Project 2: Case Study: Education Redevelopment Project Analysis

This project presents a case study focusing on the redevelopment of two primary schools in rural Victoria, exploring the integration of new technologies and partnerships to enhance 21st-century teaching and learning. The report compares traditional and modern teaching methods, emphasizing the i...Read More

Project 2: Case study

TABLE OF CONTENTS
INTRODUCTION..........................................................................................................................1
1. New technologies essential for year level as part of redevelopment and how they will
support 21st century teaching.....................................................................................................1
2. Identify and justify some internal & external partnerships in Education................................3
3. Prepare an information session to communicate the changes that will be taking place as a
part of the redevelopment project...............................................................................................5
CONCLUSION................................................................................................................................7
REFERENCE...................................................................................................................................8

INTRODUCTION
Traditional teaching method is when a teacher directs students to learn through
memorization & recitation techniques. 21st century pedagogy aims at developing skills &
knowledge of students. The strategies are focused on managing success of students with the help
of learning practices and effective 21st century teaching. The following report will compare
traditional teaching and learning with new practices, and will examine the use of new
technologies and internal and external partnerships to enhance teaching and learning. Apart from
this, it will present how curriculum and pedagogy is changing in the 21st century.
1. New technologies essential for year level as part of redevelopment and how they will support
21st century teaching.
The term 21st century learning, refers to student's abilities of problem solving-, critical
thinking and digital literacy. These are determined as certain core competencies like; problem
solving, critical thinking, digital literacy, etc. In today's classrooms, teachers have understood
that students learn best when they are being taught to their own unique style. It is not only
knowing about new educational technologies that help students learn better, but also the ability
to implement those gadgets within the schools, is an essential skill of 21st century education
(Alshahrani & Ally, 2016). As two small primary schools in rural Victoria have recently been
awarded by government funding to redevelop and combine as one new school.
For school's redevelopment project, new technologies are required to be purchases with
the aim of supporting 21st century teaching. In recent years, technology is constantly emerging
around us, and now it is expected to be the part of every student's learning experience.
Bee-Bot Digital technology are considered as the most wonderful tool to teach primary
students the fundamentals of computational thinking. It is a kind of robot that can remember up
to 40 commands including forward, backward, left and right movements.
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In Australia, the national and state governments have collaborated to develop digital learning
resources in order to meet the learning objectives curricula for all stages of schooling. The
Australian Curriculum in History, Mathematics & Science includes learning elaborations that
involve students gathering, organising, examining & interpreting various forms of data and
information. Some examples of technological tools required to help students are:
 MaKey-MaKey: - refers to a small invention kit that comes with a board, wires, alligator
clips and USB cable. It allows students to take everyday objects and join them with the
internet using the clip. (Fornaciari & Lund Dean, 2014.).
 Little Bits Modules: - It creates an open source library of electronic modules that snap
together with tiny magnets for learning and fun.
 LEGO WeDO,: Another tool that will support 21st century teaching is The LEGO WeDO,
refers to a primary educational resource developed for primary school students. It is
considered as an introduction to control technology and programming using robotics. Panopto tool :- the tool record lectures to free up time for active learning in schools. The
tool uses videos for student assignments.
Interactive whiteboards, refers to two pieces of technology used together. One part is the
projector, that can be attached to a computer to show the screen to students and other part is
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Illustration 1: Bee-Bot Robot
(Source: Kyritsis, E., 2018)

