Presentation to the NZ School Trustees Association annual conference, Dunedin, 12 July 2019. Exploring the drivers of change and the responses required of educators and the schooling system to ensure our learners are 'future ready' as they leave school.

1. Innovation and Future
thinking - Using
Technologies in Education
Derek Wenmoth
@dwenmoth #futurefocus

2. QUESTION
• What comes to mind when you consider what it means to be
‘future ready’?
• Future of work and employment?
• Growing uncertainty and disruption?
• Wellbeing and resilience?
Photo by Laurenz Kleinheider on Unsplash

3. 1. The Fourth Industrial Revolution
• Steam and water – mechanise production
• Electricity – mass production
• Electronics and IT – automate production
• Fusion of tech - velocity, scope, and systems impact

4. 1. The Fourth Industrial Revolution
“The possibilities of billions of people connected by mobile
devices, with unprecedented processing power, storage
capacity, and access to knowledge, are unlimited. And these
possibilities will be multiplied by emerging technology
breakthroughs in fields such as artificial intelligence,
robotics, the Internet of Things, autonomous vehicles, 3-D
printing, nanotechnology, biotechnology, materials science,
energy storage, and quantum computing.”
https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-

5. 2. Human Impact Planet Earth
• Changes in seasons
• Increased weather events
• Impact on food production
• Places suitable for habitation
• Impact of extractive industries
• Increase in wars and ‘tribalism’

6. 2. Human Impact on Planet Earth
• The Anthropocene defines Earth's most recent geologic time period
as being human-influenced, or anthropogenic, based on
overwhelming global evidence that atmospheric, geologic,
hydrologic, biospheric and other earth system processes are now
altered by humans.
• The word combines the root "anthropo", meaning "human" with
the root "-cene", the standard suffix for "epoch" in geologic time.
• The Anthropocene is distinguished as a new period either after or
within the Holocene, the current epoch, which began
approximately 10,000 years ago (about 8000 BC) with the end of
the last glacial period.
http://www.anthropocene.info/

7. Redefining our ‘why’..
• What are we preparing our young people for?
• What are the skills, capabilities and dispositions they will
require to thrive into the future?
• How might we enable them to shape the world they are
growing to develop?

8. CORE’s Ten Trends
● Patterns…
● General direction…
● Regular change over time…
● General course…
● Prevailing tendency…
NOT predictions
http://www.core-ed.org/research-and-innovation/ten-trends/2019/

9. • Super-diversity
• Digital fluency
• Digital citizenship
• Identity and privacy
• Cyber-safety
• Global connectedness
• De-privatised practice
• Learner agency
• Artificial intelligence
The product of the beliefs,
perceptions, relationships,
attitudes, and written and
unwritten rules that shape
and influence behaviour.
Wellbeing
Cultural narratives
http://www.core-ed.org/research-and-innovation/ten-trends/2019/

10. Place based
education
Professor Wally Penetito, Ngāti Hauā,
describes place-based education as having
three strands:
● a place-based curriculum that lets
students examine knowledge and events
from where their feet stand
● a place-based pedagogy that takes into
account the tikanga of where you are
teaching;
● the idea of challenging your own “taken-
for-granted” world

11. • Equitable access.
• Identity and access management.
• System integration
• Mobile and ‘touch’ technologies
• Big Data and analytics
• 3D printing
• Virtual and mixed reality
platforms
• Artificial intelligence
• The cloud
• Blockchain
The pervasive nature of change
that occurs when a new
technology is introduced – it is
not additive, it is ecological.
Social mapping
Real-time reporting
http://www.core-ed.org/research-and-innovation/ten-trends/2019/

12. Real time reporting
Schools and centres are
using a range of portfolio
and reporting applications
to enable them to share
information with parents
and whānau in a timely and
responsive manner.

