Global Trends & Key Implications for Educational Practice

Critique and evaluate practice in the context of different audiences (local, national and/or international) and their perspectives.

“We cannot solve our problems with the same thinking we used when we created them” Albert Einstein (Confino, 2013)

This statement made by Einstein relates to an article on changing mindsets to create a more sustainable society. When comparing this article to Global Trends and Key

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Community initiative in Sri Lanka helping to get beaches clean – Image: Emma McFadyen

Implication through 2035 (National Intelligence Council, 2017) it aligns with a paragraph sharing the concerns about climate change, environment, and health issues, saying “a range of global hazards pose imminent and longer term threats that will require collective action to address – even as cooperation becomes harder. More extreme weather, water and soil stress and food insecurity will disrupt societies…” (p.6). This insight has implications for education. No longer can we rely on past models which focus on information and content, but, instead, require models which focus on skills and mindsets to address these challenges. This is one of the goals for International Education. Davy (2005) states “Children educated for tomorrow’s world must be equipped with the habits of mind that will allow them to act in meaningful ways, whether locally or globally” (p.1).

Already schools are looking at different ways they can cater for and drive this educational change.

The NMC/CoSN Horizon Report looks into the key trends accelerating technology in schools and how this is impacting on educational practice. These include:

  • Redesigning Learning Spaces
  • Rethinking How Schools Work
  • Collaborative Learning
  • Deeper Learning Approaches
  • Coding as Literacy
  • Students as Creators

At the same time, the report discusses the significant challenges impeding technology adoption in relation to educational practice which include:

  • Authentic Learning Experiences
  • Rethinking the Role of Teachers
  • Advancing Digital Equity
  • Scaling Teaching Innovations
  • Achievement Gap
  • Personalising Learning

(Adams, Freeman, Giesinger Hall, Cummins, & Yuhnke, 2016)

When reflecting on the global and educational trends, the situation can appear lofty and complex that attempting to take action or address any one of these areas can be perceived as ‘too hard’.

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Green School Bali – Image: Emma McFadyen

When looking at various schools addressing the trends and challenges impacting on educational practice with a balanced approach, in addition to changing mindsets to become more sustainably conscious, Green School Bali are making great strides. They state “we educate for sustainability, through community-integrated, entrepreneurial learning, in a wall-less, natural environment. Our holistic student-guided approach inspires and empowers us to be green leaders” (Green School Bali, 2016). One initiative the school has to addressing trends and creating ripples of change in their community is LEAP Academy (Green School Bali, 2016).

When thinking of my own practice in relation to what Green School Bali are achieving and how I can attempt to take action, it is through Inquiry Learning. Through this process I can initiate discussion around 21st Century learning skills and develop units that allow for self-directed learning. These units have authentic contexts which relate to our school

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Y6 students presents his book to Y2 students – Image: Emma McFadyen

and community’s needs and drive meaningful change for us. One inquiry unit involved Year 6 students creating online stories for Year 2 students to improve their reading levels and promote enjoyment for reading. The Year 6 students used a design thinking approach to engage with the juniors when developing the books. We used Trello to keep track of their learning goals and tasks as a group. The application Book Creator was used to make the books and the teachers developed an online library through the School’s Google Drive so everyone could access the books.

Using similar approaches, strategies and technology, I hope to start addressing concepts around mindset and behaviour change in the school and look at how to integrate Education for Sustainability into my programme. Green School Bali will continue to be the model I aspire to and I’ll be mindful in how I can incorporate the trends impacting educational practice into my own practice.

by 2This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., and Yuhnke, B. (2016). NMC/CoSN Horizon Report: 2016 K-12Edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2016-nmc-cosn-horizon-report-k12-EN.pdf

Confino, J. (2013, October 28) Changing mindsets is key to preventing social and environmental disaster. The Guardian. Retrieved from https://www.theguardian.com/sustainable-business/changing-mindsets-prevent-environmental-disaster

Davy, I. (2005). Promoting International Mindedness in Our Schools. Toronto, Canada: International Baccalaureate Organization

Green School Bali. (2016). Retrieved from https://www.greenschool.org/about/

Green School Bali. (2016, June 12). LEAP Academy 2016. Retrieved from https://www.youtube.com/watch?v=vlt2T_OQmME

National Intelligence Council. (2017). Global trends: The Paradox of Progress. National Intelligence Council: US. Retrieved from https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf

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