The changing face of education
Due to the rapid and ever evolving advancements of technology, learning spaces of the 21st century are networks of diverse connections. Learners are no longer being directed along a lineal path for the purposes of finding a career. Because, quite simply, as Ken Robinson (Ted, 2006) points out , the careers of students today have yet to be created. The challenges facing young people as they become adults are more complex and demanding than ever before (Bentley, 2012) Therefore, in order to equip our students to be future global citizens, lets become educational innovators, lets rethink and adapt our pedagogical strategies, make changes to our classroom and school spaces, adopt forgotten, and explore new, cultural approaches, whilst immersing ourselves in e-space connections. We will address the challenges and strengths of: learning in the e-space; personal learning journeys and the influences of the liminal space; learning experiences both in and beyond the classroom; and cooperative and collaborative cultural approaches.
Pedagogical Growth
Teaching is a dynamic profession where understandings are built with knowledge, relationships are created between people, and beliefs are challenged with alternate perspectives. Underpinning the delivery of a teachers understandings, relationships and beliefs are pedagogical approaches and methods. Pedagogy has been examined as a cognitive domain by Piaget, Bruner has proposed it in the form of social interactions, and then there are the social and cultural theories of pedagogy from Vygotsky (Howell, 2014, Pp. 43). In general we have previously defined pedagogy as the science or art of teaching (Smith, 2012) Thus, when using the term 'pedagogy' we are implying the skills and content knowledge employed by a teacher to teach (Howell, 2014)
When crafting and directing effective learning experiences and behaviours it is important as a teacher to understand and apply a range of pedagogies, reflecting on the challenges and strengths of various approaches. (Howell, 2014, Pp. 44) Pedagogies that consider the differentiation of preferred learning styles, the self-motivation and self-efficacy of a learner, the learners ability to self-reflect and the need for incubation in the liminal space. Such experiences will occur in a personal learning journey, making connections both in and beyond the classroom.
It is also important to remember that the term 'pedagogy', is and has been, like the institution of education itself, evolving over time. Most recently pedagogies have come to include digital, critical and creative focuses in our curriculum. (Howell, 2014, Pp. 43) However, at the core of our profession we need to remember the original traditions of thinking and practices of pedagogy. It is the 'process of accompanying learners; caring for and about them; bringing learning to life.' (Smith, 2012)
It seems now more than ever that the 'processes' of teaching and learning are key to the success of our teaching and learning outcomes. Perhaps adopting the approach of Elliot Eisner, as described by Smith (2012), would be a useful guide. He outlines Eisner's view of education and teaching as having a 'significant base in process' and a students ability to reflect, imagine, respond and create develops skills and knowledge 'regardless of the domain' (Smith, 2012). Supporting such approach are the timeless objectives of Benjamin Bloom's, 'Blooms Taxonomy' (Churches, 2008) Click the image below to explore further.
Wilson, M.(2012) Blooms Taxonomy: A practical approach to deeper learning. ICT Curriculum Development Officer for Falkirk Council [Online] Retrieved from: http://www.pedagoo.org/blooms-taxonomy-a-practical-approach-for-deeper-learning/
