The knowledge Economy and it's impact on future teachers

Week one articles were interesting to read and I enjoyed discovering new information. I had never paid much attention to world issues, or thought about how education has changed over the past 30 years. (Houghton and Sheehan2000) note that communication and computing technologies used in business and community life have dramatically increased over the past 20 years. Technology is utilised everywhere, everyday and in many different ways. The Global economy is reliant on technology for survival. The knowledge economy as described by Houghton and Sheehan 2000, implies that " the creation and diffusion of knowledge are essential to it's success. As students of the future are being taught, it is essential that new technologies are integrated into their curriculum. Innovation, education and learning underpin a knowledge based economy. The diffusion of knowledge is essential to a successful knowledge economy." As learning managers we must look at ways of allowing knowledge and information to be distributed effectively. This article also highlights the importance of learning, and in turn creating life long learners. Houghton and Sheehan 2000 state that " learning involves both education and learning by doing, learning by using and learning by interacting." The highlight of these articles was that employers are looking for employees who are flexible and adaptable, able to problem solve, work collaboratively with others and share knowledge and information. How can we, as learning managers facilitate this process? Simply, it requires learning managers to recognise the importance of mode 2 knowledge, and use this as the backbone for teaching students of the future. We must always question who are we teaching and what are we teaching them for? As the future changes rapidly, we may not always know what types of employment will be available in 10 - 20 years. However if we support students in the process of knowledge acquisition, problem solving, critical thinking, flexibility and collaborative learning, they will be able to deal with the demands of their future careers. Upon reflection of my personal educational experiences the dominant paradigm was a teacher centred approach. It was mainly comprised of chalk and talk, and very little student interaction. Students sat at their desks and were " taught at " instead of "taught to", with very little opportunity for interaction, discussion and problem solving skills to be expanded upon. At the opposite end of the scale is a student centric learning environment. This revelation entails student directed activities, peer involvement and collaborative learning. (Heath 2001) As learning managers we need to recognise the importance of enabling students to take the lead with their learning, and support pedagogies that enhance this. Curriculum is vitally important, but incorporating a student centred approach that provides the learner with opportunities to develop problem solving skills, creative thinking, flexibility, sharing, and working effectively in groups lies the basis for their future. Lynch's 8 Learning Management Questions underpins the pedagogy of learning managers. This learning management plan focuses on the important steps required in the development of individual students learning journey. In essence it is a plan which takes into account students prior knowledge, where they are now and how to provide the best opportunities to enhance a students learning journey. I will use this approach in my pedagogical practice, as I believe it covers the important aspects required, and in turn provides the best learning opportunities for my students. The corresponding readings for week one suggests that active learning, engagement theory and the use of ICT"s in education are very valid. Kelsey and Schneidermann, 1999 (relate, create, donate) detail how engagement theory promotes problem solving skills, dynamic thinking and collaborative learning as students focus on an authentic task. This will have a positive effect on students futures as employers are looking at employees who have a broad range of skills and are lateral, critical thinkers and have the ability to reflect on their learning. The ability for students to be involved in authentic activities encourages active learning techniques. In an active learning approach students do not just recall facts, but reflect and use the information, skills and problem solving abilities to future learning experiences. This in turn provides students with life long learning skills that can be adapted to any situation. My conclusions in relation to active learning and engagement theory highlight the importance of teaching in this manner, and something that I believe will be embedded in my pedagogies. My education certainly lacked student interaction, which negatively impacted on my being able to express my opinions and think dynamically. Learning Managers must incorporate fresh approaches, that will positively impact on the futures of the students that we are teaching.