教室的未来-K-12教育的新趋势(英文)课件.pptx

1、Future of theClassroomEmergingTrends in K-12 EducationGlobal EditionForewordWe believe that every student and every educator,in everyclassroom,deserves the tools and skills that set them up forsuccess in building the future they want for themselves.Education is evolving at a faster pace than any oth

2、er period inrecent history.Because of this,its more important than ever tounderstand how and where its changing so that educators andschools can support students in preparing for challenges andcareers that dont exist today.This report aims to identify andexamine research-based shifts in classroom ed

3、ucation that aretaking place around the world.Fourteen expert interviews with global and country-specificthought leaders in educationAcademic literature review focusing on the last two years ofpeer-reviewed publicationsDesk research and media narrative analysis across theeducation sector,including p

4、olicy research and teacher surveysWe acknowledge that some of the areas discussed in this report areones that overlap with Google-led products and programs.In order tomaintain a focus on the research and studies presented,weveintentionally excluded them.Our approachThis report is part of a series on

5、 the evolution of K-12 education,mapping out current and emerging trends in classroom education.Incollaboration with our research partner Canvas8,we conducted aglobal analysis spanning:We identified 8 emerging trendsin K-12 educationComputationalThinkingStudent-ledLearningCollaborativeClassroomsConn

6、ectingGuardians&SchoolsInnovatingPedagogyEmergingTechnologiesDigitalResponsibilityLife Skills&WorkforcePreparationDigitalResponsibilityParents want schools to help students tohave healthy relationships with technology,and to be safe and confident explorers ofthe digital world.99%of UK teachers say t

7、hat online safetyshould be part of the school curriculum.7Google(2018)“So I think its not about technology itself,its aboutpedagogy.How do you use technology in learning?Nowadays we have to be aware of safety issues oftechnology,the ethics of technology.I think its nowa natural part of everything th

8、at we learn.”Anneli Rautiainen,Head of Innovation Unit at Finnish NationalAgency for EducationDIGITAL RESPONSIBILITYWhats driving it?There have been endless media headlines coveringSiliconValley parents decisions to raise their kidswithout tech and send them to tech-free schools,sparking discussions

9、 around the role of technologyin education.1At the same time,children are online at a youngerage than ever before people under 18 account foran estimated one in three Internet users globally.2 Inthe US,more than 39%of young people get a socialmedia account by the time theyre 12 years old,3 asdo over

10、 46%of those in the UK.4 These conditionshave created a desire to help students develop ahealthy,responsible relationship with technology something that often falls under the jurisdiction ofthe education system.DIGITAL RESPONSIBILITYWhats happening?Research shows that including online safety within

11、theschools curriculum is key to helping children becomesafe and responsible users of technologies,especiallyif they are taught how to manage,rather than avoid,risks online.5 But while many schools focus on teachingchildren functional digital skills and providing them withone-way online safety messag

12、es,there is room topromote a more interactive and dynamic pedagogy.6Considering that 37%of UK teachers have seen anonline safety incident in their school,its not surprisingthat 99%say online safety should be part of thecurriculum.7 In the UK and Italy,government educationpolicies are evolving to ref

13、lect this need,making digitalcitizenship compulsory in schools.“Digital citizenship and digitalliteracy programmes are aboutmore than learning how to usesomething.They must navigatethe challenge of encouraging ahealthy relationship withtechnology as a whole.”Vikas Pota,Group CEO ofTmrw Digital and C

14、hairman ofthe Board ofTrustees of theVarkey FoundationDIGITAL RESPONSIBILITYWhere are we seeing it?USAThe average amount of time Americansunder 8 years old spent with mobile deviceseach day tripled between 2013 and 2017.8SPAIN60%of teachers in Spain say that teaching digitalcompetence and responsibl

15、e use is one of themain advantages of using technology in theclassroom at a pedagogical level.10UK99%of UK teachers think online safetyshould be part of the curriculum.In 2020,guidance from the Department ofEducation will focus on helping youngpeople keep personal information safe,challenge harmful

16、content and balance theironline and offline worlds.7NEW ZEALANDAccording to a 2017 study from MonashUniversity,54%of Kiwi parents would liketeachers to do more to help keep their child safeonline 9DIGITAL RESPONSIBILITYIn numbersof teachers in Spain say they would like to receivemore training in dig

17、ital security and competence.31Informe de resultados Espaa(2018)73%of parents in the UK are concerned about theirkids accessing inappropriate material online.73UK Childrens Commissioner(2017)59%of teachers in Mexico say that teaching digitalcompetence and responsible use is one of the mainadvantages

