Education in the 21st century.

Reflection #7: A reflection on how digital and collaborative innovations can relate to national guidelines and contemporary educational theories. Clear guidelines in our national curriculum show that relevant relationships as a foundation, should be formed with our students, parents and whanau in order to structure our technology curriculum (MoE, n.d.) which has been well established during the previous lock-down period during student’s online learning. Our reviewed New Zealand Curriculum as well as Te Marautanga o Aotearoa include the revised technology learning area (MoE, n.d.) stipulates that students should have equal, authentic and cultural learning opportunities to become digitally literate while learning (MoE, n.d.). And this is what I offered my students during my digital and collaborative innovation. Another guideline points out that my students have to make progress through new learning (MoE, n.d.) even when using an iPad. With new information regarding sustainability they be

Reflection #6: Looking at digital technology through the lenses of law, policies and regulations. The policy in education is currently filled with information regarding 21st century learning and the importance thereof (Ward & Parr, 2011). Therefore law, policies and regulations need to be considered. As we know, since the beginning of 2020, all schools and kura now refer to the revised learning area regarding expanded learning opportunities for students using technology (MoE, n.d.). Therefore, our national educational policy is implemented at three different levels; the first one which is a strategic ICT (digital technology) policy where goals and purposes are being discussed for schools (Ward & Parr, 2011) and the second is an operational policy where funding is rolled out in order to support schools. The third level is for policy implementation which depends on the involvement of schools. The implementation of these ICT policies is strongly influenced by the values and belief

Reflection #5: Digital technology: the impact thereof on our cultures, professional environments, society and ethics. Education is continuously changing especially with the inclusion of digital technology (Ministry of Education (2015) which has an impact on our society, professional environments, ethics and culture. Not just anxieties regarding continuous digital technological developments occur (Floridi, 2019) but also daily digital challenges exist such as cyber safety which involves behavioural issues like sexting and cyberbullying (MoE, 2015). Another issue is cybercrime, which comprises of illegal activities and also cybersecurity, which involves unauthorised attacks or even access to computer structures (MoE, 2015). It is uncertain whether students are aware of ethics regarding cyber safety and their responsibilities around that (Mark & Nguyen 2017). Therefore, adults first need to familiarise themselves with Internet safety and the growing existence of Internet dangers and