Summary of Recommendations

From WikiEducator
Jump to: navigation, search

Inquiry into 21st century learning environments and digital literacy

This is the text of the report presented to the New Zealand Parliament in December 2012

To maintain the integrity of the report, please do not edit this page

Return to Index to report

The Education and Science Committee makes the following recommendations to the Government:

  • That it implement a system that collects, analyses, and disseminates better sector-wide data on digital literacy and 21st century skills to enable more evidence-based policy decisions. (p. 17)
  • That it develop an improved research framework to ensure that educational policies are informed by current research thinking and future-focused thinking in the digital area. In developing the research framework, adequate consideration should be given to ensuring that New Zealand research is shared throughout the country and with international research programmes. (p. 17)
  • That it consider whether it commissions an iterative best-evidence synthesis of digital learning and pedagogies. (p. 17)
  • That it investigate the benefits and implications, along with any policy or legislative changes, of extending availability of school facilities and resources, including computer labs and Internet connections, to their communities. (p. 19)
  • That it create best-practice design templates for school buildings so that newly-built schools and upgrades are more open, flexible, and networked. (p. 19)
  • That it consider how school libraries can be 21st century learning environments. (p. 19)
  • That it consider encouraging local government to ensure greater Internet access via public libraries for out-of-school learning as a valuable community resource. (p. 20)
  • That it consider requiring all New Zealand teachers to demonstrate a defined standard of digital literacy and to undertake professional learning and development to maintain their digital literacy skills, knowledge, and understanding. (p. 22)
  • That it consider requiring appropriate school leaders to demonstrate a defined standard of digital literacy, and to undertake professional learning and development to maintain their digital literacy skills, knowledge, and understanding. (p. 22)
  • That it consider measuring and evaluating teacher training institutions on the quality of their digital literacy training. (p. 22)
  • That it, in consultation with the education sector, consider whether there needs to be any policy changes to take into account potential workload changes as a result of online learning. (p. 23)
  • That it consider ensuring that all appropriate New Zealand video content produced for public consumption is licensed and funded under a single national contract, and made available to all schools. (p. 25)
  • That it ensure that policies and guidance are developed to help prevent cyber-bullying and inappropriate online content. (p. 26)
  • That it ensure that more local New Zealand content, including Maori and Pasifika content, is made available to all schools, either through the Network for Learning or by other means. (p. 26)
  • That it ensure that digital educational materials for learning Te Reo Maori are available to all students. (p. 26)
  • That it consider ensuring access to high-quality digital resources to support the New Zealand curriculum for all teachers and learners. (p. 26)
  • That it review the intellectual property framework for our education system to resolve copyright issues that have been raised, including considering Creative Commons policy. (p. 26)
  • That it consider the advantages and disadvantages of whether all documentation produced by the Ministry of Education for teaching and learning purposes should be released under a Creative Commons licence. (p. 26)
  • That it review the definitions of digital literacy to consider a common definition that can be used across the sector. (p. 28)
  • That it review 21st century skills in the context of digital literacy in our education system. (p. 28)
  • That it consider research and the potential for a greater role of educational games as part of digital learning environments for 21st century learning and skill development. (p. 28)
  • That it consider enhancing the role of information science in the education sector. (p. 28)
  • That it better position ICT skills, knowledge, and understanding as educational options that lead to high-value careers. (p. 28)
  • That it consider introducing policies and initiatives to ensure that every child at school in New Zealand has access to digital learning at school. (p. 31)
  • That it undertake research and consider policies in relation to digital literacy in early childhood education. (p. 31)
  • That it undertake to consider how digital learning material used in New Zealand schools can be accessible by people with disabilities, including those who cannot see graphics, cannot hear audio, or cannot operate a mouse. (p. 31)
  • That it review licensing arrangements for software, so that students have equity of access in schools and in homes, including the use of open-source software. (p. 31)
  • That it consider introducing a policy that every student have access to a digital device for learning, including the appropriate age for such a policy to apply. (p. 33)
  • That it consider research and best practice to develop policies on device ownership and other arrangements to ensure students have access to a device. (p. 33)
  • That it investigate the best bulk supply arrangements to enable possible purchase by families or schools of devices suitable for use by students at school. (p. 33)
  • That it require schools to establish guidelines on the use of devices at school, based on Ministry of Education guidance, which recognises the value of digital devices for learning. (p. 33)
  • That it consider how to ensure access to necessary technical support, to ensure the use of ICT in schools is effective. (p. 33)
  • That it consider whether SNUP specifications should include high-quality wi-fi coverage in the upgrades provided to schools. (p. 35)
  • That it consider accelerating the SNUP programme. (p. 35)
  • That it consider whether the Crown-owned company Network for Learning Ltd be required to actively seek New Zealand content and services for delivery to schools. (p. 37)
  • That it consider whether the Network for Learning should be accessible not just from schools’ premises. p. 37)
  • That it consider how Network for Learning Ltd can provide affordable access to high-speed Internet connections with unlimited data to all schools. p. 37)
  • That it consider the benefits of implementing and operating a single system for core ICT services in schools, including identity and access management, a student management system, a learning management system, e-portfolio, e-asTTle and e-Admin systems such as ENROL. p. 37)
  • That it consider whether access to high-speed Internet and core ICT services should be funded nationally. p. 37)
  • That it recognise that 21st century learning will require significant change across the education sector, involving a wide range of stakeholders; and that the Government recognise achieving such a change needs government- and sector-wide leadership to develop and promote a vision, and to lead an integrated series of work programmes to implement that vision. (p. 39)
  • That it consider reviewing the best institutional arrangements for providing the leadership to deliver both digital capability and 21st century learning environments. This review should include options such as, but not limited to, strengthening the Ministry of Education, extending the responsibility of Network for Learning Ltd, or establishing a new Crown entity. (p. 39)
  • That it consider that the Education Review Office report on the digital capability of schools in its regular school reviews. (p. 41)
  • That it consider that the Education Review Office reports include information on how well schools collaborate with other schools. (p. 41)
  • That it seek input from the sector on barriers to collaboration, and then modify policy, funding, and operational processes to actively promote collaboration. (p. 41)
  • That it review student assessment to ensure that more online assessment opportunities are realised. (p. 41)
  • That it consider possible regulations regarding the use of school buildings to support the use of digital facilities by the community. (p. 41)
  • That it assess the possible resource implications of our recommendations for ICT expenditure. (p. 41)
  • That it assess possible legislative changes in response to the recommendations in this report. (p. 41)