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EdTech tour continues to raise New Zealand’s profile
Svenia and Audrey Jarre were hosted by Education New Zealand to visit edtech companies and educational institutions in Auckland, Wellington and Dunedin in December as part of their seven-country and five-month study of edtech ecosystems (see 16 March news story).
Last week, the pair released their report and New Zealand video in which some excellent initiatives from around the world and New Zealand are profiled.
Some key themes for successful edtech are:
- Local context matters – ‘there is no Uber for education’
- Requires a supportive eco-system and community
- ‘Teachers are the killer app’
- Requires infrastructure, professional development and teacher input.
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- Marsden costumes
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ISANA NZ: Upcoming workshops
Register now for ISANA NZ's upcoming workshops.
Professional development workshops
ISANA NZ is offering two professional development workshops this spring:
- In Dunedin on 23 October. Click here to register.
- In Auckland on 5 November. Click here to register.
Mental health first aid workshops
In addition, ISANA NZ is offering two workshops in Dunedin and Auckland to help education professionals become more confident assisting students in the area of mental health.
- Dunedin: 23-24 October at the University of Otago. For more information, click here.
- Auckland: 5-6 November at Sorrento in the Park. For more information, click here.
The workshops are limited to 15 places only, so be in quick to register here.
Furthermore, Wintec is hosting free Mental Health First Aid Training for students. These events will be held in Hamilton but students from any area of New Zealand are welcome. For more information and to register, email info@iamher.org.nz or phone 021 100 7363.
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Around the world in five
IRELAND
Irish gov’t creates group to enhance student wellbeing
Ireland’s government has announced the creation of a new group, chaired by the Union of Students in Ireland, to examine how student wellbeing and engagement can be enhanced at the country’s higher education institutions.
GLOBAL
Why ethical internationalisation is no longer a choice
By catering mostly to rich kids from rich families in the developing world, we surely have to admit that international education in developed countries serves to reinforce the economic inequality and social stratification in students’ home societies.
NEW ZEALAND
Returning student happy with coffee and company
Hannah Mello (29) was the first Otago PhD student to return to complete their studies in New Zealand, under a Government scheme to allow up to 250 overseas PhD students to return the country.
AUSTRALASIA
Spotlight on Australia and New Zealand
ICEF Monitor featured a country spotlight on New Zealand (including the 1,000 cohort announcement and the global pathways initiative) to their e-subscriber base. Recent surveys among agents and students gave high marks – and top safety ratings – to Australia and New Zealand in the wake of the success that both countries have achieved in limiting the spread of the coronavirus.
UNITED STATES
US: first Biden policies will “restore” international student confidence
US education organisations have welcomed Joseph Biden as the 46th president of the US, whose administration shows “encouraging signs” towards a more favourable climate for international education, science, and engagement with the world.
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A school trip from Tauranga to Yantai
The group travelled with support from Education New Zealand’s (ENZ) New Zealand China Sister Schools Fund.
Deputy Principal, Kathy Colville, who accompanied the students along with International Student Coordinator, Annemieke Hart, said “very strong bonds were established”.
“Our students met many challenges,” she said, but “they rose to the occasion and took everything in their stride.”
The students attended school and stayed with local families. An exhibition of Tauranga photos was held as part of the sister city celebrations, and the group enjoyed giving their hosts an insight into Tauranga life. The group also spent a day in Shanghai.
Kathy said the students – all of whom learn Mandarin at school – were carefully chosen.
“It was an extremely difficult task but we chose some that had travelled with us [overseas before]. We knew that we could rely on these students to be great ambassadors of our school, city and country.”
There were lots of differences at school in Yantai, the principal one being the long school hours. The school day starts at 7.15am and ends at 5.30pm in China, with students then staying up till 11pm to complete homework.
“The long school hours were a bit daunting,” said Riley Bartosh.
The students also enjoyed learning calligraphy, and doing physical exercise Chinese-style – always carried out in groups.
The students said the experience had made them more independent and opened up their minds to further travel in the future.
“Now I’m more open to different cultures and how others live,” says Riley Bartosh.
“I am interested in pursuing a career that involves communication with other countries. China has opened up opportunities that would never have been available otherwise,” says Stephanie Austin.
“I’ve been on school trips to Portugal, Amsterdam and Turkey since I’ve been at this school,” says Ngawaka Ririnui. “It’s inspired me to travel more and experience how others live.”
“I am going to continue learning Mandarin at our school so that I can speak three languages – English, Maori and Mandarin,” says Te Wairere Te Moana.
Annemieke said Tauranga Intermediate School has offered biannual overseas school trips to its students since 2000. The school reinvests some of the revenue it receives from international students to fund these trips.
She said that in Term three, a group from Yantai Number two Middle School was making a reciprocal visit to Tauranga.
- 2016 PTE ISB ENZ PowerPoint report 02120617
