edu4 cce task 2

10/04/2023 1

EDU4CCE-TASK 1The Contexts and Directions of Australian

Education

Zoe Jovic-Student id: 99582013

10/04/2023Zoe Jovic-Student id: 99582013 2

Historical and Industrial Context of Education in Australia

• In the 19th century teachers ran their schools as businesses and were regarded as entrepreneurs. ( Bentley, 2012)

• Teaching was seen as “trade”, (2012), rather than as a teaching profession, no formal training was required.

• In 1870’s the Department of Education was Established

• Teacher's lives became “minutely regulated by the Department of Education”, (2012).


How forces from these contexts influence education?

• In the 19th century there were those teachers that were in support of progressive education and were fighting to establish the notion “that teaching actually required special training, pedagogical techniques, which made up competent classroom practice”. (Bentley, 2012)

• By early 20th century the Department of Education provided specialist training for teachers in terms of curriculum and “teaching methods”,(2012).


• The introduction of formal training for teachers “produced normative understanding of education, teaching and learning and instruction was portrayed as a main feature of teachers work”,( Bentley, 2012).

• After World War II, employment of teachers placed them in “hierarchical structure”, (2012).

• Teachers were grouped according to their subject and with their own senior teacher.


• These structural changes influenced education in terms of career pathways for teachers and determined their wages according to the hierarchy of their positions.

• Until the 1960’s married women,(many of them teachers), could not hold permanent positions and were ineligible for promotions.

• The teaching profession was therefore dominated by men.


Feminist View

• “This was part of the Women’s Liberation movement which started in the 1960’s. The aim of the movement was not to “have it all” as some contemporaries would have us believe, it was – among other things – to transform the power relations between men and women which lay at the foundation of our society. These women demanded equal pay for equal work, equal access to education and employment, public provision of child care, shared responsibility for the upbringing of children etc.” (http://www.hreoc.gov.au, 2011).

http://www.hreoc.gov.au/

http://www.hreoc.gov.au/


• Finally in 1960’s female teachers “secured equality in this regard”,( Bentley, 2012).

• The 1990’s saw a new movement in reshaping teachers work in terms of being seen as “fully-fledged partners in the development of education in general”, (Bently,2012),

• This was a far cry from 19th century view of a teacher as a servant.

Zorica Jovic


• Historic and industrial context of education plays a vital role in terms of the evolution of the teacher’s role in the society.

• From a “servant” to active participant in education, unqualified to qualified, unpaid to paid, from instructional to “guide on the side”, (Prensky, 2008), there has been a push to bring the role of the teacher to a higher status.

• Demand for a higher pay continues in the 21st as it has in the 20th century.


Philosophical and Social context of Education

Philosophy of education impinges on education by ones self beliefs.

FROM PIONEERS OF EDUCATION TO YOUR OWN EDUCATION PHYLOSOPHY

What is the truth? Right from Wrong? Ethical Values /Moral

Behaviour. How does teaching and

learning reflect one’s beliefs about truth and value? ( Bentley, 2012)

What kind of philosophy are you going to adapt as a teacher?

Cognitivism/ConstructivismLearner actively constructs own understandings of reality through interaction with environment and reflection on actions. Student-centered learning around conflicts to present knowing structures.

Key proponents :Jean Piaget,U. Bronfenbrenner,Jerome Bruner,Lev Vygotsky


Global and Economical Contexts

Future of Australian Education


I.T. IS THE WAY TO GO!

Any effort to connect schooling with the realities of the 21st century should be informed bythe realities of the use of ICT by young people of school age. (Moyle, 2010)

‘Now schools can be considered more as environments that consist of physical, online, or simulated learning spaces, or they can been environments that consist of any combination of these environments, (2010).

The move seems to be toward Virtual classrooms.

The disappearances of a school

as a physical form and teaching as a profession as online education provider.


I.T IS THE WAY TO GO! The direction of Australian

education is leaning towards student centred learning rather then instructional.

