Great quote along time ago

‘A society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative and adaptability. Otherwise, they will be overwhelmed by the changes in which they are caught and whose significance or connections they do not perceive.’ Dewey (1916, p. 88)

I don't think Dewey would have been talking about mobile technology as such when he wrote these insightful words but it amazing how true they are for todays teachers, students and educators. Teacher today do need to be adaptable in relation to the changes in technology but more importantly how students learn best. If it is with mobile technology then we need to be able to provide for that and CHANGE our teaching to suit. I think we see a lot of teachers and educators who are "overwhelmed" by the changes in society and its many implications for teaching. It is vital that we use the filters to decide what change is need to impact learning for the best.


Dewey, J. (1916). Democracy and education : an introduction to the philosophy of education: New York : The Macmillan Co., 1916.

E-Learning, society and curriculum

To what extent do you accept Prensky's analysis?
I think Prensky's categorization is helpful in order to understand how students that we are teaching are growing up in a world that we didn't. It reminds me anyway that I can't assume that I can teach students in the same fashion I was.


To what extent do you identify yourself with the "digital immigrant" generation? Although I fall in the digital immigrant category by just a few years I don't really think I am one. Although I didn't grow up as a baby with ipods, mobile phones and the interest I was still young enough and still a student to be effected and influenced by the introduction of the internet, the PC, etc. and other digital and technological changes. Maybe it is more about adapting to change that seperates the real digital natives from immigrants?

Are there any benefits in being an "immigrant"? I think there can be if they are open to change and learning styles of the new generations. Immigrants still have many skills and processes that they can use that are not as common or accessible to the native. For example, writing a letter, face to face communication, etc


Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

History of e-Learning in NZ

It has been quite interesting for me to read about the policy drives and initiatives that the NZ government has implemented or tried to implement over the last 20 years. A few of the initiatives I have been involved in like ICTPD cluster and e-Learning Fellowship. As i wasn't teaching during most of the 90s it was helpful to understand the rationale and successfulness of policy.

The 90s policy drives seemed very adhoc. Selwyn (2008) is quite critical of this period commenting that the government and politicians were more interested in the "kudos of being seen to something about education and technology while actually achieving little change in the classroom". During these years there was little obligation or accountable for ICT use and implementation.

1982 The computer courseware development unit. Information regarding computing

1987 24 Exploratory studies of use of computers in Education

Computer Education Development Unit was formed and then stripped by 'Tomorrow Schools'

1990 The Sallis report was the first policy

1997 ImpacT2001: Learning with IT. The Issues Minister for IT Advisory Group published

ERO released it's report - The Use of IT in Schools. The report like Selwyn was critical of the lack of planning for ICT use. In 1998 the MoE published first

1998 MoE published first strategy for ICT

2002 Digital Horizons. New strategy document emphasing the right to quality education for all. This egalitarian principle drove system and rationale for extensive adoption of ICT. An number of initiatives began. Selwyn argues that "Digital Horizons were fundamentally predicted upon wider governmental concerns of earning rather than learning".

2003 Digital Horizons revised

2006 e-Learning Action plan

Selwyn, D. (2008). Business as usual? Exploring the continuing (in)significance of e-learning policy drive. Computers in New Zealand Schools, 20(3), 22-3.

What is e-Learning

eLearning definition offered by Holmes and Garner is still very firmly fixed to online interactions, it is almost as if you have to have it otherwise it isn't eLearning.

Why is it such a focus? Great eLearning the way I understand it can take place with or without the internet. eLearning afterall means electronic learning I think not internet learning.

I totally agree that"Judgement is a key skill in the e-Learning framework". It is so important for students to be able to decipher what is true from false, fact from fiction, helpful website from ones that will lead them off track. What is really reliable and truthful on the net? Can anything be trusted fully?

How do we ensure that good e-LEarning practices are happening. What are the criteria? And what happens over time when e-Learning evolves how do we keep a track of good practice when it can change so quickly?

With such rapid change it is true that Education is not keeping up. How could this be reversed? Is it just a matter of money and policy? Can we change or are we out of control and we have to just do our best as educators with what we have in order to keep relevant and up-to-date. I guess we can dream though of what it would be like if things were reversed - where money wasn't an issue in schools. However, then with all the technology available there arises the concern over too much technology. How much is too much??

It is so true that with the wide array of jobs available that curricula can not be so targeted anymore, more generic skills are needed and are being taught. In NZ key competencies follow this pattern with communication, relating to others and problem solving are now taught amongst subjects and assessed. This is great I think as working with technology always requires many more skills that just what skill specific tools are need to use a piece of software or carry out a job.

Holmes, B., & Gardner, J. (2006). Enter e-Learning. In e-Learning: Concepts and practice (pp. 13-34). London: SAGE Publications.