The emergence of e-Learning

The 19^th and early 20^th centuries relied heavily on industry and agriculture to drive its economy and society. Schools modelled and aligned with these industries and worked on developing and producing young people who were able to work in and develop these industries. This period of schooling and industry is often referred to as the ‘Industrial Age’ (Finger, G).

This period was followed by what is referred to as the current ‘Knowledge Society’ (Finger, G). This ‘knowledge society’ relies on intellectual capability. To put that term into a New Zealand context, it acknowledges that in order  for our country to do well within the global economy and world, we need to develop young people who are 'creative, energetic and enterprising; who will seize the opportunities offered by new technologies to secure a sustainable social, cultural, economic, and environmental future' (New Zealand Curriculum).

The new millennium has been characterised by a dramatic technological revolution. We now live in an increasingly diverse, globalized, connected, and complex, media saturated society. Today’s five year olds will be retiring in 2072. We have no idea of what that world will look like.  What we do know, is that there will continue to be phenomenal change within their lifetime.

Have a look at this video clip which challenges us with the changes and impact of ICT within the last fifty years…

Because of this unprecedented change – there are new challenges for schools, parents and children alike.  Schools need to be preparing our children for the 21^st Century and beyond.

The challenge for schools is to shift from the paradigm of schooling in the 19^th century (rows of desks and discrete learning) to a learning and teaching environment that supports our children to develop the skills, attitudes and knowledge required in the 21^st Century.  Sir Ken Robinson talks about this shift on this video clip.

Tony Wagner in his book ‘The Global Achievement Gap’ outlines what he sees as the seven necessary 21^st century skills:

•        Critical thinking and problem solving
•        Collaboration across networks and leading by influence
•        Agility and Adaptability
•        Initiative and Entrepreneurialism
•        Effective oral and written communication
•        Accessing and analysing information
•        Curiosity and imagination

The above 21^st century skills align with the key competencies in the New Zealand curriculum of thinking, participating and contributing, using language, symbols and text, managing self and relating to others. These are the competencies people use to live, learn, work and contribute as active members of our communities.

John Hattie , a well-known researcher and Professor born in New Zealand, undertook significant research around the factors that contributed to student engagement and achievement (2009). One of his most well-known findings was that teachers have a significant impact on student achievement. He also explored ICT in education and his research showed the following aspects of teaching and learning had the greatest effect on learning:

• The use of computers can assist in engagement and positive attitudes to learning and school
• The use of computers is more effective when the student, not the teacher, is in "control" of learning (students has some say over what, when, how etc.)
• The use of computers is more effective when there are multiple opportunities for learning (e.g. deliberative practice, increasing time on task)
• The use of computers is more effective when there is a diversity of teaching strategies (a range of different uses of them)
• The use of computers is more effective when peer learning is optimized (students receive and give feedback from teachers and peers)
• The use of computers is more effective when feedback is optimized