The report and recommendations can be found here:
Which recommendations has the Government progressed so far?
There are a number of recommendations underway. Below is an update on some of these.
One of these is specificity around our area, Digital Technologies
Recommendations 22 and 23
That it consider enhancing the role of information science in the education sector.
That it better position ICT skills, knowledge and understanding as educational options that lead to high-value careers.
These are both underway. The Ministry of Education has worked with NZQA and the wider business, technology and education sectors to create Achievement Standards on the NZ Qualifications framework around information science and ICT skills.
Computer science at NCEA Level 3 was added to the NZ Qualifications Framework this year (2013).
Students studying digital technologies, including computer science, can gain top academic awards if they meet the standard expected. Specialist areas including digital information, digital infrastructure, digital media, and electronics and control technologies are also available on the NZ Qualifications framework.
Great where is programming listed. Also it is great that the MoE and NZQA are working on these, but I see no discussion around New Zealand Teachers Colleges and how they changing there coures to better prepare trained teachers in this area. Also where is the support for the teachers that are currently teaching this area. Yesterday it was announed by the University of Canterbury that they are creating a course around "Curriculum Implementation in Computer Science" that will help teachers like me to teach the computer science modules to my students. We need the same around Digital Information if we are to get students to achieve the higher grades. Don't just create something and then not support it.
As for the response:
These are both underway. The Ministry of Education has worked with NZQA and the wider business, technology and education sectors to create Achievement Standards on the NZ Qualifications framework around information science and ICT skills.The original DTEP had a number of recommendations that were not followed through. There are still a number of changes that need to happen to make this workable in schools as well as creating the type of students that Jesse Metcalf (stuff.co.nz article 21 April 2013) wants to see. The information that the DTEP worked through is available here. Some of the recommendations include:
7. Urgent measures are taken to boost teacher Professional Development in areas of “ICT as a Discipline”:
7.1. With a new Body of Knowledge and new Achievement Standards being developed, priority should be given to teacher development to ensure ICT can be taught appropriately and competently and teachers have sufficient support to do so;
7.2. Steps should be taken to engage the Tertiary community to assist with the provision of professional development to teachers;
7.3. Other independent parties involved in ICT skills and education, such as NZACDITT (the new Subject Association), NZCS, NACCQ, and other tertiary providers should be consulted as to the most effective means of professional development for teachers in the future;
7.4. Providing professional development options in this area should be prioritised, and dedicated funding provided through appropriate channels;
7.5. Incentives should be provided to attract ICT experts into the teaching profession, either by attracting those already trained in the area, or providing incentives for suitable trainee teachers to specialise in this area.
8. DTEP notes that, based on the information available, the proposed generic Technology Achievement Standards are a significant improvement on the existing standards, however they still do not adequately provide for senior specialist subjects such as ICT.
A group similar to the DTEP (including nominees from independent bodies representing tertiary providers, ICT teachers, ICT professionals, ICT Industry, secondary principals and other relevant groups) meets on an annual basis there after to review the Body of Knowledge and wider issues and make recommendations.
So I would like you to take back the report on Recommendations 22 and 23 and actually work through them with the likes of NZACDITT, New Zealand Association for Computing, Digital and Information Technology Teachers on these recommendations and hear the frustrations from teachers about the support they are getting from the Ministry of Education.