Ten Trends

Each year, CORE Education’s experienced staff of researchers, educators, and digital technology experts pool their expertise and combine their understanding and evidence of the ways that digital technologies are influencing all aspects of education.

The result is CORE’s list of the ten trends that are expected to make a growing impact upon education in New Zealand in the coming year.

See previous Ten Trends

Ten trends wheel

Trend categories explained

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The culture of an educational organisation is the combination of the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how the school/kura functions. School culture also encompasses more concrete issues such as the physical and emotional safety of students, the orderliness of classrooms and public spaces, or the degree to which a school embraces and celebrates racial, ethnic, linguistic, or cultural diversity. Influences that change or alter any aspect of this mix will likely have an impact on the overall culture of a school/kura or organisation.

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The pace of change driven by new technologies and technological advances looks set to continue and even accelerate, meaning that existing skills in the teaching workforce will need to be frequently upgraded.

In every part of our lives technology is reshaping expectations and enabling new possibilities. The emerging technologies are very different to what we have experienced in the past, requiring us to find new ways to adapt to digital change in more sustainable ways.

The important thing here is the pervasive nature of change that occurs when a new technology is introduced, because technological change is not additive, it is ecological. When you add a new technology you don’t simply change something, you change everything.

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Educational institutions are by nature, very reliant on the structures that give them their identity and serve to support what they do and the way they do it.

We are facing a time of incredible challenge to the traditional structural mindset of schools. The concept of schools as physical places with rooms that accommodate ‘classes’ based on age who attend for fixed hours of the day to work through a curriculum based on the division of human knowledge into ‘subjects’ is being questioned as never before as education systems around the world struggle to identify what sort of response(s) to make to an increasingly diverse and exponentially changing social paradigm.

Structural change includes the deep-reaching change that alters the way authority, capital, information, and responsibility flows in an organisation. For educational institutions, this may mean changes to physical structures (e.g. modern learning environments) or organisational structures (e.g. leadership models, faculties, departments, syndicates etc.) It may also include the emergence of completely new structures (e.g. virtual schools).

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In business terms, process is a collection of related, structured activities or tasks that produce a specific outcome. Simply put, process may be understood as ‘the way we do things’. Educational institutions are generally very process-driven, from enrolment, to curriculum, to the approaches to teaching, to assessment and graduation. Each of these is characterised by the process used to determine how things are done.

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The way we generate wealth and the skill sets required to contribute to this are key elements in any economy. In the past, economic activity was determined by the combination of natural resources, labour, and capital. This view is now challenged by consideration of the value of things such as technology and creativity, giving rise to alternative views such as the concept of a knowledge economy.




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Further information

CORE staff are available to speak to staff groups about any of these themes, or to present to cluster groups or at conferences, either in person or using an online synchronous communications system. Further inquires should be addressed to:

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