18、 of using technology in the classroom.10Blink Learning(2018)52%2013The average amount of time Americans under 8years old spent with mobile devices each daytripled between 2013 and 2017.82017New Media&SocietyDefining and measuring youth digitalcitizenship(2016)Dr.Lisa MJones(USA)et al.There is an inc

19、reasing interest in improving youthdigital citizenship through education.However,theterm digital citizenship currently covers a broadrange of goals.To improve education,the currentarticle argues for a narrower focus on(1)respectfulbehavior online and(2)online civic engagement.Using this definition,a

20、 digital citizenship scale wasdeveloped and assessed with a sample of 979 youth,aged 1117years,and confirmatory factor analyses(CFAs)supported measurement of both constructs.LEARNing LandscapesJournalSound,Smart,and Safe:A Plea for TeachingGood Digital Hygiene(2017)Dr.Alissa Sklar(Canada)The concept

21、 of“digital hygiene”addresses the waydigital technology can be integrated into our livesin safe,healthy,responsible,and respectful ways.Teaching kids about digital hygiene requiresparents to be confident about their role as modelsand guides for the use of these devices.Thiscommentary addresses the n

22、eed for broadeningthe notion of digital hygiene with input from kidsand teens,then educating and supporting parents(and educators)in its application.DIGITAL RESPONSIBILITYFurther ReadingJournal of EducationalTechnology&SocietyPatterns of Inclusion:Fostering DigitalCitizenship through Hybrid Educatio

23、n(2018)AlexYoung Pedersen(Denmark)et al.Reconsidering the concept of digital citizenship andthe essential component of education the authorspropose that the concept of Hybrid Education mayserve both as a guideline for the utilization of digitaltechnologies in education and as a methodology forfoster

24、ing new forms of participation,inclusion andengagement in society.The paper presents atheory-based,value driven and practical orientedframework for innovation in education.Life Skills&WorkforcePreparationParents and educators want children tohave a more holistic education that goesbeyond standardize

25、d testing to includesocial and vocational skills.53%of UK teachers believe that life skills are moreimportant than academic qualifications toyoung peoples success.15SuttonTrust(2017)“Addressing a problem from different disciplinaryperspectives is important.This is not only whatstudents need to do wh

26、en they enter theworkforce.This is what we need to solve the bigproblems that we face,like climate change.”Dr Hanna Dumont,Educational Psychologist andResearcher in International EducationLIFE SKILLS&WORKFORCE PREPARATIONWhats driving it?As more value is placed on soft skills research suggests thath

27、igher levels of emotional intelligence are linked with betterleadership and ability to cope with pressure(Saini,2018)thereis a desire to help students develop such abilities at school.11Meanwhile,concerns are growing about how currentcurriculums will prepare students for adult life people arelooking

28、 for a more holistic education that includes general lifeskills,rather than focusing on memorizing and repeatinginformation.It means academic success isnt seen as the onlyway to prepare students for the future.For example,90%ofthe Australian public say that education should place a highervalue on pr

29、actical vocational skills.12 In the UK,just 44%ofyoung people feel prepared for employment and 81%want theirschool or college to expand their offerings of vocationalqualifications.13LIFE SKILLS&WORKFORCE PREPARATIONWhats happening?With 91%of CEOs globally saying that they need to strengthentheir org

30、anisations soft skills to sit alongside digital skills,theworkplace is already looking to improve soft skills.14In schools,this is resulting in skills such as empathy,confidence,articulacy and teamwork being incorporated into lessons to betaught alongside traditional subjects like Maths and English.

31、In the UK,53%of teachers believe such skills are moreimportant than academic qualifications to students success and 72%believe their school should increase the teaching ofthem.15 In some markets,it is resulting in backlash tostandardized testing,which is being perceived as inaccurateand putting less

32、 academic students at a disadvantage.Forexample,85%of Australian teachers feel that standardizedtesting is ineffective as a method for truly assessing the realabilities and knowledge of students.16“Learning virtues and valuessuch as empathy and kindness,and developing emotionalintelligence are equal

33、ly asimportant as the math andscience lessons that we teach,inorder for children to understandthemselves,their connection toothers and to the world.”NastaranJafari,Independent International EducationConsultantLIFE SKILLS&WORKFORCE PREPARATIONWhere are we seeing it?USA75%of Americans think budgeting

