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NZ e-Learning pedagogy: What does a New Zealand student in 2014 look like?

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Started by Nathaniel Louwrens 27 Aug 2014 1:37pm () Replies (7)

There have been some conversations in Enabling e-Learning recently that have brought up the topic of teaching practices and what is required in the 21st century. There are, understandably a range of opinions on this.

Over the next few weeks it might be interesting to have a discussion focusing on a New Zealand e-Learning pedagogy. These will focus on:

  1. What does a New Zealand student in 2014 look like?

  2. What does a New Zealand teacher in 2014 and beyond need to look like?

  3. Can we develop an e-Learning pedagogy or a list of teaching practices that are specific to teaching in New Zealand’s multi-cultural, ever-changing society in 2014 and beyond?


In this first discussion the focus is on the student.

Many of us know what the research/experts say, so… From your own observations:

  • What does a New Zealand student in 2014 look like?

  • What do they want from school?

  • What do they actually need from school?

If you can, include examples/stories from your experiences.

Here’s a short video clip to start your thinking:


  • Are New Zealand students the same? Different? In what ways?

There are also a range of resources about pedagogy and future-focused learning available on the Enabling e-Learning website.


  • Janet McQueen (View all users posts) 01 Sep 2014 5:02pm ()

    A great topic.

    One area I think we all need to consider is the increasing population diversity in New Zealand and what needs diverse students have and require from school.

    One in every four New Zealanders (25.2 per cent) on Census day was born overseas. This is one of the highest shares of overseas-born people of any country in the world, just ahead of Australia in its 2011 Census (24.6 per cent) and only slightly behind Switzerland and Israel (both 26 per cent). This change has largely taken place in the last 20 years.

    We have moved on from laregely being either Pakeha , Maori or Pasifika. We are aslo seeing students identifying with an increasing array of multiple enthnicities. Whilst we are beginning to talk about teaching using culturally appropriate ways - when we say this we still laregely talk about Maori and Pasifika students. We need to use mult-ethnic approaches. Students bring different world-views and different cultural values and knowledge to the class room. As teachers in New Zealand we also have our own cultural understanding and knowledge in the way we teach. Teachers should adopt a critical approach to learning and teaching, building onto what the students bring to the classroom and using universal themes that everyone can contribute to. 

    With this increase in diversity we have also seen an increase in the number of students who do not speak English as their first language. It takes at least 5-7 years for a student to learn acdemic language - the language of the classroom. As these students are expected to laregely learn all subjects in English they need scaffolded language support. This means having language objectives alongside curriculum objectives in all learning areas.  All students benefit from language support as academic English is no ones first language. Yet how to do this is rarely a focus of professional development and scant atention is paid to it whilst training to be a teacher. We need to grow this knowledge and think about it as we think about the future as this increasing diversification of NZ society looks likely to continue. 

    Interesting challenges.  

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