Who are my audiences?

Who are my audiences?

The key aim of this inquiry is to see how a blended learning programme can impact on student
capability in digital technologies. Here I discuss how this project addresses the perspectives of
international and national audiences. 

The International Centre for Leadership in Education analyses schools in the United States that have
improved student performance in a rapidly changing educational landscape (Daggett, 2014).
Daggett (2014) discusses the principles he has identified in how these schools have innovated- one of
which, is that leaders have met the common challenges faced by schools today by embracing
emerging educational trends, such as the impact of digital learning. Daggett (2014) states “As
educators, we need to embrace the power of technology to make learning relevant for all students and
adults. Using technology effectively in everyday learning can help students to strengthen their learning
experiences and build on their intuitive technology skills.” (p. 4). This is precisely what my research
project seeks to achieve- build on the skills that the digital natives we teach already possess so they
can most effectively participate in learning programmes that as we know, increasingly use digital tools.
Daggett (2014) calls on schools to embrace “a new hybrid” (p.5), one where the best of face-to-face
and digital learning are utilised for the best education outcomes for students. The blended learning
programme I have developed aims to begin work towards the optimal integration of face-to-face and
digital learning. 

I read the report written for the Ministry of Education titled Supporting future-oriented teaching and
learning- a New Zealand perspective. The authors Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins
(2012) identify key themes in emerging principles towards a 21st century education system. This
inquiry project most closely addresses a sub-theme identified by these authors “the role of current and
emerging technologies” (p. 6) where they identify developing capability as being a strategy identified
as supporting informational technologies in New Zealand schools (Bolstad, Gilbert, McDowall, Bull,
Boyd & Hipkins, 2012) . Therefore, this project is directly addressing a national perspective on
future-orientated teaching and learning by seeking to build student capacity in digital technologies.

When I looked at how my project reflected the perspectives of wider audiences, a key theme was that
this project was part of the wider educational discussion about how to better prepare learners for the
future, and the changing role of education. This should be no surprise. Educators globally are
redesigning learning so ākonga can be successful in the 21st century (ITL Research, 2012). What was
interesting to me is that the outcomes of my project are perhaps precursor, of this wider work. Which
skills and knowledge do learners need to be confident in first to be able to participate successfully in a
future focused learning programme? Which skills and knowledge do educators of the younger children
need to ensure are there so children can begin to use and apply their knowledge in transformative ways?
If you have any thoughts about this, it would be fantastic to hear them.

References:

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting
future-oriented learning and teaching — a New Zealand perspective. Report prepared for the
Ministry of Education. Retrieved from
https://www.educationcounts.govt.nz/publications/schooling/109306

Daggett, B. (2014). Addressing current and future challenges in education. Retrieved from
http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

ITL Research, (2012). 21CLD Learning Activity Rubrics. Retrieved from
https://education.microsoft.com/GetTrained/ITL-Research