whiteboard on which the image is projected. However, it is determined as the powerful
collaboration tool (Goos, Vale & Stillman, 2017).
These technologies will help students be more responsible. It transforms student's
learning experience and with the help of the latest tools for teaching in classrooms, educators
become encourager, advisor and coach. Integrated use of these in education and learning helps
students to keep themselves engage. Further use of Interactive whiteboards, makes it easier for
teachers to structure lessons, and increase the level of engagement between teachers and
students.
2. Identify and justify some internal & external partnerships in Education.
Internal & external partnerships in education. play an important role in designing and
implementing of innovative language arts, mathematical and science curriculum. Stakeholders
come up with brought new ideas in the school, which helps faculty in identifying and solving
issues and also provides important support for staff efforts to improve teaching and learning.
Working in partnerships enhances students learning, support and strengthen schools. With the
collaboration focus of school will be on sharing every basic information with families about
children development and learning. Apart from this partnership between students and staff
promote positive connection & communication within the school. Furthermore, families assist
management in strengthening student's sense of culture & identity (Zhu, 2017). Partnership
provides general help to teachers to enhance students learning practice. Partnership provides
access to range of learning opportunities & developmental supports, providing possibilities for
students as well as teachers to experiment with new approaches (Zhang, Song & Xiuhong,
2015).
Contribution by external partners are most effective where they are part of consistent
experience for students. It has been determined that, primary school children also benefit from
external partner's contribution. These educational partners help schools to deliver curriculum in
diverse manner & provide them access to wider range of education resources. Schools can
approach to external partners to promote specific activities or events which requires careful
management (Public – Private Partnership, 2018). Such organisations involve other State of
Guernsey Departments, voluntary associations, and commercial providers.
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Internal partners for education are families, students, school staff, and teachers. Parents
are considered to be the first teachers in a child's life & have an ongoing direct influence on
results, as such they are integral to a partnership. It has been determined that each specific
community has its own dynamic. Schools, by engaging with and exploring that dynamic, can
assist themselves to identify ways of working which will suit both the community & school.
It has been determined that 21st century teaching & learning is built on strong
partnerships. Interaction between key stakeholders i.e. students, teachers, families, government
etc. all have enabled new pedagogies. Through partnership, students across globe are engaged in
deeper level of learning & developing the skills to be life long learners and problem solvers.
Makerspaces facilitate informal learning opportunities where connection between home, school
and community are enabled and encouraged. Through this typ of partnership teachers not only
become leaners themselves, but also start learning through the eyes of their students.
Further, internal partnership between teachers in class and of libraries can be made &
strengthen through Makerspaces. It is defined as the collaborative work space inside school, or
library for making, learning, exploring & sharing. Moreover, families and parents in this
community are also considered to be essential. There are many ways of engaging parents in
schooling and one of the way is to create opportunities to participate in their children's learning.
As discussed earlier that, knowledge of parents is rich in potential & a Makerspace is considered
as a practical way to integrate the expertise of families through applicable partnership.
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3. Prepare an information session to communicate the changes that will be taking place as a part
of the redevelopment project.
Aim of this session To communicate the changes that will be taking place as the part of the
redevelopment project of this school.
Changes to convey About how curriculum and pedagogy is changing in the 21st century and
will provide practical examples that compare traditional teaching to
modern teaching methods.
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Illustration 2: 21st Century Pedagogy
(Source: A Diagram of 21st Century Pedagogy, 2018)

