I wanted to be an astronaut but my parents told me the sky was the limit. Still a Space cadet though

What Out of the 5 emerging disruptive trends or potentially disruptive trends identified by Daggett, B. (2014). The one that interests me the most is the heightened demand for career readiness. While looking at this trend I will be using Rolfe's model of reflection.

Career readiness seems particularly pertinent in term 4 as we see our learners readying themselves for the future outside of high school. A recurring theme throughout my time in teaching has been what does the future hold for the students, the automation of work means some of our students entering into the workforce. Though PWC in a report site only 2% of NZ Jobs are at “potential risk” by 2020 that rises to 24% by 2030. So looking at my year 9 classes what are the essential skills that they may require to be seen as work ready? Several different ideas come out of the reading in regards to what the skills are that students will need to enter the workforce and be work ready. Computational thinking, being lifelong learners in an ever-changing world and a high proficiency in both reading and Maths.

So What:

Looking at education at school I can see a schism between these ideas a curriculum based on knowledge acquisition and examination preparation does this readily lend itself to students being career ready. As schools shift pedagogy what changes will bring the most benefit to our students to enter into the workforce work ready? To narrow my focus I wish to look at how Computational thinking can be understood as a skill necessary to be work ready. So what is computational thinking? Well, Wing (2006) explains it as breaking down difficult problems into familiar problems that we can solve by using rules or algorithms and using ideas to find patterns and apply these solutions to familiar problems. Is this considered a needed skill in the workplace? This is a tricky question (pun intended) and it seems difficult to fully answer this. It is clear that our students will be going into a world where technology is integrated with their life and this will be the same in their workplaces. Having a fundamental understanding of how the machines around them work and can be manipulated to collect data can only be helpful to a student, also how they can streamline and create value in the work place.

What Next:

A lot of time in class I am seemingly trying to help students empathise and engage with readings on topics like Human Rights and World poverty. I also witness the struggle that many students face with Mathematics and Literacy. Trying to stuff content laden easy to understand exciting and neatly hour-long packages of learning into my students mind so they can regurgitate them in assessment conditions. Is this helpful as they prepare for this uncertain future? How could I bring more computational thinking into my classroom as to arm the students with this skill seen to be essential to work readiness? Well to be brutally and reflectively honest my first step has to be to fully engage and understand what we actually mean when we band this term around. Possibly I could complete the free course offered to educators. I have also started to look at literature that offers answers to the question demonstrate how computational thinking can be incorporated in the classroom. As I look to collaborate with my department in developing our new curriculum how can we start to explore this concept and apply it to our Social Sciences curriculum. It is a daunting prospect it feels new and unknown but if it gives our tamariki the bright and fulfilling future they deserve we have to lead ourself through these uncertain terms towards this uncertain future.

references

Wing, J.M. Computational thinking. Commun. ACM 49, 3 (Mar. 2006), 33–35.

https://cacm.acm.org/magazines/2017/4/215031-computational-thinking-for-teacher-education/fulltext#R28

https://education.govt.nz/assets/Documents/Ministry/consultations/DT-consultation/DTCP1701-Digital-Technologies-Hangarau-Matihiko-ENG.pdf

https://www.huffingtonpost.com/entry/to-all-students-learning-computational-thinking-will_us_57a15f7ee4b004301c522b7c

https://computationalthinkingcourse.withgoogle.com/course?use_last_location=true

Daggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

Adams Becker, S., Cummins, M., Davis, A., Freeman, A., Hall Giesinger, C., and Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium.

Karataş, S., et al. (2016). A Trend Analysis of Mobile Learning. In D. Parsons (Ed.) Mobile and Blended Learning Innovations for Improved Learning Outcomes(pp. 248-276). Hershey, PA: IGI Global.

KPMG International. (2014). Future state 2030: the global megatrends shaping governments” [Video]. KPMG

International Cooperative: USA. Retrieved from http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf

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

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI:http://dx.doi.org/10.1787/trends_edu-2016-enDaggett, B. (2014). Addressing Current and Future Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014MSC_AddressingCurrentandFutureChallenges.pdf

Pearson. (2013). Global trends: The world is changing faster than at any time in human history.[video].Retrieved from https://www.youtube.com/watch?v=SdZiTQy3g1g

Visser, L., & Gagnon, K. (2005). Defining “Trends” and “Issues” in Distance Education. Conversation with Donald Paul Ely Y. Visser, L. Visser, M. Simonson & R. Amirault (Eds. de la serie), Trends and Issues in Distance Education. International Perspectives, pp.83-89.

Wilson, B. (2012). Trends and issues facing distance education. In L. Visser, Y. Visser M., R. Amirault & M. Simonson (2nd Ed.) Trends and Issues in Distance Education. International Perspectives (pp.39-54). North Carolina: Information Age Publishing, Inc.

https://www.pwc.co.nz/insights-and-publications/2018-publications/how-will-automation-impact-jobs-in-new-zealand.html

https://youtu.be/MxfdIJWOf5o