badges which motivate and engage them.
This trend will change my teaching practice significantly. This will enable more learner-centred and practical lesson structures. The new Digital Technology curriculum will prepare learners to cope with this trend. Additionally, the MOE and NZQA are considering implementing digital assessments thereby aligning with this trend towards device based learning further benefiting learners.
I wish my teachers had encouraged us to use electronic translators and my learners would agree.
I should keep abreast of the latest emerging digital trends in education and try to implement them to assist my learners in their learning. I should investigate all potential uses of devices for learning. As Daggett (2014) emphasises, educators should not be afraid to change and take risks. And we should share ideas about implementing emerging trends with others.
References:
Daggett, B. (2014). LESSONS LEARNED FROM THE NATION’S MOST RAPIDLY IMPROVING AND TRANSFORMATIVE SCHOOLS(pp. 2–15). United States. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf
Influence Central, Kids & Tech: The Evolution of Today’s Digital Natives. Retrieved from http://influence-central.com/kids-tech-the-evolution-of-todays-digital-natives/
Hours children spend gaming weekly in the United Kingdom (UK) from 2013 to 2017, by age group (in hours) Retrieved from https://www.statista.com/statistics/274434/time-spent-gaming-weekly-among-children-in-the-uk-by-age/
Research New Zealand. (2015). A Report on a Survey of New Zealanders’ Use of Mobile Electronic Devices 2015, 1–16. Retrieved from http://www.researchnz.com/special-reports.html
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