34、should bepart of the school curriculum,while 71%wantto see CPR introduced in school syllabi.17UKIn the UK,88%of young people,94%ofemployers and 97%of teachers say lifeskills are as or more important thanacademic qualifications.15NEW ZEALANDTwo-thirds of parents in New Zealand believeit was the respo

35、nsibility of teachers to impartlessons traditionally handled at home.1972%of UK teachers believe their schoolshould increase teaching of them.15SuttonTrust(2017)85%of Australian teachers feel that national standardisedtesting is ineffective as a method for teachers to useto assess students.16Austral

36、ian Education Union(2018)PWC(2018)“We know that from our research and looking at bigdata,that 21st century skills are just as strong apredictor of long-term job successes as technical skills.In the complex new world of work,the transferability ofthose skills will enable young people to navigate a wo

37、rldwhere jobs are going to be affected by automation,globalisation and increasing flexibility.Alex Snow,Head of Research atThe Foundation forYoung AustraliansLIFE SKILLS&WORKFORCE PREPARATIONIn numbers91%of CEOs globally say that they need to strengthen theirorganisations soft skills to sit alongsid

38、e digital skills.14EuropeanJournal ofEngineering EducationWhat do K-12 students feel when dealingwith technology and engineering issues?Gardners multiple intelligence theoryimplications in technology lessons(2017)Dr.Jess Snchez-Martn(Spain)This research presents a preliminary evaluation ofhow releva

39、nt is Gardners multiple intelligencetheory(MIT)in the teachinglearning processwithin the technology lessons.Interest onengineering and scientific studies can befostered from the earliest years of academicinstructional process,and an understanding ofthe emotional skills involved can play a role.PNASJ

40、ournalSkill discrepancies between research,education,and jobs reveal the criticalneed to supply soft skills for the dataeconomy(2018)Dr.Katy Brner(Germany)Rapid research progress in science and technology(S&T)and continuously shifting workforce needsexert pressure on each other and on theeducational

41、 and training systems that link them.Educational institutions aim to equip students withskills and expertise relevant to workforceparticipation for decades to come,but theirofferings sometimes misalign with commercialneeds and new techniques forged at the frontiersof research.LIFE SKILLS&WORKFORCE P

42、REPARATIONFurther ReadingTeaching andTeacherEducationJournalDesigning global futures:A mixedmethods study to develop andvalidate the teaching for global readinessscale(2017)Dr.Shea N.Kerkhoff(USA)In response to globalization,leaders have called formore global education in K-12 schools.This studyutil

43、ized a sequential exploratory mixed methodsdesign to validate the construct teaching forglobalreadiness.After exploratory qualitative analysis of24 expert teacher interviews,an instrument wasdeveloped and administered to K-12 U.S.classroomteachers.ComputationalThinkingParents and teachers want stude

44、nts todevelop problem solving alongside digitalskills so they will be better prepared forfuture jobs.COMPUTATIONALTHINKINGWhats driving it?Globally,92%of future jobs will need digital skills and45%of jobs will require workers who can configure andwork confidently with digital systems and technology.

45、20The OECD has also highlighted that students enteringschools in 2018 will face future challenges that canteven be predicted today.21This narrative is affectingattitudes towards education STEM education isbecoming increasingly vital in the classroom to preparestudents for the tech challenges of the

46、future.Access to digital skills is no longer perceived as a plus;itis now seen as a right for every student.Theres a call forcurriculum changes to reflect this shift 42%ofAustralians maintain that the current curriculum isinadequate and 30%are not confident that childrenare being prepared for future

47、 jobs.2279%more jobs related to STEM have emerged since 1990 andthis is expected to grow a further 13%by 2027.Pew Research Center(2018)“I dont think schools can manage without coding andSTEM.In Finland,we have had coding in the curriculumstarting in the first grade;it is not taught separately,but th

48、rough the thinking of various subjects.”Anneli Rautiainen,Head of Innovation Unitat Finnish National Agency for EducationCOMPUTATIONALTHINKINGWhats happening?To give students the best start possible,schools arelooking to help them develop a toolkit of technicalskills such as problem-solving,coding a

49、nd a goodunderstanding of STEM subjects.The idea is thatthese will prepare them for future technologies andchallenges.Responding to this initiative,the AustralianGovernment has allocated more than$64 million tosupport early learning and school STEM initiatives aspart of the Inspiring all Australians

50、 in Digital Literacyand STEM measure.Meanwhile,the DigitalTechnologies in Focus programme in Australiasupports 160 disadvantaged schools by providingdigital technologies expertise to school teachersand school leaders.23“I place a greater importance oncomputer science education orcomputational thinki