Griffith University Academic Dr Jason Zagami has led an important Ed Tech Project in collaboration with academics, teachers and industry professionals to research and produce the AETT (Australian Educational Technologies Trends) 2018 Report.
Building on two decades of NMC (New Media Consortium) Horizon Reports, the AETT report provides an annual forecast of Educational Technology trends in Australian schools. It identifies which educational technologies will be used the most in Australian schools, the underlying trends and challenges, and the approaches and technologies being used in computer education.
In the report we are seeing the prolific use of educational technologies such as Digital Presentations, Maker Spaces and Cloud Computing, trends such as PBL, Deep Learning and 21c Skills currently in play, and the inclusion of Robotics, Programming and Digital Citizenship among the trends for Computer Education in Schools.
Professional Learning, Higher Order Thinking Skills, and change head up the top five (5) challenges for Schools across the Australian Ed Tech landscape.
The AETT makes use of Delphi and Conjoint consensus research techniques to involve over 100 leading educators in generating forecasts that are meaningful to Australian teachers, school leaders, researchers, policymakers, and the EduTech industry. “A distinguishing feature of the AETT report is in recognising and reporting the differing perspectives of school leaders, IT staff, parents, students, and teacher to the various trends, challenges and technologies in Australian schools” Dr Zagami said.
It is imperative for University and Higher Education Institutions to be aware of these trends, challenges and successes of implementation and uptake.
As Dr Zagami points out “Trends occurring in Australian schools presage the expectations students will have of the use of educational technologies in higher education.”
You can find out more about the project, process and view the AETT report at: https://acce.edu.au/australian-educational-technologies-trends/