E-learning in the New Zealand education system
Since the mid-1990s Web 1.0 then 2.0 digital technologies have been adopted by New Zealand schools, with ongoing government support. Ministry of Education initiatives encompass the provision of hardware, software, infrastructure and professional development for administration as well as teaching purposes. There have also been instances of partnerships with, and direct investment by, commercial organisations.
E-learning in New Zealand has been defined by an educator as ‘... pedagogy empowered by digital technology’ (Nichols, 2008).
Ministry initiatives focussing on e-Learning include the TKI (Te Kete Ipurangi) bilingual education portal ("Enabling e-Learning: Ministry initiatives,"), ICTPD School Clusters Programme, The Connected Learning Advisory, the Virtual Learning Network and POND.
One statistic related to pedagogy and e-learning presented by the 2020s Foundation Digital Technology in Schools Survey is the degree to which teachers feel able to use digital technologies for teaching and learning. The parameters for the collection of data are based on the research of Knezek and Christensen (1999). In the graph below we have collated data from the 2009, 2011 and 2014 surveys. There are two significant trends: the positive trend on the lower half of the scale, and conversely the negative trend at the upper half of the scale. More recently significantly fewer teachers feel able to work at the higher level - creatively apply digital technologies to new contexts pedagogically. The conclusion drawn in the 2014 report is that the rate of technological change since the 2011 report has been so significant that it has been increasingly harder to keep pace (Mark Johnson, Calvert, & Raggett, 2009; M Johnson, Hedditch, & Yin, 2011; Mark Johnson, Wood, & Sutton, 2014).
Since the mid-1990s Web 1.0 then 2.0 digital technologies have been adopted by New Zealand schools, with ongoing government support. Ministry of Education initiatives encompass the provision of hardware, software, infrastructure and professional development for administration as well as teaching purposes. There have also been instances of partnerships with, and direct investment by, commercial organisations.
E-learning in New Zealand has been defined by an educator as ‘... pedagogy empowered by digital technology’ (Nichols, 2008).
Ministry initiatives focussing on e-Learning include the TKI (Te Kete Ipurangi) bilingual education portal ("Enabling e-Learning: Ministry initiatives,"), ICTPD School Clusters Programme, The Connected Learning Advisory, the Virtual Learning Network and POND.
One statistic related to pedagogy and e-learning presented by the 2020s Foundation Digital Technology in Schools Survey is the degree to which teachers feel able to use digital technologies for teaching and learning. The parameters for the collection of data are based on the research of Knezek and Christensen (1999). In the graph below we have collated data from the 2009, 2011 and 2014 surveys. There are two significant trends: the positive trend on the lower half of the scale, and conversely the negative trend at the upper half of the scale. More recently significantly fewer teachers feel able to work at the higher level - creatively apply digital technologies to new contexts pedagogically. The conclusion drawn in the 2014 report is that the rate of technological change since the 2011 report has been so significant that it has been increasingly harder to keep pace (Mark Johnson, Calvert, & Raggett, 2009; M Johnson, Hedditch, & Yin, 2011; Mark Johnson, Wood, & Sutton, 2014).
Graph prepared by Carolyn Aish with information from 2020 Digital Technology in Schools Surveys
Place of e-learning for languages in New Zealand secondary schools
In 2007 the National Curriculum not only included the new Learning Area Learning Languages, but also referenced the use of information and communication technology (ICT) within Learning Areas. Direct reference to e-learning and pedagogy (page 36) encourages teachers to use ICT to not only supplement traditional teaching, but also to ‘open up new and different ways of learning’ (The New Zealand curriculum, 2007).
Language learning in the New Zealand Curriculum (NZC) marries digital technologies with student-led learning rather than teacher-driven pedagogy. The adoption of which ranges from working with audio for listening skills to full scale global communication and collaboration with students in other countries. (see the Hillcrest High School clip below)
Students now demonstrate understanding levels of achievement via e-portfolios. NCEA standards have a requirement for portfolio-based internal assessments for several subjects including languages. The more recent trend is to use e-portfolios especially as it is now possible to submit these for national moderation electronically. There has been consensus among language students that the way written, spoken and interactive assessments are done and captured via the e-portfolio are, by far, preferable to the original method of paper and/or CD (Skandera & Hall, 2011).
The Te Kete Ipurangi (TKI) e-learning portal ("Enabling e-learning,") has a dedicated link to the learning area Learning Languages. Pedagogical advantages of e-learning for languages are discussed. Authenticity of resources and experiences and opportunities to develop independence are seen as distinctly motivating. There are examples of sharing anecdotal evidence to informal, collegial professional development. New Zealand language teachers have this freely available resource as a background to developing their individual levels of confidence around adopting e-learning.
In our research into e-learning for language learning in New Zealand secondary schools we have struck two limitations. Firstly, the apparent shortage of readily available, good quality material in terms of pedagogy and secondly much that we have found available relates to primary schools. In respect of virtual learning environments, e-learning and Te Reo Maori S J and H Tiakiwai identified ‘a lack of sound pedagogical knowledge relating to e-learning’ and ‘professional development for teachers was often focused on learning how to use new technology rather than understand how the technology impacts on teaching and learning experiences.’ (Tiakiwai & Tiakiwai, 2010)
Video of French teacher and her students on e-learning and languages including use of "myportfolio" and wikis
http://elearning.tki.org.nz/Teaching/Learning-areas/Learning-languages/Authentic-learning-experiences-facilitated-through-a-wiki |
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