13. • Networked communities
• Community focus
• Private Public Partnerships
• Alternative forms of assessment
• Learning record stores
• Learning ecologies
• Virtual Learning
Educational institutions are by
nature, very reliant on the
structures that give them their
identity and serve to support
what they do and the way
they do it.
Schools as part
of community
Changing role
of teachers
http://www.core-ed.org/research-and-innovation/ten-trends/2019/

14. Changing role of teachers…
● Anything that is repetitive or
routine?
● Adaptive, responsive?
● Personalised?
● Accessible anywhere at any
time?
● Inspire, nurture, care?
https://www.weforum.org/agenda/2017/12/why-robots-could-replace-teachers-

15. • Change Leadership
• Design thinking
• Gamification
• Deep Learning
• Inclusive Education
• Collaboration
• Data Science
Simply put, process may be
understood as ‘the way we
do things’ Micro-credentials
Big data/
small data
http://www.core-ed.org/research-and-innovation/ten-trends/2019/

16. https://www.nextgenlearning.org/articles/scaling-personalized-learning-questions-of-equity-and-the-role-of-micro-credentials

17. • Computational Thinking
• Future workforce
• Future of work
• Sustainability
• “Open-ness”
• STEM/STEAM
• Automation
The way we generate wealth
and the skill sets required to
contribute to this are key
elements in any economy.
Understanding
success
Human capital
http://www.core-ed.org/research-and-innovation/ten-trends/2019/

18. Human Capital
“Every school should
encourage its students
to try and make sense of
the most pressing issues
defining our times.”
PISA Handbook on Global
Competence
http://www.worldbank.org/en/publication/human-capital
https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-

19. QUESTION
• What is important to know in the knowledge age?
• Where does this come from?
• How is it ‘learned’?
• Who ‘owns’ the knowledge?

20. Who owns the Knowledge?
• Knowledge is “stuff”
• It can be stored - in minds, books or other
kinds of databases
• Knowledge is true, correct, “the facts”
• It is something stable that accumulates
slowly over time; new knowledge builds on
older knowledge
• It exists objectively, independently of
people
• There are different branches of knowledge
called disciplines or subjects
• Each discipline has its own way of doing
things
• Knowledge is dynamic and key to the
process of creating new knowledge
• It comes into being “just in time” to solve
specific problems as they emerge
• It is no longer possible to accurately
predict exactly what knowledge people will
need to draw on as they move through life
• To support their ability to develop new
knowledge, learners need opportunities to
build their sense of identity – to become
self-reliant, critical, and creative thinkers;
to be team players; to learn to use
initiative; and to engage in ongoing
learning throughout their lives.
https://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Updates/Issue-26-October-2012/Views-of-knowledge

21. QUESTION
• What’s the most exciting example(s) of learning with
technology you’ve seen?
• What are the major benefits to teachers and
learners?
• What are some of the pitfalls?

22. Beliefs about technology
Repetition
• Technology is a direct
substitute for other forms of
learning
• It can augment(or improve)
other forms of learning
Transformation
• Technology allows for
significant redesign of learning
• It allows for the creation of
new approaches to learning,
previously inconceivable
• It has the capacity to
transform teaching and
learning

23. Teacher-led,
inquiries in
groups
High degree of
learner agency
and voice
Transmissive
models, passing
on of essential
knowledge
Individual
student-led
inquiries and
projects
Whoownstheknowledge?
Individual,
it ‘exists’
Collective,
it ‘evolves’
Reproduction Transformation
Vision of learning and technology?
Collective
frustration,
cynicism
prevalent
Potential of 21st
Century
learning
realised
Personal
orientation,
innovation
resisted
Isolated pockets
of innovation,
lack of scale

24. Teacher-led,
inquiries in
groups
High degree of
learner agency
and voice
Transmissive
models, passing
on of essential
knowledge
Individual
student-led
inquiries and
projects
Whoownstheknowledge?
Individual,
it ‘exists’
Collective,
it ‘evolves’
Reproduction Transformation
Vision of learning and technology?

25. What is the role of governance?
• School vision, values and mission?
• Expectations of leadership?
• Design of learning environments?
• Curriculum design, delivery and assessment?
• Wellbeing and safety?

26. Photo by Drew Beamer on Unsplash
He purapura i ruia mai i Rangiātea e kore e ngaro.
It’s fine to have recollections of the past, but wisdom comes
from being able to prepare opportunities for the future.

27. Thank You
derek.wenmoth@core-ed.org
@dwenmoth
http://www.wenmoth.net