According to Moyle “A learning environment that promotes the development of creativity, innovativeness and capability for self-directed lifelong learning in students will have a strong flavour of constructivist learning, rather than one of teacher-dominated declarative learning,(2010).


I.T. IS THE WAY TO GO! “Challenges for educators

in the 21st century can then be summarised as requiring fresh thinking about what is taught, how it is taught and why it is taught”; ( Moyle 2010).

The challenges that teachers will face is to unlearn and learn to act as a guidance and not as a instructor to students to help facilitate intrinsic motivation by incorporating WEB 2 tools and student cantered learning.


GLOBAL ECONOMY “Political and government leaders

in countries in the OECD, such as Australia, have argued that innovation, technologies and education are fundamental to generating sustainable, productive and competitive national economies “. (Moyle , 2010)

Incorporating I.T in the classroom seems to be imperative for the future of the Australian Economy, as the nature of the Australian work force changes.

In the schools sector, the backdrop of globalisation and technological change provides the context for education, as the Melbourne Declaration states: Globalisation and technological change are placing greater demands on education and skill development in Australia and the nature of jobs available to young Australians is changing faster than ever, (Moyle, 2010)

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GLOBAL ECONOMY “Almost a decade later, a central

focus of the $2.2 billion Digital Education Revolution is to provide computers to all secondary school students in Years 9 to 12, over the five years to2012 (Australian Government, DEEWR, 2008a). Computers are being provided through the National Secondary School Computer Fund. This is the first time in Australia’s history the federal government has directly funded the provision of computing hardware and software to schools”. (Moyle, 2010).

The strategic action of the government is to enrich schools knowledge in I.T, steer students to I.T careers and strengthen Australian Economy.

Zoe Jovic-Student id: 99582013


I.T AND PEDAGOGY “It can be stated in many ways,

the basic direction is away from the “old” pedagogy of teachers “telling” (or talking, or lecturing, or being the “Sage on the Stage”) to the “new” pedagogy of kids teaching themselves with teacher’s guidance (a combination of “student-centered learning,” “problem-based learning,” “case-based learning,” and the teacher’s being the “Guide on the Side.”) http://www.marcprensky.com

“We must get our teachers – hard as it may be in some cases – to stop lecturing, and start allowing the kids to learn by themselves,”( Prensky, 2008).

The challenge for future educators is to as pointed out by futurist Alvin Toffler: “the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn’’.(Moyle 2010)

The teachers will have to unlearn what they have learnt, otherwise they will risk of becoming illiterate in their strategy of teaching.


FUTIRISM IN EDUCATION As we enter into the knowledge and IT

age, “it has co-drivers as well, among them social demands worldwide for greater freedom and individuation.”(Toffler

,Alvin) The same thing can be said

about education and the implications that is has for teachers.

Teachers need to allow students to develop individual learning strategies, rather then being told what to do.

As Seddon points out: Education is a complex and changing social product, its representation as “education “can be misleading. Representations are not simply reflections of the empirical world but active productions which are shaped not only by the structural and discursive limits of the times, but also because any representation entails the construction of a relationship between past and present which is oriented to a vision of the future,(1994).


Bentley , Ian. ( 2012). EDU4CCE Changing Contexts in Education 2E, 2nd edition; Cengage Learning.

Moyle , Kathryn. (2010). Bulding Innovations: Learning with technologies. Acer Press.

Seddon. Terri. (1994). Context and Beyond: Reframing the Theory and Practice of Education. The Falmer Press.

REFRENCES:


http://www.hreoc.gov.au/about/media/speeches/sex_discrim/2011/20110308_IWD.htm

Retrieved 28/09/2012 http://

research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=aer

Retieved 29/09/2012 http://www.marcprensky.com/ Retrieved 30/09/2012 http://

www.skypoint.net/members/mfinley/toffler.htm Retrieved 30/09/2012

Refrences:

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1009&context=aer



http://www.marcprensky.com/

http://www.marcprensky.com/

http://www.skypoint.net/members/mfinley/toffler.htm