Participants in this
discussion
Schools teachers and families of students.
Curriculum and pedagogy changing in 21st century.
The way teachers teach their students must reflect how their students learn. This
information session is to communicate with parents to let them know about recent changes that
will be taking place as a part of the redevelopment project. As this school want for their students
to have 21st century education, for this their teachers need to know about how to teach with 21st
century Pedagogy. In the above given image are some pedagogical strategies which will help
teachers master their teaching skills. The key features are:
 creating technological, information & media influences
 developing critical thinking skills
 making use of project based learning
 using problem solving as a tool
 it is determined as the collaborative in nature & uses empowering technologies
 contextual learning to bridge the disciplines & curriculum areas
So, to prepare these students, teachers teaching will be model collaboration. A vast variety of
cooperative tools are available such as; classroom blogs, social networks and learning
management systems. This school's teachers are preparing themselves to encourage and motivate
students to engage them in new learning technologies. These students will undoubtedly do better
& make use of the assessment process as a part of their learning practice. For faculty to teach
students using pedagogy, they must be first student centric. School's curriculum and measures
are inclusive, interdisciplinary and contextual based on the examples of real world. Moreover,
staff will make use of collaborative and project based learning, use the latest tools &
technologies to facilitate this. Their task, curricula, learning activities and assessments are
created to build on the Lower Order Thinking Skills & further develop to Higher Order Thinking
Skills (Male & Palaiologou, 2015).
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It has been determined that, personalised learning is enables in a Makerspace, when primary
school children are concentrated on a project in which they are interested. Alshahrani & Ally ,
(2016) describes it as being driven by the learner & further connected with their talent, interest &
passion. Goos, Vale & Stillman, (2017) states the importance of being quick in a makerspace,
listening to the needs of students and adding more innovative ideas when necessary.
Difference between them
These 21st century pedagogy learning are becoming essential in this growing field of
education. Earlier, traditional method of teaching was used by teachers to make their students
learn through memorization and recitation techniques. These make them unable to develop their
critical thinking, problem solving and decision making skills. From last few years, the use of
high technological equipment’s in schools and educational institutions is increasing in order to
improve the teaching practice in classroom. As discussed above about Little Bits Modules which
creates an open source library of electronic modules that snap together with tiny magnets for
learning and fun, this will also help children in creating their own design made of sensors,
motors, output modules. Another modern tool this school is going to use is interactive
whiteboards which provides the touch control for students. Teachers & children can draw, write
and manipulate images. These methods create more interest among students as compare to
traditional methods. Research has also proven that, using visual media for making students learn
helps them to understand the subject better and to memorise the concept for longer period.
Further, using of LCD projectors are going to be used which is again very common nowadays.
Teachers will make power point slides which will be displayed on the projector screen. Hence,
this school will develop a safe environment for students to not only collaborate in but also to
discuss, reflect & feedback in.
CONCLUSION
From the overall report it has been concluded that, in today's classrooms, teachers have
understood that students learn best when they are being taught to their own unique style. Apart
from this it stated that, partnership between schools and other external educational providers can
bring a greater diversity of specialised program, this allow better options for advance students.
Further, this school wants for their students to have 21st century education, for this their teachers
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will learn about how to teach with 21st century Pedagogy to make them unable to develop their
critical thinking, & problem solving skills.
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REFERENCE
Books & Journals
Alshahrani, K. & Ally, M. eds., (2016). Transforming education in the Gulf region: Emerging
learning technologies and innovative pedagogy for the 21st century. Routledge.
Fornaciari, C. J. & Lund Dean, K., (2014). The 21st-century syllabus: From pedagogy to
andragogy. Journal of Management Education. 38(5). pp.701-723.
Goos, M., Vale, C. & Stillman, G., (2017). Teaching secondary school mathematics: Research
and practice for the 21st century. Allen & Unwin.
Male, T. & Palaiologou, I., (2015). Pedagogical leadership in the 21st century: Evidence from
the field. Educational Management Administration & Leadership. 43(2). pp.214-231.
Zhang, Q., Song, J., & Xiuhong, F. U., (2015). Application of the team based learning method
combined with the clinical pathway leaning method in clinical teaching of department of
gynecology and obstetrics. Chinese Journal of Medical Education Research. (3). pp.301-
305.
Zhu, G., (2017). “Traditional Teaching Method Still Holds Water”: Narrative Inquiry of Student
Teachers’ Professional Identities at the Intersection of Teacher Knowledge and Subject
Matter Knowledge. In Crossroads of the Classroom: Narrative Intersections of Teacher
Knowledge and Subject Matter (pp. 221-241). Emerald Publishing Limited.
Online
A Diagram Of 21st Century Pedagogy, (2018). [Online]. Available Through:
<https://www.teachthought.com/the-future-of-learning/a-diagram-of-21st-century-
pedagogy/>.
Public – Private Partnership, (2018). [Online]. Available Through:
<https://www.theeducationpartners.com/public-private-partnerships/>.
Kyritsis, E., 2018. Bee – Bots in the Classroom. [Online]. Available Through:
<https://elenikyritsis.com/2018/02/25/bee-bots-in-the-classroom/>.
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